Yes I do, and this is a portion of my overall evaluation of the student. Thanks for the suggestion.
That sounds like a great idea, I think I'll start to incorporate that into my group projects.
I do -How we feel about what we do is as important as the doing.Analogy is a great tool for this on so many levels.
I provide the students with a choice of 6 "jobs" that they are responsible for in their group. Each student selects which job s/he wants to do. Every time the learners meet, they are required to try a different job. The "job" requires written communication that the students turn-in to me. Regardless, I float around the room listening to the engagement of the group from the individual's contribution. I take notes regarding the discussion and assign a maximum of a 5-point grade.
Hi David!
I hope that you provide this analogy to your students prior to starting group work. As I stated in another post, students should understand the dynamics of group work.
Good job!
jane Davis
Ed106 Facilitator
Bernie, do you provide the groups with a grading rubic so they are all equally and fairly evaluated? I would be concerned by random evaluations.
Keep up the good work!
Jane Davis
ED106 Facilitator
One thing I always do with group work is have all the members of the group evaluate their fellow members. When this is done it seems that knowing that the other members are going to evaluate your work makes them concerned about contributing.
If I find certain members are poorly or highly rated, that appropriate would affect their grade below or above the overall group grade.
To me it is the connection with all in this case an understanding of of subject matter in a group setting .Concepts unfold into other concepts.Drops flow into drops to create streams in turn flow into oceans of thought.Thanks for asking such a great question
Hi David!
What do you mean by "unfold into other members"?
Thanks for the clarification and keep up the good work!
Jane Davis
ED106 Facilitator
Greetings John!
What instructors have to watch for is that the stronger student doesn't "take over" rather than "take on" the weaker student. It is a fine balancing act!
Keep up the good work!
Jane Davis
ED106 facilitator
When doing group projects I find that the stronger students usually take on the weaker students and explain the project so they can participate with more strength
This can sometimes be a tough thing- especially if alot of the group work is outside of the classroom. In class I like to monitor all the group work and activities by circulating and observing who I see participating and contributing and who isn't. In formal groups, with larger assignments over more than just one class session I like each member of the group to fill out an "assessment" of his/her own work as well as of the other group members. Making it clear that this is for my eyes only I find that students are usually quite honest about their own, as well as group members', participation.
By making individul assignments to each member of the group and then allowing these to unfold into other members for a common goal.
Keep an eye on what they are doing, ask them questions individually about the topic.
I divide up the tasks between students and tell them who is working where and with whom for the week. I then move from group to group, and student to student. Everyone has a checklist and I talk to everyone on a regular basis to determine progress with their tasks. I also watch, a lot. Many students believe I have eyes in the back of my head. It's just that I know all the tasks inside and out, such that I know the common mistakes and learning opportunities. By watching I see who is doing their part or wandering around. I also listen to how they interact, which can be very revealing.
I will give each student in the group a specific task. I will also monitor each group by checking their work throughout the classroom. I can then tell who is contributing the most and who needs to work on their skills.
I try to create a checks and balances approach so that students know what portions are individual and how that relates to the group grade.
Good morning Rita!
Long term group continues to be a challenge for me. I find that I get more commitment from students when a project is very short in duration. Students don't have the opportunity to labor over it and make excuses.
Keep up the good work!
Jane Davis
ED106 facilitator
By learning alittle something abouth the person
