Many of our courses include a group project assignment that represents a significant portion of each student’s grade. We tell our students – and the presenter believes – that group projects are important because when students get into their careers they will often be called upon to work as part of a team or group. Practicing now, before they are in positions that really matter to them from a work perspective, will help them in the future. But no matter what we say, students tend to dread group projects for many reasons, including the way the groups are formed. For the first major group project of her career as an adjunct professor, Ms. Mead wanted to find a method that was deliberative and active – not random, nor completely student-selected, nor totally at her discretion. In her presentation, she described how she found an approach that appealed to her (using some basic technology), applied that approach to her First Year Seminar class, and kept track of the results. She discussed methods of forming groups for group projects; compared and contrasted the success of those methods; explained how she applied the method that most appealed to her and how her students reacted; and how it ultimately worked in terms of the overall success of the group projects. The presenter provided basic data regarding her assessment of the method’s success.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Patricia Cartney, Middlesex University.
More details at www.cde.london.ac.uk.
The document discusses implementing cooperative learning strategies in a 5th grade technology class. It describes how students were initially off-task and not completing assignments. The teacher began allowing students to work in groups and found research showing the benefits of cooperative learning. Students' roles and the teacher's role in facilitating groups are outlined. Early results found students more on-task and comprehending material better when working with partners.
The document provides strategies for teachers to prevent gender inequity in the mathematics classroom. It recommends establishing a classroom environment that encourages cooperation over competition and emphasizes learning from mistakes. A key strategy is implementing student-led study sessions to replace teacher-led review sessions, which have been shown to improve grades and confidence. During these sessions, students take on the teaching role by asking each other questions and working through problems together with minimal teacher involvement. The goal is to make students less reliant on teachers and more willing to learn from their peers.
TESTA, Southampton Feedback Champions Conference (April 2015)TESTA winch
This document summarizes key findings from research into feedback design and student learning conducted as part of the TESTA (Transforming the Experience of Students Through Assessment) project. Some of the main issues identified are that modular course design leads to an over-emphasis on summative assessment, leaving little time for formative feedback. Students report feedback is often untimely and not helpful for improving future work. The research also found tacit teaching philosophies can influence the nature and quality of feedback provided. Mass higher education is found to diminish the personal relationship between students and instructors. Suggestions to address these problems include redesigning courses to better integrate formative and summative tasks, using technology to provide more personalized feedback,
TESTA, Assessment for Learning Symposium, Durban University of Technology (Oc...TESTA winch
This document summarizes a presentation given by Dr. Tansy Jessop at the Assessment for Learning Symposium at Durban University of Technology on October 9, 2014. The presentation discussed challenges with assessment and feedback voiced by staff and students at DUT, and highlighted evidence from the TESTA research project showing how formative assessment and feedback can be improved to better support student learning when implemented as part of a holistic program-level approach. Specific strategies discussed included increasing formative tasks, linking formative and summative assessments, and using peer and self-assessment to create assessment dialogues.
This document discusses using the Question Formulation Technique (QFT) to promote inquiry-based learning. QFT is a structured process that teaches students to generate their own questions about a topic to guide research. It involves defining a topic of focus, establishing rules for generating questions, categorizing questions, prioritizing questions, and reflecting on the learning. When used as part of the exploration stage of the guided inquiry model, QFT allows students to follow their own curiosity by identifying authentic questions to investigate. The goal is to develop students' skills in questioning, thinking critically, and learning independently.
Did Socrates get it wrong? Making Connections through Student Questioninglori_donovan
Question Formulation Technique (QFT), a questioning protocol where students use divergent and convergent thinking to formulate questions to guide their learning. QFT can be used in any content area and at any level to motivate and challenge students to go beyond literal knowledge.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Patricia Cartney, Middlesex University.
More details at www.cde.london.ac.uk.
The document discusses implementing cooperative learning strategies in a 5th grade technology class. It describes how students were initially off-task and not completing assignments. The teacher began allowing students to work in groups and found research showing the benefits of cooperative learning. Students' roles and the teacher's role in facilitating groups are outlined. Early results found students more on-task and comprehending material better when working with partners.
The document provides strategies for teachers to prevent gender inequity in the mathematics classroom. It recommends establishing a classroom environment that encourages cooperation over competition and emphasizes learning from mistakes. A key strategy is implementing student-led study sessions to replace teacher-led review sessions, which have been shown to improve grades and confidence. During these sessions, students take on the teaching role by asking each other questions and working through problems together with minimal teacher involvement. The goal is to make students less reliant on teachers and more willing to learn from their peers.
TESTA, Southampton Feedback Champions Conference (April 2015)TESTA winch
This document summarizes key findings from research into feedback design and student learning conducted as part of the TESTA (Transforming the Experience of Students Through Assessment) project. Some of the main issues identified are that modular course design leads to an over-emphasis on summative assessment, leaving little time for formative feedback. Students report feedback is often untimely and not helpful for improving future work. The research also found tacit teaching philosophies can influence the nature and quality of feedback provided. Mass higher education is found to diminish the personal relationship between students and instructors. Suggestions to address these problems include redesigning courses to better integrate formative and summative tasks, using technology to provide more personalized feedback,
TESTA, Assessment for Learning Symposium, Durban University of Technology (Oc...TESTA winch
This document summarizes a presentation given by Dr. Tansy Jessop at the Assessment for Learning Symposium at Durban University of Technology on October 9, 2014. The presentation discussed challenges with assessment and feedback voiced by staff and students at DUT, and highlighted evidence from the TESTA research project showing how formative assessment and feedback can be improved to better support student learning when implemented as part of a holistic program-level approach. Specific strategies discussed included increasing formative tasks, linking formative and summative assessments, and using peer and self-assessment to create assessment dialogues.
This document discusses using the Question Formulation Technique (QFT) to promote inquiry-based learning. QFT is a structured process that teaches students to generate their own questions about a topic to guide research. It involves defining a topic of focus, establishing rules for generating questions, categorizing questions, prioritizing questions, and reflecting on the learning. When used as part of the exploration stage of the guided inquiry model, QFT allows students to follow their own curiosity by identifying authentic questions to investigate. The goal is to develop students' skills in questioning, thinking critically, and learning independently.
Did Socrates get it wrong? Making Connections through Student Questioninglori_donovan
Question Formulation Technique (QFT), a questioning protocol where students use divergent and convergent thinking to formulate questions to guide their learning. QFT can be used in any content area and at any level to motivate and challenge students to go beyond literal knowledge.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
This document outlines a workshop on the TESTA (Transforming the Experience of Students Through Assessment) program approach. It discusses challenges with current assessment practices, such as an over-reliance on summative assessment, disconnected feedback, and lack of clarity around goals and standards. The workshop then introduces the TESTA program, which aims to address these issues through a whole-program approach that balances formative and summative assessment, links the two, uses authentic tasks, and focuses on relational feedback. Case studies are presented that show how specific programs implemented TESTA principles. The document argues this shifts the paradigm from a content-focused to learning-focused approach.
1. The document summarizes the findings of the TESTA (Transforming the Experience of Students through Assessment) project, which examined assessment practices across multiple university programs.
2. The project found that most programs had high levels of summative assessment but low formative assessment. Feedback was often delivered too slowly to impact student learning and students found it unclear and not actionable.
3. Through analysis of assessment patterns, student surveys, and focus groups, the project identified ways to improve assessment practices, such as increasing formative assessment, clarifying standards, speeding up feedback, and helping students apply feedback to improve. The goal is to make assessment practices better support student learning.
Cracking the challenge of formative assessment and feedbackTansy Jessop
This document summarizes a workshop on formative assessment given by Tansy Jessop. The workshop included discussing the rationale for formative assessment, current data showing low formative to summative assessment ratios, and reasons students may be reluctant to do formative work. Case studies were presented that showed successful strategies for formative assessment, including reducing summative workload, linking formative and summative assessments, and using public and collaborative tasks. Principles for good formative assessment that emerged included balancing formative and summative assessments, using authentic tasks, and providing relational and conversational feedback.
