I basicly do the same thing when seperating the calss into groups of 4 each with 4 groups. In this way I can evaluate each student. When we do break apart I can see very quickly who participated well and who did not.The one that do not do as wellI put in there own group and do the task again. I find that this works well and when they know that they will be broken up into groups the second time they seem to try to do better the first time.
I din't think of that. How would it be handled to assure that all students have a equal share of the "project"?
In the past I've found this to be difficult especially when the group ineracts of site. The only way I seem to have found is to monitor their focus group online postings to determine who is participating and who isn't
I evaluate individual members of study groups by going around the room and talking to each member of the group individually. I take interest in what each student has to say.
I teach Dental Assisting and attempt to have the students understand TEAM in all that they do. I look for those that don't want to participate in a group and I redirect them so they understand that their support is needed and valued in the completion of what is being taught. I validate the input from each student in the group and have the group assist in the evaluation of how how each persons contribution allowed for more clarity and direction with the group project. I have the individuals in the group evaluate themselves on their ability and willingness to participate in a group. I ask for 3 things that they saw in themselves, from any resistance or eagerness and why?
I also evaluate the members of the group individually. Once they know this, the "slackers" usually try a little harger the next time vs. riding on someone else's work.
My student seem to like to be in groups and I make sure that they all participate/ interact with all membersin the group. If for some reason I feel or see one is not interacting I will pull them aside and mention to them this is a group and all need to interact/and give feed back as to the project.
I usually use groups of 2 throughout each module and provide them in advance what will be required of them. It works very well for me in teaching ICBS, which allows me to identify the group that needs more guidance in achieving module goals.
The importance of whats expected of the student or students says it all. My students do group tasks usually four to group individual effort is always known before work in lab starts. Test tale the sign of who is not doing there homework, there last test of the course is also individual effort. This evaluates individual effort
Greetings Reginald!
I totally agree! Student need to learn and experience the practical side of working in groups. Working in groups certainly helps students learn about the differences in people.
Good job!
Jane Davis
ED106 Facilitator
Students have to learn to work together. When they are out in the real world, you have to learn how to deal with different points of view. Not everyone has the same viewpointe on certain things and you have to learn how to modify and change a little if you have to.
I have an easy tak when it comes to this topic becuase my classes generally only have 6-8 students total in them, so it is easier to evaluate their contributions to the classroom learning environment.
I do want to start using individual groups, I think it would help students interact with each other and be able to talk with each other as they progress through the program and their individual career paths.
Hi Frederick!
I like it! The approach helps all students fell successful.
Keep up the good work!
Jane Davis
ED106 Facilitator
Greetings!
But what happens if the project can't be equally divided? How would you handle that situation?
Good work!
Jane Davis
ED106 Facilitator
Hi Robby!
It is always amazing to me how a group forms itself. But how do you handle a group where you have more than one natural leader?
Keep up the good work!
Jane Davis
ED106 Facilitator
When I place students in group activities, I often rotate them as leaders. I feel that in doing so, it gives all of the students a chance to participate evenly.
By giving a very clear outline of what I want the group to perform it is easier to evaluate individual students. When it is a group project one student might be stronger in one area than another but to get an outstanding grade each student has to perform well as well as learn from the others in the group.
Hi Karen!
I like your approach of having phases and using a rubric to check student progress. When using a rubric, students are clear on expectations.
Keep up the good work!
Jane Davis
ED106 Facilitator
walk around and listen to what is going on and are all students inputting.Also has anyone stepped up to be leader and organize the group to keep on task
I put the students in groups and range them from A students to C students. That way the strong can help the week. I use a rubric that is filled out by each member of the group. The students rank the other students group participation.
