this is so true. I take the opportunity to visit each group in class and can determine the group dynamics.
Gosh, isn't that the truth! One time, I actually had two people fighting to be the leader! This was after they selected the people they wanted to work with. Now, I establish the leader, I try to eliminate any arguments that could arise.
Groups can be problematic in an online environment. I have selected to designate particular areas of focus for each group member to write about for the final paper. I also recommend and stongly encourage group members to come up with a set of ground rules by wish to operate by. Those usually consist of 'being on time, doing their part, etc.'. I can see a list of the ground rules and see those that are not participating as a result.
I did this once through a formal debate, the group was judged on the final project while each person had a set of criteria they had to follow pertaining to their individual job they were assigned.
I monitor each group for which students are always up-front, hands on, and for those students who “hang-backâ€. I then try to go to those who are hanging-back and work with them on a procedure and encourage to step up when working in a group. If I have to do this continually with a particular student, I remind the group that I will grade according to each persons contribution
Unfortunately, my classes are rather small ranging from 6-20. This allows for small groups of 2-4 people. In a group this size it is quite easy to determine individual effort if their assignment is done in class. With that said, small group assignment I use are usually "thinking" assignments; that is to say, giving them a chance to work through something together with only a participation grade at stake. Because my students come from two states and several different counties, small group work outside the classroom would be ineffectual as they would not be able to maintain contact with their group members.
Karen
While easy to identify the "problem students" getting them to participate becomes the ultimate goal. In our healthcare programs, each student must provide a return demonstration on many skills before the course requirements can be completed. Therefore, the "slackers" certainly don't stay that way particularly when they know that their turn to perform is forthcoming.
Hi Frank!
I believe that it depends on the mix of each class or group Peer review works better with some groups than it does with others. Personalities, behaviors, attitudes, past experiences, etc. all have an impact on how different groups interact.
Keep up the good work!
Jane Davis
ED106 Facilitator
I believe that a good way to evaluate individual members in a student group is to do self-evaluation. This can be done by giving each member a survey how how they feel each person in the group contributed, as well as themselves. By using this approach you are able to get imput from every member of the group on how each member interacted in the group.
I usually question student groups who are actively working to get an idea of who is doing what. I sometimes give specific assignments and each group has to decide who is doing what and give me feedback as to who is doing what. I find this is quite effective and most students will say something if one is not pulling their weight.
Leaders, participants, and slackers. Ha. Good one. Probably pretty accurate!
Jay, When i evaluate student groups I use both peer review and my own. I find that when the student know that they have to grade each other they try hard oh the project.
A method is to be sure that every member has there own specific responsibility.
I like to have case studies that student groups can work on together. After they complete the case study, I ask them to each present a part of the conclusion to the class.
I find that there are 3 types of people in groups. 1- leaders,2- participants,3- slackers. It is real easy once you identify the problem students and focus on them to get them to at least try to participate in the group activity.
I like the idea about handing out an anonymous evaluation form for each member of the group to fill out. You are right that students are able to speak freely about each other’s contributions. This approach will give the instructor a deeper understanding of the group’s dynamics. The instructor can than give students advice about how to become more effective in the group.
Edna:
I enjoyed your thoughts on group work! I love the idea of rubrics. I am always looking for resources to help put together rubrics. Do you have any references that you would suggest?
Best,
Renee
I love group work as I find it gets students to be fully engages in the learning task. To evaluate groups, I use a twofold system. I monitor the groups by checking in with the group, creating a final project that demonstrates their understanding, etc...I also have the individuals int he group monitor the group. I do this by having the individuals evaluate each other's performance. Students tend to much more thorough in their evaluations. This two fold system helps me evaluate groups from all angles.
I also instruct in an auto school when student are in groups I look for the leader to step up in each group, then look for the the student who is sitting back the bad thing is sometimes there in groups of up to 6 So we can have multipal leaders or students who will let others do the work. So when we do a lab hands-on review I will ask for some one to explain the lab 8 out of 10 times its the leader then I turn to the others in the group ask for input or for them to explain what was said to me turning it to a team dicussion
Evaluating individual members of a groups is a multi-step process. First the instructor must clearly define the purpose of the group effort. He must make it clear to all members that they have to be active members of the group. The instructor then has to observe the group to determine its dynamics. The instructor then has to interact with the group to insure that the group is operating properly.