Implications of TESTA for curriculum designTansy Jessop
This document discusses the implications of TESTA (Thinking about Education, Students, Teaching and Assessment) for curriculum design. It addresses some common problems with assessment and feedback such as an over-reliance on summative assessments, lack of formative feedback, and confusion about learning goals and standards. The document presents case studies of programmes that have successfully implemented more formative assessment and feedback. It also provides principles and tactics for using formative assessment, improving feedback dialogues between students and lecturers, and helping students better understand expectations and criteria. Overall, the document argues that applying TESTA concepts can help rebalance assessment, strengthen connections across modules, and ultimately enhance student learning outcomes.
The document discusses issues with current assessment practices in higher education and proposes ways to improve assessment to better support student learning. It finds that assessment is overly focused on summative, high-stakes exams that drive students to memorize rather than learn concepts. Formative assessment is lacking and feedback often comes too late and fails to help students improve. The document advocates shifting to more formative assessment with real-world tasks, collaborative work, and timely feedback to create a dialogue between students and teachers.
TESTA, Imperial College Education Day (March 2015)TESTA winch
The document discusses challenges with assessment and feedback in higher education. It notes that modular degrees often involve a high number of summative assessments but few formative tasks. Students see assessment as focused on grades rather than learning, and disregard feedback as it comes too late and does not help future work. The presentation argues for changing to a more social-constructivist model of assessment and feedback that emphasizes concepts, timely feedback to support future learning, and student engagement.
TESTA, School of Politics & International Relations, University of Nottingham...TESTA winch
The document summarizes findings from the TESTA (Transforming the Experience of Students through Assessment) research project which studied programme-level assessment patterns across seven programmes in four UK universities. The project found that 1) assessment drives student learning but programmes often have too much summative assessment and too little formative assessment, 2) feedback is important but is often disjointed, late, or unclear, and 3) involving programme teams in examining assessment can help align assessment with student learning and improve student outcomes.
Formative assessment provides guidance for teaching and learning through feedback. Three key points about formative assessment are:
1) Feedback should cause thinking in students rather than just be a mark or grade. Comments identifying student strengths and areas for improvement are more useful than scores alone.
2) Students must respond to feedback for it to be effective. Feedback is most useful when students are required to reflect on how to apply the feedback to improve their work.
3) Feedback and assessment should focus on learning objectives rather than just covering content. The goal is to support student mastery of key skills and understanding rather than completing a certain amount of material.
This document provides an overview of an English language teaching course. It discusses the course objectives of providing an understanding of principles and practices of teaching English as a second or foreign language. It reviews past trends and current methods of language teaching. It also examines each approach and method in terms of its theory, goals, syllabus, teacher and learner roles, materials, and classroom techniques.
The document then discusses reflective journals and how they can promote reflective thinking in students. It outlines benefits of journals for students and instructors. Finally, it summarizes different types of studies that have been conducted on reflection in pre-service teachers' journals, including studies analyzing journal content and studies examining the effects of interventions on journal quality.
This document discusses strategies for providing dialogic feedback to students on their writing. It presents findings from experiments conducted by several professors on using collaborative peer review and response, as well as one-on-one feedback conferences between students and teachers. Student testimony supported the value of dialogic, face-to-face feedback over solely online comments. Effective feedback focused on improving students' writing skills and engaged students as partners in the learning process.
This document provides guidance on using problem solving to address behavior problems in the classroom. It outlines several problem solving tools like fishbone diagrams and matrix diagrams. It also discusses effective teacher responses like talking to students individually. The document recommends following a multi-step process for problem solving, such as defining the problem, identifying causes, suggesting solutions, and following up. Overall, the document emphasizes establishing positive relationships and using a structured approach to help students develop problem solving skills to resolve behavior issues.
Charlotte worked with four fifth grade students who were struggling with multiplication. She designed pre- and post-tests to assess their skills. Over four lessons, she taught different methods for solving multiplication problems using pictures, boxes, breaking numbers apart, and algorithms. Based on analyzing the pre- and post-test results, the students' skills generally improved, though some still needed work on specific methods like estimation. Charlotte identified ways she can strengthen her teaching, such as using technology more effectively and improving assessment questions. She also noted challenges like limited time and student focus. Overall, the experience helped improve both the students' math skills and Charlotte's teaching abilities.
This document is Amanda White's teaching portfolio for her Composition I course. It includes 4 sections: a statement of a common writing concern among her students regarding organization, an account of a successful in-class activity addressing that concern, an account of a troubling situation with a student disputing a grade, and her teaching philosophy statement. Her experiences teaching helped shape her philosophy of using practical, collaborative classroom activities to help students learn and practice composition skills.
The document summarizes a teacher's reflective journal entries about implementing task-based learning in their EFL classroom. Through analyzing their journal entries, the teacher found their teaching improved in four key areas: 1) developing a better rapport with students, 2) making the classroom more learning-centered, 3) realizing the importance of detailed lesson planning, and 4) gaining insights from reflecting on mistakes to avoid repeating them. Reflective journaling provided an opportunity for the teacher to critically evaluate their experiences and identify effective practices to continue or problems to address.
Brandon is a 5th grader diagnosed with ADHD who was observed in a math and science summer learning program. During the observation, several characteristics of ADHD were evident in Brandon including difficulty paying attention, interrupting others, being easily distracted, and needing to move around. The lesson involved fractions and cookies, and several strategies were used to support Brandon including movement breaks, positive reinforcement, and a peer tutor. Overall classroom management for Brandon needs to incorporate hands-on activities, movement, and behavioral supports.
The document describes various group activities that can be used for online education, including informal activities like Think-Pair-Share, Roundrobins, and Buzz Groups, as well as formal activities like Jigsaw and Three Before Me. It also provides instructions for implementing the activities and discusses how they can be used to engage students, encourage discussion, and improve skills like editing and providing feedback to others. Finally, it includes a template for planning online group activities that considers topics, goals, descriptions, groups, assessments, and tools.
Lights, action, clapperboards: changing how students think and perform throug...Tansy Jessop
1) The document discusses challenges with assessment and feedback on TV production degree programs, including an over-reliance on summative assessment, disconnected feedback between assignments, and a lack of clear goals and standards.
2) It proposes addressing these issues through increasing formative assessment, improving feedback dialogues across modules, and co-creating assessment criteria with students to help internalize goals and standards.
3) Case studies show that a "TESTA effect" of rebalancing assessment toward formative, connecting feedback, and clarifying expectations can improve learning outcomes and student satisfaction.
This document summarizes a presentation given at the New Mexico Higher Education Assessment and Retention Conference on involving students in the assessment process. The presentation explored the meanings that students construct from collaboratively designing course assignments and participating in peer reviews. Key findings included that student-generated assignments gave students a sense of control over their learning and increased their motivation. Peer reviews were found to enhance learning through exposure to different work, but some students lacked confidence in their ability to provide constructive feedback. The conclusion was that partnerships with shared decision-making between faculty and students should replace traditional models with faculty in absolute control.
This document outlines a workshop on the TESTA (Transforming the Experience of Students Through Assessment) program approach. It discusses challenges with current assessment practices, such as an over-reliance on summative assessment, disconnected feedback, and lack of clarity around goals and standards. The workshop then introduces the TESTA program, which aims to address these issues through a whole-program approach that balances formative and summative assessment, links the two, uses authentic tasks, and focuses on relational feedback. Case studies are presented that show how specific programs implemented TESTA principles. The document argues this shifts the paradigm from a content-focused to learning-focused approach.
1. The document summarizes the findings of the TESTA (Transforming the Experience of Students through Assessment) project, which examined assessment practices across multiple university programs.
2. The project found that most programs had high levels of summative assessment but low formative assessment. Feedback was often delivered too slowly to impact student learning and students found it unclear and not actionable.
3. Through analysis of assessment patterns, student surveys, and focus groups, the project identified ways to improve assessment practices, such as increasing formative assessment, clarifying standards, speeding up feedback, and helping students apply feedback to improve. The goal is to make assessment practices better support student learning.
