Lab classes: collaboration in labs

Structure collaborative lab tasks so every student can contribute, feel valued, and avoid ambiguous social rules⁷.

Set the stage for success

State expectations for respectful interaction and model them consistently.

• Be mindful of how lab teams are formed—whether assigned or self-organised—to ensure that no student, especially those from minority groups, is left isolated. A short pre-lab survey can help support balanced groupings where suitable.
• Explain the “why”: Clearly articulate the purpose of the group work and how the skills being developed are relevant to the discipline, easing collaboration anxiety.
• Structure group formation, monitor dynamics, and proactively support students who seem isolated.

Provide clear structure and roles

• Where possible, structure lab teams with defined roles – such as equipment lead, recorder – and consider rotating these roles where it supports inclusion and skill-building, while recognising that some students may need predictable or mobility-appropriate roles.
• Reassure students that if data collection becomes difficult, alternative arrangements will be made.

Facilitate and support the process

• Facilitate reflection: End each session with a five-minute reflection on successes and improvements.
• Provide adequate time: Ensure sufficient time for reading, thinking, and discussion, which many students need.
• Believe and support students: Trust students who seek help with dynamics; recognise that executive-function challenges, not unwillingness, may underlie difficulties^2,3,9

Consider a quiet stream

In large classes, consider adding an alternative, quieter, drop-in laboratory to support equitable participation.

General tips for facilitating successful group work

• Explain to your class that groupwork can be challenging for everyone, but learning to work well in teams is one of the most important skills for any scientist (actually, this applies to nearly all jobs). The days where major scientific advances are made by individuals toiling alone in dark rooms are long gone – the big advances in science now are most often made by teams that include a diverse range of people – people with different fields of expertise, and people with a range of different perspectives and ways of thinking. That is, the most successful groups include people with different expertise and training, genders, ages, cultural backgrounds and ways of thinking. Neurodiversity can be a superpower – e.g. if it allows a group member to think of things in a different way to the rest of the team, or spot something everyone else overlooked.
• Some students have equitable learning plans that allow them to have an alternative to group work, and might need to work alone. However, learning to work as part of a team is a really important skill, so if at all possible, try to find ways to help your students to get involved. There are several things you could do to facilitate neurodiverse student participation in groups, including
  • Helping students to join a group (see set the stage for success, above), or allowing students to work with one or two people they know and are comfortable with
  • Allowing students to work in smaller groups
  • Helping students to find a particular role within a group
  • Encouraging groups to set up group chats so that students can contribute in a written format if they don’t feel comfortable speaking
  • Allow groups to sit in a quieter spot outside during groupwork (which can get quite loud inside).
• Encourage students to talk to their groupmates about what helps them to work at their best.
• Encourage groups to set clear expectations and roles (see above).
• Emphasise the importance of making sure that all group members feel valued, included and engaged. Tell groups that if they notice that one of the group members is not participating, they should not assume the worst, but instead tactfully ask what is going on for the student, and see if the group can do something address the issue (e.g. group members often stop participating if they find their early contributions are not taken seriously, or if they are dealing with anxiety and feel out of their depth).

Why it matters—Purposeful group work lets students feel needed, befriended, and heard, strengthening purpose and contribution. Clear roles, team contracts, and reflections counter double-empathy misunderstandings, while contingency resources lower anxiety⁷

Downloads

• Collaboration in Labs Template
• How Teachers Can Make Group Projects Fair and Inclusive – Education Recoded
• Group Formation Tool Guide – FeedbackFruits

REFERENCES