The purpose, benefits, and challenges of "Check-in" in a group-work class

  • Clemans S
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The purpose of this article is to illustrate, through teaching examples and student logs, a technique, called 'check-in' routinely used in the author's group-work classes. Check-in is a process where students are invited, in the beginning of each class, to share their struggles, questions, dilemmas, accomplishments, and failures related to their group-work learning. Check-in requires students to listen and offer support, ideas, challenges, and guidance to each other. The goal of check-in is to help students develop their group-work skills and knowledge. Integrating democratic teaching practice with group stage development theory, particularly beginnings and middles, this article explores the process, complexities, and skills inherent in the check-in process. Implications for group-work practice skills are discussed. [ABSTRACT FROM AUTHOR] Copyright of Social Work with Groups is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Author-supplied keywords

  • Check-in
  • Classroom community
  • Democratic teaching
  • Group developmental stages
  • Mutual aid
  • Parallel process

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  • Shantih E. Clemans

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