Cracking the challenge of formative assessment and feedbackTansy Jessop
This document summarizes a workshop on formative assessment given by Tansy Jessop. The workshop included discussing the rationale for formative assessment, current data showing low formative to summative assessment ratios, and reasons students may be reluctant to do formative work. Case studies were presented that showed successful strategies for formative assessment, including reducing summative workload, linking formative and summative assessments, and using public and collaborative tasks. Principles for good formative assessment that emerged included balancing formative and summative assessments, using authentic tasks, and providing relational and conversational feedback.
Implications of TESTA for curriculum designTansy Jessop
This document discusses the implications of TESTA (Thinking about Education, Students, Teaching and Assessment) for curriculum design. It addresses some common problems with assessment and feedback such as an over-reliance on summative assessments, lack of formative feedback, and confusion about learning goals and standards. The document presents case studies of programmes that have successfully implemented more formative assessment and feedback. It also provides principles and tactics for using formative assessment, improving feedback dialogues between students and lecturers, and helping students better understand expectations and criteria. Overall, the document argues that applying TESTA concepts can help rebalance assessment, strengthen connections across modules, and ultimately enhance student learning outcomes.
The document discusses issues with current assessment practices in higher education and proposes ways to improve assessment to better support student learning. It finds that assessment is overly focused on summative, high-stakes exams that drive students to memorize rather than learn concepts. Formative assessment is lacking and feedback often comes too late and fails to help students improve. The document advocates shifting to more formative assessment with real-world tasks, collaborative work, and timely feedback to create a dialogue between students and teachers.
TESTA, Imperial College Education Day (March 2015)TESTA winch
The document discusses challenges with assessment and feedback in higher education. It notes that modular degrees often involve a high number of summative assessments but few formative tasks. Students see assessment as focused on grades rather than learning, and disregard feedback as it comes too late and does not help future work. The presentation argues for changing to a more social-constructivist model of assessment and feedback that emphasizes concepts, timely feedback to support future learning, and student engagement.
TESTA, School of Politics & International Relations, University of Nottingham...TESTA winch
The document summarizes findings from the TESTA (Transforming the Experience of Students through Assessment) research project which studied programme-level assessment patterns across seven programmes in four UK universities. The project found that 1) assessment drives student learning but programmes often have too much summative assessment and too little formative assessment, 2) feedback is important but is often disjointed, late, or unclear, and 3) involving programme teams in examining assessment can help align assessment with student learning and improve student outcomes.
Formative assessment provides guidance for teaching and learning through feedback. Three key points about formative assessment are:
1) Feedback should cause thinking in students rather than just be a mark or grade. Comments identifying student strengths and areas for improvement are more useful than scores alone.
2) Students must respond to feedback for it to be effective. Feedback is most useful when students are required to reflect on how to apply the feedback to improve their work.
3) Feedback and assessment should focus on learning objectives rather than just covering content. The goal is to support student mastery of key skills and understanding rather than completing a certain amount of material.
This document provides an overview of an English language teaching course. It discusses the course objectives of providing an understanding of principles and practices of teaching English as a second or foreign language. It reviews past trends and current methods of language teaching. It also examines each approach and method in terms of its theory, goals, syllabus, teacher and learner roles, materials, and classroom techniques.
The document then discusses reflective journals and how they can promote reflective thinking in students. It outlines benefits of journals for students and instructors. Finally, it summarizes different types of studies that have been conducted on reflection in pre-service teachers' journals, including studies analyzing journal content and studies examining the effects of interventions on journal quality.
This document discusses strategies for providing dialogic feedback to students on their writing. It presents findings from experiments conducted by several professors on using collaborative peer review and response, as well as one-on-one feedback conferences between students and teachers. Student testimony supported the value of dialogic, face-to-face feedback over solely online comments. Effective feedback focused on improving students' writing skills and engaged students as partners in the learning process.
This document provides guidance on using problem solving to address behavior problems in the classroom. It outlines several problem solving tools like fishbone diagrams and matrix diagrams. It also discusses effective teacher responses like talking to students individually. The document recommends following a multi-step process for problem solving, such as defining the problem, identifying causes, suggesting solutions, and following up. Overall, the document emphasizes establishing positive relationships and using a structured approach to help students develop problem solving skills to resolve behavior issues.
Charlotte worked with four fifth grade students who were struggling with multiplication. She designed pre- and post-tests to assess their skills. Over four lessons, she taught different methods for solving multiplication problems using pictures, boxes, breaking numbers apart, and algorithms. Based on analyzing the pre- and post-test results, the students' skills generally improved, though some still needed work on specific methods like estimation. Charlotte identified ways she can strengthen her teaching, such as using technology more effectively and improving assessment questions. She also noted challenges like limited time and student focus. Overall, the experience helped improve both the students' math skills and Charlotte's teaching abilities.
This document is Amanda White's teaching portfolio for her Composition I course. It includes 4 sections: a statement of a common writing concern among her students regarding organization, an account of a successful in-class activity addressing that concern, an account of a troubling situation with a student disputing a grade, and her teaching philosophy statement. Her experiences teaching helped shape her philosophy of using practical, collaborative classroom activities to help students learn and practice composition skills.
The document summarizes a teacher's reflective journal entries about implementing task-based learning in their EFL classroom. Through analyzing their journal entries, the teacher found their teaching improved in four key areas: 1) developing a better rapport with students, 2) making the classroom more learning-centered, 3) realizing the importance of detailed lesson planning, and 4) gaining insights from reflecting on mistakes to avoid repeating them. Reflective journaling provided an opportunity for the teacher to critically evaluate their experiences and identify effective practices to continue or problems to address.
Brandon is a 5th grader diagnosed with ADHD who was observed in a math and science summer learning program. During the observation, several characteristics of ADHD were evident in Brandon including difficulty paying attention, interrupting others, being easily distracted, and needing to move around. The lesson involved fractions and cookies, and several strategies were used to support Brandon including movement breaks, positive reinforcement, and a peer tutor. Overall classroom management for Brandon needs to incorporate hands-on activities, movement, and behavioral supports.
The document describes various group activities that can be used for online education, including informal activities like Think-Pair-Share, Roundrobins, and Buzz Groups, as well as formal activities like Jigsaw and Three Before Me. It also provides instructions for implementing the activities and discusses how they can be used to engage students, encourage discussion, and improve skills like editing and providing feedback to others. Finally, it includes a template for planning online group activities that considers topics, goals, descriptions, groups, assessments, and tools.
Lights, action, clapperboards: changing how students think and perform throug...Tansy Jessop
1) The document discusses challenges with assessment and feedback on TV production degree programs, including an over-reliance on summative assessment, disconnected feedback between assignments, and a lack of clear goals and standards.
2) It proposes addressing these issues through increasing formative assessment, improving feedback dialogues across modules, and co-creating assessment criteria with students to help internalize goals and standards.
3) Case studies show that a "TESTA effect" of rebalancing assessment toward formative, connecting feedback, and clarifying expectations can improve learning outcomes and student satisfaction.
This document summarizes a presentation given at the New Mexico Higher Education Assessment and Retention Conference on involving students in the assessment process. The presentation explored the meanings that students construct from collaboratively designing course assignments and participating in peer reviews. Key findings included that student-generated assignments gave students a sense of control over their learning and increased their motivation. Peer reviews were found to enhance learning through exposure to different work, but some students lacked confidence in their ability to provide constructive feedback. The conclusion was that partnerships with shared decision-making between faculty and students should replace traditional models with faculty in absolute control.
Effective Multidisciplinary Active Learning Techniques for StudentsIzzah Dan
The document discusses effective active learning techniques for freshmen polytechnic students across various disciplines. It analyzes the typical personality profile of polytechnic students as introverted, sensing, thinking, and judging (ISTJ) based on Myers-Briggs testing. For engineering, techniques like muddiest point, true/false questions, and props are recommended. Cooperative learning is also discussed. Examples for mechanical design and circuit analysis classes are provided. For mathematics, techniques like clarification pauses, wait time, and cooperative groups are suggested. For languages, the focus is on moving students from repetition to directed dialogue to independent communication through classroom arrangement changes.
The document describes a nursing student's experience conducting a small group discussion activity with post-RN students. Some groups were well prepared and engaged in discussion, while the third group was unprepared. The student realized they did not properly plan or facilitate the activity. After delivering a lecture, they received positive feedback from students and their preceptor. The student analyzed that small group discussions require good facilitation, preparation, and optimal group sizes and environments to be effective learning strategies. For future activities, the student outlined best practices for small group teaching and facilitation based on literature.
