lay out the project and have the group assign a leader and work with the team concept to the best answer. Also ask open ended question to the groups while the project is in progress.
Make it fun for the students and relate the materials to real life experiences.
I am a chef instructor with a specific goal; that is a different set of dishes to be produced daily.
To keep my students/groups on task, I create a timeline on the board of the steps for the dishes and a 'suggested' timeline for accomplishing each part of the dish.
I like to approach each group and ask them to read to me what they have accomplished. Often, in reading it aloud, members of the group will catch a mistake before I even have a chance to critique the work.
I teach classes that meet once a week. I assign the project with specific weekly completion tasks. This way I know where each group is at and can indentify misunderstandings they may have with the project as we go. I make these milestone achievements a significant component of the grade as well.
The first task i give to student groups is to establish both a timeline and a dispersment of responsibilities as it relates to the rubric I provide them with. i also meet with them as an individual group once a week over a 6 week period to assess the progress .
walk around and become involved with each group to insure that they are on task and heading in the right direction with the topic they've been given.
Simply walking aroud the room at stooping at each group for a moment and listeng, offering advice, and keeping them on track.
the instructor needs to float between each group and monitor the progress. If you notice an individual within a group or a group in total are either off mark or not functioning poperly you need to engae early. You can't just form the students into groups and let them sink or swim.
I find that rubrics help the group stay on task. When given clear directives the students seem to be more successful with staying on course and meeting the criteria.
Set assignments with outlines, set time frames for each module of the project for completion, monitor and evaluate on a regular basis, be available for the students and assist when and where necessary without putting oneself into a position of being the crutch.During and at the end of group activities ensure evaluation is completed by the educator as well as the group participants. Keep good notes with regard to subject matter, group dynamics and other pertinant info for 'next time'.
Greetings!
There are so many post about working with groups, I thought that we should go back for a moment and give it some more thought.
In my earlier post, I suggest that students understand the reasons behind group work and how important it is in the work environmnet.
But this doesn't really settle the continuing challenges in the classroom. So I thought that I would like to hear more from you.
You have giving the problem, but I would like for each of you who posted on this topic to suggest one solution. You know that this is a great way for facilitators to continue their growth process as well.
I look forward to getting some responses.
Keep up the good work!
Jane Davis
ED106 facilitator
I think it is more difficult with a large group of students. You should keep control of the classroom and engage the students to participate.
One thing I find helpful is observe the class on first day and see how the students group together socially and make notes to take individuals from their each of their "natural" alignments and put them together so that they can interact with different individuals that they do in their social groups. It has worked very well for me and makes them focus on their strengths as a group.
For big projects, have each student member of the group complete and send an evaluation report of their group's progress at the end of each week to the instructor by e-mail or other networking medium. The report should have pro and con related questions to be answered as part of an assignment grade.
I remind the student how important it is stay on task. I review the due dates of each assignment in the live chat with the student. I review how many points would be lost if the assignment is turned in late. I make sure the students are aware this class is a real world work place, which means there are no exception to the rules. Some students’ complaint at first about the rules, but near the end of the course the students began to appreciate the timelines and rules.
Hi Craig!
Sounds like you have a very good system.I am curious - as a result of this process - have you seen students' grades improve? If so, why do you think that has happened?
Keep up the good work!
Jane Davis
ED106 Facilitator
I review the syllabus before and after each class to ensure students know what they are expected to do during the class and in the next class.
I also review the students progress each week so they know exactly where they stand in the class (scores, etc.).
In addition, I meet with the all student teams at the beginning of each class to ensure they are progressing satisfactorily on their team project.
I also have each student complete a team evaluation form that provides me feedback on how each team member is contributing to the team project.
Usually positive reinforcement, through monitoring will help keep students on task.
Just float around remind them to stay on task sit with each group and give helpful suggestions.
