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GROUP WORK

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Students report greater satisfaction in courses where group work is assigned ... Lastly the group of four as a whole discusses and synthesizes all the positions ... – PowerPoint PPT presentation

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Title: GROUP WORK


1
GROUP WORK
  • Gen Ed Skill Area
  • Elizabeth A. Lehfeldt
  • Cleveland State University

2
Why do group work?
  • Student assessment indicates that students learn
    and retain information better
  • Students report greater satisfaction in courses
    where group work is assigned
  • Skills valued by employers

3
Types of group work
  • Ad-hoc temporary clusterings of students
  • Formal groups with a longer-term project to
    complete
  • Study groups

4
Faculty and group work
  • Designing assignments
  • Assessing group work
  • Willing to sacrifice efficiency and control to
    other goals

5
Reassurances
  • Bad experiences with groups
  • How your class will be different
  • Clear assignments, tasks, and grading

6
Rationale for group work
  • Why are you doing it?
  • What is the assignment?
  • Some direction about tasks, division of labor
  • What are you looking for in the finished project?

7
Rationale for group work
  • How group work will be assessed
  • How groups will be monitored
  • What is the time commitment for groups
  • How to handle problems that arise

8
Creating effective groups
  • When to form
  • Size matters
  • 4-5 is ideal, especially if students dont have
    lots of practice with group work
  • Composition
  • Random
  • Carefully orchestrated
  • Some room for student preference?
  • Shared criteria
  • Meeting times

9
Effective assignments
  • Complex enough to warrant group work
  • For inexperienced it may help to identify roles
  • Motivating enough to invite engagement
  • Links to objectives of the course
  • Involving presentation to class or even
    outsiders?
  • Problem-solving
  • Client-based

10
Effective assignments
  • Class time for group work
  • Teach skills of group work
  • http//www.ou.edu/pii/teamlearning/video.htm
  • Fiechtner, S. B., and Davis, E. A. "Why Some
    Groups Fail A Survey of Students' Experiences
    with Learning Groups." In A. Goodsell, M. Maher,
    V. Tinto, and Associates (eds.), Collaborative
    Learning A Sourcebook for Higher Education.
  • http//dhc.ucdavis.edu/vohs/sec04-1.html

11
Facilitate student interaction
  • Early opportunities that serve as icebreakers
  • Pair or group students in the first week
  • Ask students to identify components of successful
    discussion and group work set norms
  • http//www.iml.uts.edu.au/learnteach/groupwork/uni
    t4.html

12
Sample assignments
  • Structured controversy Groups of four explore
    controversial topic. Students work in pairs.
    Each pair takes a different side of the issue.
    The groups of four meet, and each pair takes a
    turn stating and arguing its position Next, each
    pair must reverse its position and argue the
    opposite position than the one it argued before.
    Lastly the group of four as a whole discusses and
    synthesizes all the positions to come up with a
    group report. There may be a class presentation
    where each group presents its findings.

13
Sample assignments
  • History Write a medieval newspaper
  • Students conduct their research independently and
    use group meetings to share information, edit
    articles, proofread, and design the pages.
  • Science, engineering Report on alternative
    energy sources.
  • Each member of the group is responsible for
    research on one source, and then all the members
    work together to incorporate the individual
    contributions into the final report.

14
Assessing group work
  • Process, product, or both?
  • Who will assess instructor, students, or both?
  • Group marks, individual marks, or both?
  • Samples

15
Assessing group work
  • Example A group of six students undertakes a
    six-week research project on the geomorphology of
    a particular region. They will produce a final
    group report, for which they will receive a group
    mark. In addition students will be assessed
    individually they are required to submit a
    research diary recording their progress, relevant
    diagrams and printouts and findings at weekly
    intervals throughout the six weeks.

16
Troubleshooting group work
  • You are available for discussion
  • Peer assessment will be part of the process
  • Equip students to troubleshoot their own problems
  • http//writing.colostate.edu/guides/processes/grou
    p/list8.cfm
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