Instructor Preparation Time Medium
Student Response Time Medium
Instructor Analysis Time Medium
Large Classroom Considerations Movable tables and chairs
Complexity of Activity Medium


Analytic Teams have members of a group assume roles and perform tasks while critically reading an assignment. Roles such as summarizer, connector, proponent, or critic focus on activities within an analytic process. It can be particularly useful when the teacher assigns roles that exist within the norms of the discipline.


  • Students to understand the different activities that constitute a critical analysis,
  • To focus on learning and to perform one aspect at a time,
  • To prepare students for more complex problem-solving assignments in which they may assume multiple roles, or
  • To increase and equalize participation levels among group members.
Select an assignment that requires an analytical process. Break the process down into parts:
Proponents: List the points you agreed with and state why.
Critics: List the points you disagreed with or found unhelpful and state why.
Example Givers: Give examples of key concepts presented.
Summarizers: Prepare a summary of the essential points.
Questioners: Prepare a list of substantive questions about the material.
Determine whether you could perform each assigned role and whether each is sufficiently challenging.
Form student groups of four or five. Assign each individual in the team a specific role and job assignment.
Present the lecture, show the video, or assign the reading.
Give teams class time for members to share their findings and present their analyses. 
Review student analysis or formal presentation of findings.
Provide feedback/grade to the group or individual based on the quality of their analysis.
Summarize student performance at the next class. Tell them how these skills will affect their future work, and make suggestions on how students can improve their analytic process.


Barkley, Elizabeth F. et al. Collaborative Learning Techniques A Handbook For College Faculty. Wiley, 2014. pp. 249-254.