A
Paraphrase: When your group controls the
(learning) process, your learning is faster, more relevant,
and sustained. Assessment is built into your group's
competency and control.
Institute
for Research on Learning (IRL)
http://www.irl.org/projects/projects.html,
(September 16, 1998)
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to a blank form
| What |
Who |
How |
When: |
Self-introductions:
interests & qualifications |
all |
|
Meeting
#1 |
| Determine
convener and/or clerk, as well as recorder of
meetings |
all |
- determined
by group process
- factors
to consider: volunteers, experience,
expertise, desire to learn,
- manner
of distributing/posting minutes
- review
minutes to track progress
|
Meeting
#1 |
Set
group communications:
frequency & means |
all |
- face-to-face
meetings: time & location
- telephone:
list numbers & convenient times
- e-mail:
addresses (distribution lists)
|
Meeting
#1 |
| Summarize
objectives |
all |
Suggestion:
- each
member independently writes down two or
three main objective's of the project.
- Group
compares and agrees upon objectives
|
Meeting
#1 |
Determine
process
to achieve objectives |
all |
- project
planning tools
(Gantt, Critical Path, PERT)
- project
production tools
(word processing, demonstration
software (PowerPoint), etc.
- stages
of development
- critical
sequencing (timeline)
- assign
sub-groups
|
Meeting
#? |
|
In
the case of large sub-groups: begin again
above!
|
| Research |
|
- library
research
- field
research
- other:
|
|
| Analyze
research/findings |
|
- mid-stream
check-in
- planning
for gaps
- requests
for assistance
|
|
| Outline
"product" |
|
- opening
paragraph/thesis statement
- individual
topics
|
|
Write/Compile
document/presentation |
|
- opening
paragraph
- body
- closing
arguments/statement
|
|
| Document
& create bibliography |
|
|
|
| Test |
|
|
|
| Review
and evaluate |
|
- product
- process
- participation
|
|
| Summarize |
|
|
|
| Rehearse
presentation |
|
|
|
| Present
final product |
|
|
|
| Celebrate |
|
|
|
Philosophy
of group projects
Group
learning, or working in groups, involves shared and/or
learned values, resources, and ways of doing things.
Effective groups learn to succeed by combining these
factors. However, each group, and each individual, will
only be as effective as they are willing to embrace and/or
respect differences within the group.
Interaction
within the group is
based upon mutual respect and encouragement.
Often
creativity is vague.
Ideas are important to the success of the project, not
personalities. A group's strength lies in its
ability to develop ideas individuals bring.
Conflict
can be an extension of creativity; the group should be
aware of this eventuality. Resolution of conflict
balances the end goals with mutual respect. In other
words, a group project is a cooperative, rather than a
competitive, learning experience.
The
two major objectives of a group project are:
- What is
learned: factual material as well as
the process
- What is
produced: written paper, presentation,
and/or media project
Role
of instructors/teachers/professors:
- The
success of the outcome depends on the clarity of the
objective(s) given by teachers, as well as guidelines on
expectations. The group's challenge is to
interpret these objectives, and then determine how to
meet them
- The
process of group work is only as effective as teachers
or instructors manage and guide the process.
Group projects are not informal collaborative groups.
Students must be aware of, and prepared for, this group
process.
Cooperative group projects should be structured so that
no individual can coast on the efforts of his/her
teammates
Scoring:
- Rewards
ideally should be intrinsic to the process, with group
members deriving their reward from their contributions
to the group and project
- External
reinforcement (grades, etc) for individuals can be based
upon improvement, as opposed to comparative, scoring.
Traditional, comparative scoring works to the detriment
of teams with low-achieving members. Evaluation
based upon improvement rewards the group for an
individual’s progress. Peer, comparative
evaluations can have a negative effect on teams:
low scoring members are considered
"undesirable" and drags upon performance
High
achievers versus low achievers?
- We assume
high achievers mentor or teach low achievers. In
the process of teaching others, we can learn more about
the topic. As we tutor, even simple questions from the
tutee make us look at our subject matter freshly. As we
explain, we gain a deeper understanding of the topic.
Low achievers then tutor or teach high achievers!
- High
achievers profit in cooperative learning in other ways:
leadership skills, self-esteem gains, conflict
resolution skills, and role-taking abilities which
become part of the leaning process, and betterment of
the student.
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