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A Paraphrase:
When your group controls the (learning) process, your learning is
faster, more relevant, and sustained. Assessment is built into your
group's competency and control.
Institute for Research on Learning (IRL)
http://www.irl.org/projects/projects.html,
(September 16, 1998)
Print
a blank form
| What |
Who |
How |
When: |
Self-introductions:
interests & qualifications |
all |
|
Meeting #1 |
| Determine
convenor and/or clerk, as well as recorder of meetings |
all |
- determined by group process
- factors to consider:
volunteers, experience, expertise, desire to learn,
- manner of
distributing/posting minutes
- review minutes to track
progress
|
Meeting #1 |
Set
group communications:
frequency & means |
all |
- face-to-face meetings:
time & location
- telephone: list numbers
& convenient times
- e-mail: addresses
(distribution lists)
|
Meeting #1 |
| Summarize
objectives |
all |
Suggestion:
- each member independently
writes down two or three main objective's of the project.
- Group compares and agrees
upon objectives
|
Meeting #1 |
Determine
process
to achieve objectives |
all |
- project planning tools
(Gantt, Critical Path, PERT)
- project production tools
(word processing, demonstration software (PowerPoint),
etc.
- stages of development
- critical sequencing
(timeline)
- assign sub-groups
|
Meeting #? |
|
In
the case of large sub-groups: begin again above!
|
| Research |
|
- library research
- field research
- other:
|
|
| Analyze
research/findings |
|
- mid-stream check-in
- planning for gaps
- requests for assistance
|
|
| Outline
"product" |
|
- opening paragraph/thesis
statement
- individual topics
|
|
Write/Compile
document/presentation |
|
- opening paragraph
- body
- closing arguments/statement
|
|
| Document
& create bibliography |
|
|
|
| Test |
|
|
|
| Review
and evaluate |
|
- product
- process
- participation
|
|
| Summarize |
|
|
|
| Rehearse
presentation |
|
|
|
| Present final
product |
|
|
|
| Celebrate |
|
|
|
Philosophy
of group projects
Group learning, or working in
groups, involves shared and/or learned values, resources, and ways of
doing things. Effective groups learn to succeed by combining these
factors. However, each group, and each individual, will only be as
effective as they are willing to embrace and/or respect differences
within the group.
Interaction within the
group is based upon mutual respect and encouragement.
Often creativity is
vague. Ideas are important to the success of the project,
not personalities. A group's strength lies in its ability to
develop ideas individuals bring.
Conflict can be an
extension of creativity; the group should be aware of this
eventuality. Resolution of conflict balances the end goals with
mutual respect. In other words, a group project is a cooperative,
rather than a competitive, learning experience.
The two major objectives
of a group project are:
- What is learned: factual
material as well as the process
- What is produced:
written paper, presentation, and/or media project
Role of
instructors/teachers/professors:
- The success of the outcome
depends on the clarity of the objective(s) given by teachers, as well
as guidelines on expectations. The group's challenge is to
interpret these objectives, and then determine how to meet them
- The process of group work is
only as effective as teachers or instructors manage and guide the
process.
Group projects are not informal collaborative groups.
Students must be aware of, and prepared for, this group
process.
Cooperative group projects should be structured so that no individual
can coast on the efforts of his/her teammates
Scoring:
- Rewards ideally should be
intrinsic to the process, with group members deriving their reward
from their contributions to the group and project
- External reinforcement
(grades, etc) for individuals can be based upon improvement, as
opposed to comparative, scoring. Traditional, comparative scoring
works to the detriment of teams with low-achieving members.
Evaluation based upon improvement rewards the group for an
individual?s progress. Peer, comparative evaluations can have a
negative effect on teams: low scoring members are considered
"undesirable" and drags upon performance
High achievers versus low
achievers?
- We assume high achievers
mentor or teach low achievers. In the process of teaching
others, we can learn more about the topic. As we tutor, even simple
questions from the tutee make us look at our subject matter freshly.
As we explain, we gain a deeper understanding of the topic. Low
achievers then tutor or teach high achievers!
- High achievers profit in
cooperative learning in other ways: leadership skills, self-esteem
gains, conflict resolution skills, and role-taking abilities which
become part of the leaning process, and betterment of the student.
Material adapted from:
Institute for Research on Learning (IRL) http://www.irl.org/projects/projects.html,
(9/16/98);
Barbara Glesner Fines, The Basics of Planning and Convening a
Study Group-- 1997, http://www.law.umkc.edu/faculty/profiles/glesnerfines/bgf-ed3.htm
(9/22/1998);
Diane Boerkircher and Teresa Muller, Cooperative Learning,
http://www.cci.unl.edu/Crippen/CI946/CL.html#intro
(9/22/98);
Spencer Kagan, Cooperative
Learning, Kagan Cooperative Learning, 1994, http://www.kagancooplearn.com/10Questions.html
(9/23/98)
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