This document discusses critical incident analysis (CIA), which is an approach to analyzing challenges that arise in everyday practice. CIA involves choosing an incident, describing it in detail, interrogating the description to understand different perspectives and lessons learned, discussing it with colleagues, and writing a brief report. The document provides examples of case studies where teachers analyzed critical incidents from their classroom, including incidents around late assignments, student engagement, and lack of student preparation. It emphasizes that CIA can help teachers reflect on their practice, understand incidents from various viewpoints, and make changes to address problems.
This document discusses critical incident analysis (CIA), which is an approach to analyzing challenges that arise in everyday teaching practice. CIA involves choosing an incident, describing it in detail, interrogating the description to understand what happened and why, discussing it with colleagues, and writing a brief report. The document provides examples of case studies where teachers analyzed specific incidents from their classes. It demonstrates how CIA can help teachers reflect on their practice, consider alternative responses, and potentially improve their teaching skills.
Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods
The term active learning "was introduced by the English scholar R W Revans (1907–2003).
Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.
The document discusses ways to better prepare students for the workforce by bridging skills gaps between school and jobs. The most practical idea is in-class discussions about skills needed for all jobs, like communication and computing. The most disruptive idea is job tryouts in workplaces before hiring. The favorite idea is job rotations through three interest areas before hiring. Due to complexity, the discussions about workplace skills was prototyped at a high school with 8 students. Feedback found it good for planning but lacking individual analysis. A second prototype with preparation and involvement was better but lacked future planning. Combining ideas is suggested for best results with involvement, preparation, identification of needs, and goal setting.
When Student Confidence Clicks - Engaging in a Dialogue with the StudentsFabio R. Arico'
This video illustrates how to interface teaching, SRS, and the VLE to engage in a two-way dialogue with the students. We highlight how to complement blended-learning and blended-surveying.
https://sites.google.com/site/fabioarico
The document discusses strategies for motivating students to complete assigned readings before class. It identifies the importance of retrieval practice and recommends using pre-class assignments and in-class exercises that require reading to be completed beforehand. Specific techniques are outlined, such as quizzes, one-minute papers, and activities that incorporate the readings into class discussions and presentations. Research supporting these approaches is also referenced.
Theresa Johnson
W
eek 5 Discussion 1
Long-term Planning
Unit of Instruction:
Learning resources: list materials that will be required during instruction of the unit so that they can be selected and prepared. Also, gather or reserve in the library any supplemental reading materials students might need for the unit.
Students will be able to work in groups, this will allow students to think, pair, and share together, to get a better understanding. When a teacher uses strategies to incorporate resources for the lesson, students become more engaged
Name of Project: Social Studies; American Revolution
Subject/Course/Grade Level: History/ Six Graders
Unit Duration & Timeline: 1 week
Teacher Team Members: Lead Teacher/ Mrs. Johnson
Goals & Objectives Necessary to Accomplish the Goals: students will work together, listen, and colloporate with person in their group on this project
Standards/CCSS/21st Century Competencies (Collaboration, Communication, Critical Thinking, Creativity) R.H.6—8.7 ELA-LITERACY.R.H.6-8.8
Project Summary: Include goal, purpose, and benefit of project. What will the role of the student be? Any challenges or issues anticipated? The goals is to introduce students new vocabulary words, identify characters by doing internet research. Work with student in group to help with time line events alphabetically, scavenger hunt around the time-line.
Driving Question: Write a scenario that will engage students in an active, inquiry-based pursuit of solutions to a relevant problem. How will the problem question motivate students to a deeper understanding of the key concepts in the unit and drive instruction? Students will use a photo album to help put events in order according to the beginning of the American Revolution.
Entry Event: Use inquiry questions that focus on the problem and extend beyond fact-finding to engage students. What was the reason for the revolution war.
Products that demonstrate outcome learning
Individual: Student will be given 2 points for each event that happen before and doing and after the war.
Team: Specific content and competencies to be assessed? Three will be 3 groups that consist of boys/ girls each group will assign different students in the group certain assignments to help develop a timeline.
Public Audience: Teachers and students, and Liberian
Resources Needed
On-site Collaborators: Library media center, Internet resources, faculty experts
Equipment: Technology, laboratory equipment
Supplies: Art materials, building supplies, photo album book,
Community Resources: Identify the tools or resources that will be the most valuable to address and resolve the unit problem.
Reflection Methods (individual, team, and/or whole class)
Journal- review documents
Focus Group
Verbally summarize the war
Student explain their time line with pictures and written post
Etc.
Final Product (presentation, performance, model, product, service, book, etc.) each group would explain the reason for the war, explain what ch.
This document discusses active learning techniques that can be used in the classroom. It introduces think-pair-share, which involves students thinking individually, discussing in pairs, and sharing with the class. Variations include writing responses individually before pairing up. Think-pair-share benefits include engaging students and incorporating multiple perspectives. Other techniques discussed are numbered heads, three-step interviews where students take turns interviewing and reporting, and three-minute reviews where students summarize material in pairs. Active learning requires activities that motivate students to think and work in groups rather than just listening passively.
This activity involves students sharing quotes with each other to get to know different perspectives on an upcoming unit of study. The teacher hands out quote strips for students to read and think about how it relates to the unit. Students then walk around and exchange quotes with at least five other classmates within five minutes. The teacher participates as well to model engagement and ensure all students are on task. Tips are provided for redirecting reluctant students, such as asking to see their quote, suggesting who to talk to first, and practicing what they will say about the quote. The goal is for students to learn from multiple perspectives of their peers.
(MY) THREE PRINCIPLES OF EFFECTIVE ONLINE PEDAGOGYaandpatbcc
The document summarizes three principles of effective online pedagogy according to Bill Pelz, who received an award for excellence in online teaching.
The principles are: 1) Let students do most of the work through activities like student-led discussions, finding and discussing web resources, peer assistance, and self-grading of homework. 2) Interactivity is key, through discussions, collaborative projects, and other interactions. 3) Strive for presence by promoting social, cognitive and teaching presence through techniques like introductions, informal discussion areas, and providing feedback.
Practice Formal Lesson Reading (government cont.)Rachael Grant
The lesson plan aims to teach 4th grade students how to make inferences when reading texts. Students will use a graphic organizer and engage in group discussions to combine their background knowledge with details from an article about political parties to draw inferences. The lesson begins with an opener to activate prior knowledge. Students will then read the article individually and in groups, noting details. They will use their graphic organizers to make at least two inferences with a partner. The lesson supports all learners through modeling, scaffolding, and differentiated discussions and assessments.
Human Relations in Organizations: Collaborative Writing by BeginnersValerieBez1
This document summarizes an organizational analysis paper assignment given in a human relations course. The professor had student groups conduct mini-diagnostic studies of organizations to learn theories in practice. Groups of up to 5 students chose an organization to study. They researched it, contacted it to get permission to study, developed surveys/questions, interviewed employees, analyzed data, and wrote a report. The professor provided guidance and deadlines to encourage quality work within a tight timeframe. Student feedback indicated the collaborative project and professor's management style fostered respect, trust, and cohesion among groups.
This document outlines a lesson plan focused on teaching critical thinking and considering different perspectives. The lesson involves dividing students into groups to debate whether emigration from Morocco is positive or negative. Each group must provide arguments both for and against emigration and present their conclusions. The teacher acts as a facilitator, asking open-ended questions to stimulate discussion rather than directly instructing. By considering multiple viewpoints on this topic, the goal is for students to strengthen their critical thinking and argumentation skills. Feedback is provided through group presentations and recording arguments on a classroom chart. The lesson aims to move away from traditional teaching methods by giving students more opportunity to freely discuss issues and express their own opinions.
This slide is part of MOOC - Mini open online Course for educators interested in applying Scientific Dilemmas in the classroom. URL: http://engage.exactls.comUk2015a engage discussion
The document discusses developing an active learning classroom. It recommends (1) understanding environmental, activity-based, and concept-based learning as well as classroom management, (2) designing the classroom layout to include different learning areas, and (3) using various active learning techniques like group work, videos, and games to engage students. Effective teachers plan instruction around clear objectives, use formative assessment, and help students progress through their zone of proximal development.
