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Making Groups WORK Tami Eggleston Groups Formal—Longer time, in class and outside of class time, graded, clear guidelines Informal—Shorter time, in class, graded or ungraded activities, fewer guidelines for activity and assignment Why GROUPS?

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Making groups work l.jpg

Making Groups WORK

Tami Eggleston


Groups l.jpg
Groups

  • Formal—Longer time, in class and outside of class time, graded, clear guidelines

  • Informal—Shorter time, in class, graded or ungraded activities, fewer guidelines for activity and assignment


Why groups l.jpg
Why GROUPS?

  • With this project I hope that you will work to include the following 5 core commitments:

  • Striving for excellence: developing a strong work ethic and consciously doing one’s very best in all aspects of college;

  • Cultivating personal and academic integrity: recognizing and acting on a sense of honor ranging from honesty in relationships to principled engagement with a formal academic honors code;

  • Contributing to a larger community: recognizing and acting on one’s responsibility to the educational community (classroom, campus life), the local community, and the wider society, both national and global;

  • Taking seriously the perspectives of others: recognizing and acting on the obligation to inform one’s own judgment; engaging diverse and competing perspectives as a resource for learning, for citizenship, and for work;

  • Developing competence in ethical and moral reasoning: developing ethical and moral reasoning in ways that incorporate the other four responsibilities; using such reasoning in learning and in life. 

  • These are the core commitments from the Association of American Colleges and Universitieshttp://www.aacu.org/core_commitments/index.cfm


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Why GROUPS?

  • 1.) Employers are looking for skills such as teamwork, communication, time management, leadership

  • 2.) Colleges such as McK are in unique positions to offer group projects

  • 3.) Keeps high energy in the class—active learning

  • 4.) In larger classes (e.g., 30) easier to do more writing assignments and presentations

  • 5.) Better quality as students can pool skills and resources (power point, speaking, SPSS, APA style, etc.)


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  • c.)THREE GROUP PROJECTS

  • You will be put into groups and over the semester you will complete 3 group projects (each worth 20 points). You will have some class time to complete each assignment, but you may also have to communicate outside of class (I will set up group blackboard pages to help you with this). A team captain will be selected for each project and the winning team captain will get 5 extra credit points, they can't lose anything. Also the same person can only be team captain once.

  • Social Psychology Critical Thinking and Multiple Perspective group research project. Pick one social psych issue and explain it from 1.) a purely psychological perspective (with at least 1 psych journal), 2.) a purely sociological perspective (with at least 1 sociology journal), 3.) from a purely economic/business issue (with at least 1 journal or magazine article), 4.) from a political science/social policy (with at least 1 journal or magazine article). In addition, you need to include 1 website on the topic and conduct 1 short interview. Finally your group must write a concluding statement on the issue. The references and paper must be in APA format. The paper headings should be close to the following and the paper should be approximately 4-5 double space pages:

  • Introduction to the issue

  • Psychology Perspective

  • Sociology Perspective

  • Economic/Business Perspective

  • Political Science/Public Policy Perspective

  • Expert Opinion Interview Summary

  • Group Conclusion

  • References

  • Altruism—group projectIn your group, decide on one random act of kindness you can do on the McKendree College campus. It can be a series of many small things, it can be one large activity, it can be with students, with faculty, with staff. Basically it is up to your group to design one altruistic project. Then write a paper that includes an introduction (what was the issue), a method (what did you do?), a results (so, what happened?), and a conclusion (what did you find, would you do it again, how could you improve upon it?). The paper should be 3-5 pages long and you will present your project in class. You also need to include 5 references about your project.

  • Ads—Slogans-Commercials-PERSUASION group project

  • In your groups I will give you a product and you need to come up with an ad campaign, slogan, think about your audience, marketing idea proposal, a bumper sticker slogan, a print commercial (for a magazine or newspaper), and finally a T-Shirt Design. Your group must also write a 1 page overview of your campaign and include at least 2 references to something in the book or notes that you take into account for your campaign and 5 additional references about persuasion and marketing. These will also be presented in class. You can NOT buy t-shirts for your group members, just make a cardboard cutout or a power point picture of the shirt idea! ;)


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Group Success: Best Tips

  • Positive Interdependence (group roles)

  • Assignments are engaging

  • Foster group dynamics (help them form, storm, norm, perform)

  • Same team throughout the semester (with the possibility of free-agents & trades!)

