I ask each group for an outline of the task and who will be the team leader of the task with in the group. Each student is to be a team leader in the multi-facetted tasks, for the entire project.
One of my biggest challenges is strategically assigning student groups. I have taught several classes where the same 6 or 7 students have been together since the start of the program (and will soon be graduating). They alwasy sit together resulting in sidebar conversations in class and/or having personal conversations/texting in group settings. I remedied this situation by random assignment. Because I am a criminal justice instructor, I made it a little interesting by writing numbers on the bottom of shotgun shells and they had to choose a shell pertaining to the numbered group. I want these 6 students interspersed with the newer students to act as mentors and share their experiences. Secondly, once my groups are established, I usually have a list of topics pertaining to the days lesson and allow the groups to choose a topic they would be interested in researching.
The groups settings we use have the students working together on various types of Air conditioning and refigeration equipment. The tasks they perform include Component identification, operation analysis (pressures/temperatures, etc.) As well as perform maintenace procedures and testing. Through observation we ensure each student does adequate participation on each level of the assignment. Keeping them on course requires that we ensure that they are following proper procedures and doing the work in a timely manner. When we notice confusion or mistakes being made we step in and help them get back on track. I try not to hover close to them because it makes them nervous. I have this pocket binocular I use to observe them from a distance which has been very helpful. I used it to observe a student wiring an air conditioner circuit and when he asked me to check it for correctness I told him his indoor fan will not run. He was suprised that I could know this from where I was standing (20 feet away).
Creating roles and dividing up responsibilities between the students ensures that each student is participating and has a job and/or task to do.
Movig aroud the room, asking questions of the groups individually as you go helps keep the groups focused on the task at hand. It also gives the instructor the opportunity to see who is contributing to the group and which students need to be given a nudge.
I construct a rubric for each group assignment. The rubric lists the objectives, the key features that are required and the measureable outcomes.
The rubric also outlines how each part of the project will be evaluated. Student groups use the rubric for self evaluation and for peer evaluation. I use the rubric for evaluating the project as well.
Groups will stay on course if the instructor stays mobile during class and takes the time to stop periodically at each group. Then offer encouragement, check for questions, etc.
Greetings Chris!
Absolutely! Instructors must encourage all students to learn as much as they can particularly those who seem to lag behind. Your interest helps them to know that you are genuinely interested in their learning.
Keep up the good work!
Jane Davis
ED106 Facilitator
Hi Bruce!
Good for you, it sounds like you keep your students on their toes. Your interest in your students will help them in building self-esteem as well as with learning outcomes.
Good job!
Jane Davis
ED106 Facilitator
I find that if student groups understand that participation is needed for all to succeed. Just sitting behind and copying work wont cut it. you have to get involved and help the group, even just a little. If not students that copy info just for the grade end up cheeting themselves.
I am a direct question asker. I am lucky to teach at a small culinary school & repeat my course every three weeks. My homework assignments are not too lengthy & I am constantly asking to see work in progress.
I usually have a defined focus when I use classroom groups--for example, we may divide up
to look at a scenario or a group of questions,
review a video clip, etc. If utilize a group
approach on specific projects, I usually am
very particular on expectations for the completed work.
1. Plan each stage of the group's work.
2. Explain toyour clas how the groups will operate.
3. Give examples of what the students need to do in order to suceed in their groups.
4. Let the students meet in their groups so they can get to know each other.
5. Make group work relevant.
6. Impart students with the skills that they need to succeed in groups.
7. Make sure the assignments fit the students' skills and abilities.
8. Develop asignments that require a fair division of labor.
9. Keep the groups toghether.
10. Have a clear plan for how you are going to evaluate the members of the group.
Hi Kimberly!
I like the idea of helping the producers to becomes inducers where they draw those "homework hitchhikers" into the process. This helps everyone be successful and encourages leadership skills as well.
Good work!
Jane Davis
ED106 Facilitator
Our online classes have a special area for each group, a place then can meet, share ideas and post their portions of assignments. I monitor the area to make sure everyone is participating and follow up with students who are not active. Unfortuantely, many students don't meet interim assignment due dates and this really frustrates the other team members. Gentle reminders (email) help.
I've found that the students are not shy in saying who in the group is not pulling their own weight. You can then speak to the "homework hitchikers" directly.
For students that don't particitpate I take points away from the final grade of the project.
Hi Sharon!
When I have a group that just can't stay on task I give them a task list for each class that has helped in most cases. As a last straw, I will move group members around.
Keep up the good work!
Jane Davis
ED106 Facilitators