Similar to An Experiment in Every Student's "Favorite" Assignment: Forming Groups for a Group Project (20)
Rejuvenation through building classroom communityafacct
This presentation highlighted ways that community colleges can build classroom community during periods of remote learning. It discussed the Learning Community program at Community College of Baltimore County, which pairs interdisciplinary courses. Data showed higher pass rates, GPAs, and retention for students in learning communities.
The presentation provided an example of an ESOL writing course paired with a communications course. Integrated assignments and activities were used to build community between the linked classes.
Various virtual activities were presented for building community remotely, such as breakout rooms, discussion boards using audio or video, weekly reflections, and incorporating pandemic themes into coursework. Audience members also shared their own strategies for building online community.
Implementation of a revised student success toolafacct
The document presents information on revising a student success tool used by a nursing program to identify at-risk students beyond their first semester. It discusses limitations of the previous tool and literature supporting predictors of academic success. A nursing taskforce developed a new two-part form incorporating objective student data and subjective self-reported risk factors to better capture relevant information. The integrated form allows for more rapid identification of risk factors and reporting to faculty to improve remediation processes.
Updating Teaching Techonologies - Real World Impact!afacct
This document outlines strategies for a grant-funded project at the College of Southern Maryland to update teaching technologies. There are 4 strategies: 1) Develop a new Cloud Computing associate degree program; 2) Collaborate with Continuing Education for stackable credentials; 3) Explore virtual teaching technologies; and 4) Target dual-enrolled and incoming freshmen. Each strategy has objectives, such as increasing enrollments, credentials earned, faculty certifications, and student GPAs. The strategies will be implemented through project management plans and budgets to maximize impact with the grant funding.
Lessons Learned in Higher Education from the COVID-19 Crisisafacct
The COVID-19 pandemic has disrupted education systems around the world, affecting over 1.6 billion students. While developed countries transitioned to online learning more smoothly, developing countries faced greater challenges due to limited internet access and infrastructure. This crisis presents both challenges and opportunities. It has highlighted inequities but also stimulated innovation. Moving forward, systems must focus on inclusion, addressing learning losses, and harnessing technology. Reimagining education through flexible learning pathways and unleashing innovation can help build back stronger.
Increasing the success of dual enrollment and dual credit high school studentsafacct
The document discusses increasing the success of dual enrollment and dual credit high school students at Harford Community College. It explores the different models used, including dual enrollment between HCC and Harford County Public Schools. It outlines successes like support from high school instructors and college professors visiting classrooms. It also discusses challenges around things like timely assignment completion and effective citation use, and solutions implemented. Statistics from Maryland reports on dual enrollment growth are also presented.
Mental health first aid long with alternative textafacct
The document provides tips for instructors to help students manage exam anxiety, including suggestions for students to prepare before and during exams, as well as signs for instructors to look for that a student may need additional support. It also lists counseling resources available at Howard Community College for students and contact information for instructors to refer students experiencing distress.
This document discusses flow experience and strategies to reduce stress using flow dimensions. Flow experience involves being completely absorbed in an activity where there is a balance between challenges and skills. The speaker outlines how to obtain flow through clear goals, feedback, concentration, sense of control and losing self-consciousness. Stress reduction strategies are proposed that incorporate flow dimensions like breaking large tasks into small pieces with goals. Practices like contemplative writing, relaxation, gratitude and facing fears are suggested to help motivate and control stress levels.
This document discusses the importance of teaching health literacy at the community college level. It defines health literacy and explains that only 12% of US citizens have proficient health literacy levels, directly impacting health outcomes. The document then provides examples of priority health literacy practices healthcare providers should use, such as teach-back communication and plain language. It also describes different types of health literacy education and provides a case study of a health literacy module implemented at a community college that included virtual pre-work, discussion boards, and a synchronous clinical session with interactive exercises and materials.
The document summarizes the key points from a presentation about making online course content accessible according to Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. It focuses on a nine-point rubric for accessibility that includes criteria like using organized layouts and headings, descriptive hyperlinks and filenames, alternative text for images and tables, and closed captioning or transcripts for audio and video. The presentation emphasizes the legal responsibility to create accessible content and reviews best practices for text formatting, color combinations, and keeping files simple to aid accessibility.
Matchless: Service Learning that Saves Livesafacct
This document outlines a service learning project developed by an MLT program professor and Be The Match account manager. The project involved MLT students recruiting bone marrow donors on campus to help patients in need of transplants. Students were required to plan and implement donor drives and educational activities as part of their Clinical Hematology course, applying technical knowledge while fulfilling a community need. The project aimed to register 100 new diverse donors and help students develop career-relevant skills in areas like coordinating transplant teams. Students were evaluated based on planning reports, participation journals, and a final lab report on the donor drive outcomes. The project provided an example of an impactful service learning partnership between an academic program and outside organization.
Transitioning Critical Thinking Skills from the Academic Setting to the Globa...afacct
This document discusses strategies for teaching critical thinking skills to nursing students and transitioning those skills from the academic to clinical setting. It identifies different strategies to use in theory, lab/simulation, and clinical courses. Some key strategies mentioned include using case studies, unfolding case studies, simulations, and assigning activities involving multiple patients to compare findings and make clinical judgments. The goal is to better prepare students for the NCLEX exam and real-world client care where critical thinking and decision making are important for safety and positive outcomes.
This document summarizes different educational games that can be used for game-based learning. It discusses Werewords, a game similar to 20 Questions where teams try to guess a secret word. It also discusses how to create an original educational game, using Codenames as an example. Finally, it introduces Forbidden Diet, a card game that reviews circulatory system concepts.
Learning for Life and Critical Thinking in the Web 3.0 Era Keynote Addressafacct
As the sixth Director of the Kellogg Institute of the National Center for Developmental Education of Appalachian State University, Wes Anthony is also the first since Dr. Hunter Boylan to be a member of the Kellogg Institute faculty. Mr. Anthony is the author of two novels, over 50 professional presentations, and has engaged in scholarly publishing throughout his career, and most recently co-authored, along with Hunter Boylan and Patti Levine Brown, “The Perfect Storm of Policy Issues and Their Impact on Developmental Education” (NADE Digest, 2017).
Computing Student Success at Montgomery College in the Web 3.0 Eraafacct
Computing Student Success at Montgomery College (MC) in Maryland is deeply rooted to the Web 3.0 era. The success of the Computer Science and Information System students at MC has evolved over time. The various success stories of the Montgomery College students were presented, and the innovative pedagogy that the faculty are using at MC in this Web 3.0 era was explored. Off-course, the rapid and efficient communication among the faculty members, and also among faculty members and the student body was made possible due to the innovative technologies that the Web 3.0 has to offer. Besides, the student success at MC is deeply rooted to the inter-faculty co-operations, and collaborations in and outside of the discipline. Attendees discussed contributions of the Web 3.0 technologies to the Student Success at other institutions as well. As a result, the overall discussion extended to various Maryland institutions besides only the Montgomery College. Faculty attending the session explored innovative, and active learning strategies made possible through Web 3.0. They discussed future undertakings that could have been possible through Web 3.0, and would accelerate the traditionalistic means of pedagogical delivery.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...afacct
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...afacct
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
Learning Communities: A High Impact Practice Transcending the Traditional Cla...afacct
Faculty from the Community College of Baltimore County (CCBC), who have a variety of experiences in teaching Learning Communities, presented what they learned. Two or more classes across disciplines are paired, and a group of students enroll in the paired classes. Professors Miller, Pucino, Jones, and Scott shared the integrated approach typical in learning communities with specific suggestions of strategies related to strengthening collaboration, critical thinking, and reflection through classroom activities, online assignments, Intercultural Dialogues, and service-learning. In addition, they discussed how pairing the college’s required course titled Academic Development: Transitioning to College with other courses such as English Composition, ESOL, and Academic Literacy in a Learning Community format had positive influences on student success. Topics included the importance of High Impact Practices (HIPs), such as service-learning and collaborative assignments, to advance student learning and success both within and beyond the classroom; a description of CCBC’s Learning Community Program; the benefits, for both students and faculty, of participating in a Learning Community; ideas for approaches and activities beyond the traditional classroom that can strengthen student learning; and strategies for how to increase critical thinking and/or collaboration in the classroom.