  • Individual Accountability

  • Size of the group (4-7)

  • Time Line (in class time for meetings)

  • Facilitate Communication (Bb groups, email)

  • Team Captains

  • Assessment (Team & individual) GRADES!


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The most important time is the START

  • Collaborating with Technology-Preliminary Project Designs

  • Explanation of the project Give details about the project: what is it about, what is going to be done, how it is going to happen, why the project is being undertaken, etc.. 

  • Parameters for participation Explain who is going to be involved in the project.

  • Duration of the project Note how long it is expected to run.

  • Expected outcomes of the project 

  • Technology and Technological Skills Needed

  • adopted from: Calgary Board of Education (October 2001)


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Setting up the TEAMS

  • 1.) DO NOT let students pick the teams!

  • 2.) Try to balance the groups by gender, major, knowledge, etc.

  • 3.) I hand out surveys….


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  • Writings 2007 Survey

  • Name ____________________________

  • Year in College FR, SO, JR, SR

  • Major _____________ Minor ______________

  • Future Career _______________________

  • Please list all courses you have taken (or are taking) with me as an instructor:

  • What other psychology classes are you taking this semester?

  • Are you in experimental psychology this semester or have you taken it? Y N

  • How much experience do you have with APA writing style?

  • 1 2 3 4 5 6 7

  • no experience some a lot

  • How much experience do you have with SPSS?

  • 1 2 3 4 5 6 7

  • no experience some a lot

  • How much do you enjoy group work?

  • 1 2 3 4 5 6 7

  • not at all a lot

  • How comfortable are you using Blackboard?

  • 1 2 3 4 5 6 7

  • not at all a lot


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Your Teaching Style

  • From Sage on the Stage

  • To Guide on the Side

  • NOW…Glue of the CREW! ;)

    Groups work better for certain disciplines, certain projects, and it requires a change in your control of the class


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  • Assessment of TEAM

  • http://www.millikin.edu/webmaster/collaboration/howard1.html#Figure6

  • RUBRIC MAKERS

  • http://teach-nology.com/web_tools/rubrics/general/

  • http://web.rbe.sk.ca/assessment/Rubrics/cels/CELS%20Rubric%20for%20Cooperative%20Learning.doc

  • ONLINE GROUPS (Outside of Class/Blended Classes)

  • http://www.onlinelearning.net/InstructorCommunity/workingwithgroups.html?s=129.9080m0735.011h509z10


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  • McKendree CollegeTEAM ASSESSMENT RUBRIC Name: ________________________Teacher: EGGLESTONDate : ___________________Title of Work: ___________________ 

  • TEAMWORK

  • Did not work well with team

  • Sometimes worked well with the team

  • Usually worked well with the team

  • Outstanding Team Member!

  • LEADERSHIP

  • Did not take any responsibility or leadership

  • Took little leadership responsibility

  • Took some responsibility and leadership

  • GREAT LEADER Took responsibility

  • COMPLETED TASKS

  • Did not complete assigned tasks

  • Completed most taks but needed help

  • Completed all tasks OK

  • GREAT JOB completing all tasks on time

  • CRITICAL & CREATIVE THINKING

  • No critical or creative thinking

  • Some critical or creative thinking

  • Helped with the ideas of the group

  • GREAT critical and creative thinking and good ideas for the group

  • COMMUNICATION SKILLS

  • Did not communicate with the team

  • Some communication with the team

  • OK communication skills

  • GREAT COMMUNICATION SKILLS!

  • ____    

  • Total---->

  • ____

  • Teacher Comments:

  • Powered by TeAch-nology.com- The Web Portal For Educators! (www.teach-nology.com)


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