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Starting, Storming, Solving, Selling: Teaching Problem-Solving and Teamwork Skills Through a Four-step Model

Starting, Storming, Solving, Selling: Teaching Problem-Solving and Teamwork Skills Through a Four-step Model

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    Structuring Group Projects I Structuring Group Projects I Presentation Transcript

    • Starting, storming, solving, selling: Teaching problem-solving and teamwork skills through a four-step model. Lynn Donahue, Ed.D. Communication/Journalism Department St. John Fisher College
    • Goals:
      • Teach students to solve problems using a problem-solving process.
      • Teach students to effectively collaborative with each other using the combined resources of the group.
      • Reduce student procrastination by providing structure to the process.
      • Reduce interpersonal conflicts by providing communication skills.
      • Provide opportunities for students to receive multiple sources of feedback through multi-level assessments.
    • The Problem-Solving Process Define and Analyze the Problem Generate Arguments Develop Support for your Claims Identify and Evaluate Solutions
    • Teamwork Skills:
      • Phases of Group Development (i.e. Norming)
      • Active Listening (i.e. Paraphrasing)
      • Non-listening (i.e. Selective Listening)
      • Perceptions of Others (i.e. First Impressions)
      • Speech Delivery (i.e. Audience Engagement)
    • The Project Assignment:
      • Using secondary and primary research, your group will research a topic and propose a solution to a problem or issue of social significance. There are three goals:
      • First, you will learn how to problem-solve and create effective arguments regarding a topic of social significance.
      • Second, you will learn how to work effectively as a team by applying interpersonal and group work skills.
      • Last, you will learn, and have an opportunity to apply, public speaking skills by presenting your findings to the class during a final presentation.
    • Examples of Student Projects:
      • Reducing the spread of AIDS.
      • Combating the negative effects of sexuality in the media.
      • Meeting the needs of the medically uninsured.
      • Curtailing violence within schools.
    • A Four Step Group Process Model
      • Step 1: Starting
      • Establishing norms and identifying the problem
      • Step 2: Storming
      • Refining your Assertion and Creating Arguments
      • Step 3: Solving
      • Creating Solutions and Reducing Resistance
      • Step 4: Selling
      • Organizing your Information and Presenting the Results
    • Examples of Student Presentations
      • Example #1:
      • Sexuality in the Media
      • Example #2:
      • AIDS in Africa
    • Five-Tier Assessment
      • Tier 1: Group Portfolio (4 Phases, Outline of Presentation, PowerPoint copies, Bibliography, Meeting Notes (Comm 250)
      • Tier 2: Critical Critique of performance in group applying communication concepts
      • Tier 3: Peer Evaluation of 1) member participation and 2) individual and group presentation.
      • Tier 4: Instructor Assessment of Individual and Group Presentation
      • Tier 5: Instructor Assessment of Individual and Group Participation
    • Challenges:
      • Gaps were present in problem-solving process:
        • Some of claims were not supported with sufficient evidence
        • Research wasn’t consistently cited in Power Point
        • Some of alternative arguments and rebuttals were weak
      • Students procrastinated:
        • Regardless of structure in class, students still left majority of substance of project to last minute.
      • Some group work challenges:
        • Despite teaching communication and conflict-management skills, group members were resistant to confront members not performing to the same level.
        • Peer evaluations were somewhat unhelpful – 4’s and 5’s.
      • Feedback became too complex
        • Thorough, but time-intensive and somewhat confusing for students (and still difficult to grade subjective measures like individual and group participation).
    • Accomplishments:
      • Created an assertion and 3 arguments with evidence:
        • Example: The growing rate of AIDS among African people is due to the lack of education, good health care and funding.
      • Created solutions: Example:
        • Safe sex/sex ed Clean needles
        • Clean needles Proper medical care
        • Protect open cuts/sores Better schooling and educators
      • Worked collaboratively on project:
        • All students able to take on leadership roles during 4 Phases
        • Students gained insight on use of communication skills and were motivated to use these skills in groups (result of critical critiques, structured process).
      • Oral presentation was professional and well-done:
        • Students practiced individually and as a group and implemented public speaking skills to an appropriate level.
    • Questions?
      • Discussion and Application:
      • Please answer the 3 questions individually. Then get in groups of 3 and discuss your answers.
      • How do you/could you apply the Problem-Solving Process and Four-Phase approach to your group work?
      • How do you/could you apply the evaluation tools to your group work?
      • What challenges do you experience in your group work that you need feedback on?