Active Learning Using Kahoot, a Free Polling Softwareafacct
Active Learning Using Kahoot! is a presentation about using the polling software Kahoot! to engage students through active learning techniques. Kahoot! allows educators to create quizzes, surveys, discussions, and ordering activities to test students' knowledge of course materials. The presenter most often uses the quiz option, as it allows her to see if students have read assigned materials and identify concepts needing further explanation. Kahoot! quizzes can also be reused and include video elements. The presentation demonstrates examples of Kahoot! surveys and quizzes and encourages attendees to try using the platform to promote active learning in their own classrooms.
Maryland Mathematical Association of Two-Year Colleges (MMATYC) winter meetin...afacct
The Maryland Mathematical Association of Two-Year Colleges (MMATYC) held its winter meeting during a scheduled double session. President Lisa Feinman led the re-cap of MMATYC and AMATYC (American Mathematical Association of Two-Year Colleges) news and events for 2018, followed by 2019 business. Updates on the various committees and the upcoming MMATYC 2019 Spring Conference at Wor-Wic Community College were covered, as well. Notes pages within the PowerPoint contain the minutes for the meeting.
Cellphone Photography: Using a Mobile Phone to Film afacct
participants learned how to use a mobile phone to film like a professional cameraperson. Emphasis was placed on composition, camera angles and movements to tell stories in creative ways. The presenter started with PowerPoint presentation that explained what frame, framing, and shot are. He showed how to compose shots with good head room and look room, and how to use different camera angles to tell a story. The presenter screened two of his students’ works (PSA and news story) that were shot entirely with a mobile camera and discussed the production techniques used to achieve the quality work. He also gave out handout that contained information presented in his Power Point presentation.
The presenter demonstrated how to hold mobile phone correctly and stand properly to shoot video professionally. Afterwards, each participant used their mobile phone cameras to practice different techniques that they learned, and the presenter critiqued each shot; participants got instant feedback on what is correct and/or wrong in the videos that they shot during the workshop. The participants had the opportunity to reshoot their shots until they got them right. These techniques helped participants shoot video shots that looked professional without spending a lot of money on expensive video camera.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
2. Kathryn J. Mead, College of Southern Maryland, kmead@csmd.edu
Abstract: An Experiment in Every Student's "Favorite" Assignment: Forming Groups for a
Group Project
Session 1.11, January 10, 2019
Session 5.11, January 11, 2019
Many of our courses include a group project assignment that represents a significant portion of
each student’s grade. We tell our students – and the presenter believes – that group projects are
important because when they get into their careers they will often be called upon to work as part
of a team or group. Practicing now, before they are in positions that really matter to them from a
work perspective, will help them in the future. But no matter what we say, students tend to dread
group projects for many reasons, including the way the groups are formed. For the first major
group project of her career as an adjunct professor, Ms. Mead wanted to find a method that was
deliberative and active – not random, nor completely student-selected, nor totally at her
discretion. In her presentation, she described how she found an approach that appealed to her
(using some basic technology), applied that approach to her First Year Seminar class, and kept
track of the results. She discussed methods of forming groups for group projects; compared and
contrasted the success of those methods; explained how she applied the method that most
appealed to her and how her students reacted; and how it ultimately worked in terms of the
overall success of the group projects. The presenter provided some basic data regarding her
assessment of the method’s success.
3. A Little About Me
Prior experience: 31 ½ years as a Federal employee
All Department of Defense
Education: Master of Science, Organization Development
Social/Behavioral Science
Teaching Experience: Just completed 3 semesters of Community
College teaching
College of Southern Maryland
4. A Little About the Class
First Year Seminar (FYS-1010)
Required of all new students who test at college level in
math and reading
Class size 22 students
10 men, 12 women
Full semester length
Met twice a week for 15 weeks, 1:20 per class session
Also: From what I observed and learned about my students in the first month,
the class was about one-half people of color.
5. About the Project
• Capstone project for the course
• Assigned Week 6, due Week 15
• Worth 20% of grade (200 points out of course total of 1,000)
• Requires student groups to:
• Choose a topic or local site
• Conduct research and write a summary of that research
• Create a Public Service Announcement (PSA), including a 30 –
second to 1-minute video and associated script
• Prepare and/or provide three related visual aids
• Present the PSA video in class during last week of classes
• Complete Peer Evaluations and a Self-Assessment
Also: I had the students do a lot of group activities in class throughout the
Course of the semester, to help them get to know each other.
6. Forming the Groups
Students’
choice
only
Random
My
choice
only
As I approached assigning the first major group project of my career
as an adjunct instructor at the College of Southern Maryland, I wondered what
the best approach might be to forming the groups. Should I have students
select their own teams? Use a “schoolyard pick” approach (assign captains
and have them select the teams)? Should I assign people to groups with
no input from students? Have the students count off by numbers and
essentially create random groups? None of those felt right to me.
So I did what so many of us do these days when faced with a question: I Googled it!
7. Research Results
I searched on Google for “ways to form college students into groups for a group
project.” I found all the approaches mentioned previously, as well as some meant
for short in-class activities. But after some digging I found article on
InsideHigherEd.com written by John Warner, dated March 30, 2017. The article
described an approach Warner developed and refined while teaching a Technical
Writing class at Clemson University. The class had an 11-week group project, and
he too was searching for the best way to form the groups. He experimented with
different methods, found none worked better than the others, and in the end
borrowed part of his approach from a former colleague and adapted it by adding a
new dimension. Warner’s approach resonated with me because it was a
deliberative, active process that made sense based on my experience with and
education and training in group dynamics.
Article discussed things Warner’s students didn’t like about group projects
--Having to do all the work by myself
--Lack of trust (between student group members)
--Someone in the group “taking over” all the work
--Lack of communication
I adapted Warner’s method to my class.
8. The Process
I decided to use Warner’s process and devoted part of a class session to the first
part of the process.
In class, students:
Completed a “Group Project Resume” (see the template on the next slide)
Posted their resumes on the wall
Circled the room, reading classmates’ resumes (with 22 students, it took
about 15 minutes for everyone to get a chance to read the resumes)
Gave each student a 3 x 5 card and told them to write on it:
Their own name
Names of 3 students they’d like to work with
Name of 1 students they’d rather not work with
I collected the 3 x 5 cards at the end of class and told them I would take their
requests into account and let them know who would be in their groups the
following week. At home, I:
Prioritized the cards based on preferences
Tried to give each student at least one choice
Thought about group size and composition
9. Sample Group Project Resume
Group Project Resume of
________________________________________________
Name
1. My school/work/activity schedule gives me time for group project work as follows:
2. I would prefer (circle one):
A group with a leader (who will assign project tasks)
A group with decentralized decision making (we decide on project tasks as a group)
3. I am good at: (e.g., organizing, writing, researching, creating videos, etc.)
4. I have the following weakness(es): (e.g., I’m good with ideas, but bad with follow through)
5. My values with regard to this project and the class are (circle one):
I want to get an “A” at all costs.
I have a “D” means “done” attitude.
Somewhere between the two above is fine with me.
6. I would also like my group to know:
10. Process Results
I really was not sure how hard it was going to be to take their desires into account, but as it
turned out, it was pretty easy! One of the things Warner had noticed – and I noticed as well –
is that some people who habitually sat together in the classroom did not want to work with
those who always sat near them. Something else I noticed: at least two of my students
appeared to be very popular with their classmates based on the fact that many of their fellow
students named them as someone they wanted to work with. I attributed this to students
being able to observe those who are serious about their work AND seem pleasant to be
around. In the end….
• No student was assigned to work with everyone they wanted to, but all got at least one
“preferred” person in their group
• No student had to work with someone they said they would prefer not to
I formed 5 groups (and decided to observe how each group fared since their composition was
so different):
1 – all men (4)
1 – all women (5)
1 – 2 men, 3 women
1 – 1 man, 3 women
1 – 1 woman, 3 men
11. Making it Real:
Announcing the Groups
The following Monday, I planned fun, fast-paced group activity
related to that week’s topic (which happened to be Time
Management!). This activity required talking and movement.
I put the students into their newly formed group project groups
– but I didn’t tell them that’s what I was doing.
They did the activity, and when it was done and debriefed, THEN
I told them: These are the groups you will be working in for
your PSA Group Project; at end of class you’ll have 20 minutes to
do initial planning for the project. I also said, remember what
you learned in this time management activity as you started!
I also made it clear that they would need to work outside of
class time from then on…
12. The Glitch
Of course, this method did not eliminate all problems, nor did I expect it to. People are people, and
some issues/conflict are almost inevitable. Over the next few weeks, I heard from some of the groups
regarding their chosen topic. One group complained that some members were not contributing in a
timely manner to their Google Docs project file. I tried not to intervene, only to offer some
suggestions on how to address the issues.
Then, about 3 weeks after I formed the groups, the biggest problem happened. I was conducting an
activity called “Table Topics” in class. Based on an activity done in Toastmasters International
meetings, it involves posing a question or topic and having students respond with a brief (at least one
full sentence) answer. I tell my students this is good practice for a lot of reasons; at this point in the
semester we had done this activity several times already. At first most students are quite hesitant, but
after some practice most participate willingly.
On this day, there was a lot of enthusiasm and energy in the room during table topics. About half the
class volunteered to answer one of the two questions; then I started calling on people and they
participated reasonably well also. Finally, one student – I’ll call him “G” – was left. I called on him and
he clearly had not been paying attention – to the instructions and what had been happening in class. I
repeated the instructions and he responded with several comments that completely changed to tone
in the room. One of the students even said out loud, “Well, that took a turn.” I dealt with his
comments as best I could in the moment, and then it was time to dismiss the class. Later that day, I
got an e-mail from one of the students in G’s group saying she felt uncomfortable working with him
given what he said in class. I saw G later that week and he said no one in the group seemed willing to
take his help. I thought a lot about what to do and in the end took G out of the group and let him do
the project on his own.
TABLE TOPICS QUESTIONS that day: A: What is your dream house like? (Chapter 8!)
B: If you could choose one superpower, what would it be and why?
13. The Project Presentations
Two weeks before the presentations were due to be made during the week of
December 10, I gave the student groups the opportunity to choose their time slot on
one of the two days I planned for the presentations to happen. That week, Mother
Nature intervened – we had some snow on the 9th, so our class on the 10th was
cancelled due to a late campus opening. So all the presentations had to be made on
Wednesday, December 12. All five groups – and the one solo -- were ready; all five
groups submitted the required documentation and showed their videos. I was
pleasantly surprised – and in some cases blown away – by the creativity and effort
demonstrated.
Topics covered:
Air Pollution
Car Emissions and Global Warming
Child Labor
Pollution and the Local Environment
Vaping is Bad!
Wrongful Convictions
14. Peer and Self Assessments
Another requirement of the project was to complete self-assessment
and peer evaluation forms; both used the same criteria. (See
templates at the end of this presentation.) Most of the students took
this part of the assignment seriously, although a few students failed to
submit them.
Each student evaluated his/her group members based on a set of
evaluation criteria related to participation, timeliness, quality of work,
attitude toward project (on a scale of 1 to 5)
Final question (yes or no): would you want to work with this person
again?
They also evaluated themselves on same set of criteria
Finally, I asked three short-answer questions related to team dynamics
and what they learned about working in a group
15. Quantitative Evaluation
based on Peer and Self Assessments
The great majority of the students would work with their group members again, and said so
with some enthusiasm. When they said they did not want to, they backed it up with examples
of where the other student fell short – largely their lack of participation in group meetings or
chats and lack of timeliness in submitting their part(s). The most interesting quantitative finding
is that most students were more generous in rating their peers than rating themselves; although
in both cases their “grades” were all essentially As and Bs.
97% would work with group members again
For the all-women group, it was 100%!
3% would not want to work with some group members again
44% gave their fellow group members an average rating of 5 (excellent)
19% gave a rating of 4.6 – 4.9
37% gave a rating of 4.0 – 4.5
17% gave themselves an average rating of 5
17% gave themselves 4.6 – 4.9
67% gave themselves 4.0 – 4.5
No average ratings lower than 4.0 (very strong work) in either case
16. What students said they learned
about group project work
The biggest challenge for most of these students, who are still relatively new to
college, is managing their time. Many of them have full- or part-time jobs, which
made meeting with their groups a challenge. I like to think many of them learned
something about time management – and communication, and acceptance – from
this project! What they said they learned:
• Important to do work that requires meeting together ahead of time; start work
early
• Hard to accommodate busy schedules; must make time to meet
• Have to stay organized and make sure everyone knows their part
• Difficult to work in a large group
• If everyone hears each other out and communicates, stuff gets done
better/faster
• There are people in my class like me: who work hard, stay organized, get things
done ahead of time
• It’s better when you share your work with your friends, instead of doing it all by
yourself
17. What students said they would have
done differently
Again, their biggest challenges/changes had to do with
scheduling and time management:
• Made a solid schedule of when to turn in stuff
• Start earlier
• Had more meetings outside of class (but schedules very
different and had to work with what we had)
• Spent more time on project/focus on it
• Spent more time working out the visual aids (student artist)
• Been more outspoken about what we should do
• Hired more actors (if we had money and time)
• Would have chosen a different topic
• Overlooked everything more
• Nothing – we worked well/efficiently; pleased with project
18. Behaviors students cited as
valuable/detrimental to group
Students’ comments about their peers were overwhelmingly positive:
• Everyone worked in a responsible manner and finished the project
with only minor Internet issues
• Had a group chat and encouraged each other to finish our parts
• Everyone got tasks done with good timing
• Each member showed interest and made adequate time despite
busy schedules
• Everyone was a joy to work with
• All participated and helped when asked
• Organizing the work
• Neither valuable nor detrimental
• We barely met because we are all busy
19. Specific student behaviors lauded
by group members
Three students took very clear leadership roles in their groups –
and two of those students were not ones I would have expected
to lead, based on first impressions!
• A’s (female) leadership and filming skills were valuable to our
success
• D (female) was very driven; lead the group with precision and
gave each member chores based on the part we wanted to be
responsible for
• E (male) taking charge and making sure we all did our part
[was valuable]
20. Qualitative Evaluation/
Observations
Without my having to tell them to do so, ALL groups had all
members come to the front of the room for their presentation
Not all spoke, but all were engaged!
Students were generous with their evaluations of their peers –
and themselves
All 6 projects were surprisingly good and detailed – although in
different ways/different aspects
All groups had some minor things missing (from the
project requirements)
Several students failed to turn in evaluations
21. Conclusion: Would I use this
method again?
Absolutely, yes!
I am teaching a brand-new business course this Spring and plan
to use it to form groups for a project
It will be interesting to see if/how it works differently – this new
course is an elective for business students – not a required
course like FYS.
23. For yourself, indicate the extent to which you agree with the statement in the left-hand column, using the
following criteria and scale: 5 = Excellent work; was crucial component to group’s success; 4 = Very
strong work; contributed significantly to the group; 3 = Sufficient effort; contributed adequately to the
group; 2 = Insufficient effort; met minimal standards of group; 1 = Little or weak effort; was detrimental
to the group.* Total the numbers. A higher score means you did better/more effective work within the
group. Be as honest and fair as you can! This is your feedback to yourself, to be combined with the
feedback from your peers to give you a picture of how well you work in a group.
Evaluation Criteria Score:
Attended group meetings regularly/arrived on time
Participated in developing ideas and planning the project
Contributed meaningfully to group discussions
Was willing to discuss the ideas of others
Completed group assignments on time
Prepared work in a quality manner
Demonstrated a cooperative and supportive attitude
Demonstrated interest/enthusiasm in the project
Contributed significantly to the success of the project
TOTAL
*For an assessment of 1, please give a brief written explanation:
Self-Assessment Form – PSA Group Project
24. Peer Evaluation Form – PSA Group Project
Page 1
Your Name:__________________________________________________
Write the name of each member of your group at the top of a column. For each person, indicate the extent to which you agree with the statement
in the left-hand column, using the following criteria and scale: 5 = Excellent work; was crucial component to group’s success; 4 = Very strong
work; contributed significantly to the group; 3 = Sufficient effort; contributed adequately to the group; 2 = Insufficient effort; met minimal
standards of group; 1 = Little or weak effort; was detrimental to the group.* Total the numbers in each column. A higher score means better/more
effective work within the group. Be as honest and fair as you can! I will provide general feedback (not attributed to the classmate who said it) to
each person, based on his/her overall score from all group members. My hope is the feedback will help them in future group project work.
Evaluation Criteria Group Member: Group Member: Group Member: Group Member:
Attended group meetings regularly/arrived on time
Participated in developing ideas and planning the
project
Contributed meaningfully to group discussions
Was willing to discuss the ideas of others
Completed group assignments on time
Prepared work in a quality manner
Demonstrated a cooperative and supportive attitude
Demonstrated interest/enthusiasm in the project
Contributed significantly to the success of the
project
Would you want to work with this person again?
(Yes or no**)
TOTAL
*For an assessment of 1, please give a brief written explanation:
**For a response of “no,” please give a brief written explanation:
25. Peer Evaluation Form – PSA Group Project
Page 2Peer Evaluation Form for PSA Group Project
Feedback on Team Dynamics and Self-Reflection
Please respond to the following questions with 2 to 3 sentences each.
1. What did you learn about working in a group from this project that you will carry into your next group experience?
2. What would you have done differently, given the opportunity?
3. Were the behaviors of any of your group members particularly valuable or detrimental to the group? Explain.
Editor's Notes
Many of our courses include a Group Project assignment that is often worth a significant amount of points toward the individual students’ grades. We tell our students – and I believe – that group projects are important because when they get into their careers they will often be called upon to work as part of a team or group. Practicing now, before they are in positions that really matter to them, will help them in the future. This presentation will describe for you the approach I tried to forming the groups for a major group project; how the students reacted; and how it ultimately worked in terms of the overall success of the group projects.
From what I observed and learned about my students in the first month, the class was about one-half people of color.
I had the students do a lot of group activities in class throughout the course of the semester to help them get to know each other.
As I approached assigning the first major group project of my career as an adjunct instructor at the College of Southern Maryland, I wondered what the best approach might be to forming the groups. Should I have students select their own teams? Use a “schoolyard pick” approach (assign captains and have them select the teams)? Should I assign people to groups with no input from students? Have the students count off by numbers and essentially create random groups? None of those felt right to me. So I did what so many of us do these days when faced with a question: I Googled it!
I searched on Google for “ways to form college students into groups for a group project.” Of course, I found all of the approaches above, as well as some meant for short in-class activities, but after some digging I came upon an article on Inside Higher Ed.com written by John Warner in March 2017. In the article, Warner described an approach he developed and refined while teaching a Technical Writing class at Clemson University. The class had an 11-week group project, and he too was searching for the best way to form the groups. He experimented with different methods (including some of those I spoke about earlier), but found none of them worked better than the others. In the end, Warner borrowed part of his approach from a former colleague and then adapted it by adding a new dimension. Warner’s approach resonated with me because he had settled on a deliberative, active process that made sense based on my experience with and education and training in group dynamics.
I decided to use Warner’s process, and devoted part of a class session to the first part of the process. With 22 students, it took about 15 minutes for everyone to get a chance to read the resumes. Then I gave each of them a 3 x 5 card and the instructions for what to write on it. I collected the cards at the end of the class and told them I would take their requests into account, and let them know who would be in their groups the following week.
I developed a simple, one-page Group Project Resume form based on ideas in Warner’s article. Questions:
My school/work/activity schedule gives me time for group project work as follows: (according to Warner, most important issue)
I would prefer (circle one): A group with a leader (who will assign project tasks); a group with decentralized decision making (we decide on project tasks as a group)
I am good at (e.g., organizing, writing, researching, creating videos, etc.)
I have the following weakness(es) (e.g., I’m good with ideas, but bad with follow through)
My values with regard to this project and the class are (circle one): I want to get an “A” at all costs; I have a “D” means “done” attitude; Somewhere between the two is fine with me.
I would also like my group to know:
I really was not sure how hard it was going to be to take their desires into account, but as it turned out, it was pretty easy! One of the things Warner had noticed – and I noticed as well – is that some people who habitually sat together in the classroom did not want to work with those who always sat near them. Something else I noticed: at least two of my students appeared to be very popular with their classmates based on the fact that many of their fellow students named them as someone they wanted to work with. I attributed this to students being able to observe those who are serious about their work AND seem pleasant to be around. In the end….
The following Monday, I planned a group activity related to the topic for the week, which happened to be Time Management. I put the students into their group project groups without telling them that’s what I was doing. They did the activity (which was fast, fun, and required talking and movement), and when it was done and de-briefed THEN I told them: these are the groups you will be working in for your PSA Group Project. At the end of this class, I will give you 20 minutes to work together to do your initial planning for the project. Remember what you learned in this time management activity as you get started! I also made it clear that they would need to work outside of class time from then on….
Of course, this method did not eliminate all problems, nor did I expect it to. People are people, and some issues/conflict are almost inevitable. Over the next few weeks, I heard from some of the groups regarding their chosen topic. One group complained that some members were not contributing in a timely manner to their Google Docs project file. I tried not to intervene, only to offer some suggestions on how to address the issues.
Then, about 3 weeks after I formed the groups, the biggest problem happened. I was conducting an activity called “Table Topics” in class. Based on an activity done in Toastmasters International meetings, it involves posing a question or topic and having students respond with a brief (at least one full sentence) answer. I tell my students this is good practice for a lot of reasons; at this point in the semester we had done this activity several times already. At first most students are quite hesitant, but after some practice most participate willingly. On this day, there was a lot of enthusiasm and energy in the room during table topics. About half the class volunteered to answer one of the two questions; then I started calling on people and they participated reasonably well also. Finally, one student – I’ll call him “G” – was left. I called on him and he clearly had not been paying attention – to the instructions and what had been happening in class. I repeated the instructions and he responded with several comments that completely changed to tone in the room. One of the students even said out loud, “Well, that took a turn.” I dealt with his comments as best I could in the moment, and then it was time to dismiss the class. Later that day, I got an e-mail from one of the students in G’s group saying she felt uncomfortable working with him given what he said in class. I saw G later that week and he said no one in the group seemed willing to take his help. I thought a lot about what to do and in the end took G out of the group and let him do the project on his own. TABLE TOPICS QUESTIONS that day: A: What is your dream house like? (Chapter 8!)
B: If you could choose one superpower, what would it be and why?
Two weeks before the presentations were due to be made during the week of December 10, I gave the student groups the opportunity to choose their time slot on one of the two days I planned for the presentations to happen. That week, Mother Nature intervened – we had some snow on the 9th, so our class on the 10th was cancelled due a late campus opening. So all the presentations had to be made on Wednesday, December 12. All five groups were ready; all five groups submitted the required documentation and showed their videos. I was pleasantly surprised – and in some cases blown away – by the creativity and effort demonstrated.
Another requirement of the project was to complete self-assessment and peer evaluation forms; both used the same criteria. (Provide handouts of these.) Most of the students took this part of the assignment seriously, although a few students failed to submit them.
The great majority of the students would work with their group members again, and said so with some enthusiasm. When they said they did not want to, they backed it up with examples of where the other student fell short – largely their lack of participation in group meetings or chats and lack of timeliness in submitting their part(s). The most interesting quantitative finding is that most students were more generous in rating their peers than rating themselves; although in both cases their “grades” were all essentially As and Bs.
The biggest challenge for most of these students, who are still relatively new to college, is managing their time. Many of them have full- or part-time jobs, which made meeting with their group a challenge. I like to think many of them learned something about time management – and communication, and acceptance – from this project!
Again, biggest changes had to do with scheduling/time management.
Students’ comments about their peers were overwhelmingly positive.
Three students took very clear leadership roles in their groups – and two of those students are not ones I would have expected to lead based on first impressions!