Assessing group work: the benefits and drawbacks for mixed groups. Rachel Wicaksono. York St John University. Group work assessment symposium:
collaborating or fighting for the marks? Students’ experience of group work assessment. November 10, 2008
The document discusses the gap between what schools are teaching and testing versus the skills students need for careers, college and citizenship in the 21st century. It identifies seven survival skills needed, including critical thinking, collaboration, initiative and imagination. It argues that schools need to reinvent themselves to teach and assess these skills through practices like internships, team-based learning and accountability for student outcomes beyond standardized tests.
This document discusses the gap between what schools are currently teaching and testing versus the skills students will need for the 21st century. It argues that schools need to focus less on content mastery and more on developing critical thinking, collaboration, communication and other skills. Specific skills identified include problem solving, adaptability, entrepreneurialism and curiosity. The document advocates for reforms like interdisciplinary teaching, project-based learning, internships and digital portfolios to better prepare students for careers, college and citizenship. Resources are provided for further information.
The document discusses the gap between the skills students are being taught in schools versus the skills needed for careers, college, and citizenship in the 21st century. It identifies seven key survival skills and proposes moving from an education focused on academic content mastery to one focused on competency in critical thinking, problem solving, collaboration and other skills. It provides examples of steps schools can take to assess and improve instruction in these skills.
Students as Knowledge Creators: Metacognition and DiscussionTheILC
This document summarizes a discussion forum assignment for an online undergraduate library skills course. The assignment asks students to reflect on how they gather information, create knowledge, and share knowledge with others. Students are encouraged to think about knowledge creation processes in their work or personal lives. Example situations discussed by students include tweaking recipes and posting them online or sharing experiences from intense jobs in healthcare, the military, or business. The goals of the assignment are to develop students' metacognitive awareness of their own learning and knowledge creation processes and to create an engaging online classroom discussion.
Use Technology to Augment your Already Awesome Classroom: Using a Home Base (...Jason Neiffer
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Building student networks towards a connectivist analysis of classroom learn...gmanb5
1. The document discusses a study on implementing a connectivist and self-directed learning environment in a middle school science classroom.
2. Key aspects of the learning environment included using Moodle, Google Docs, and Edmodo to support students working independently and collaboratively on design projects.
3. Findings indicated that students performed as well or better on state exams, demonstrated deeper work, and managed their own learning spontaneously through robust learning networks compared to previous years with a more traditional classroom structure.
Multiplying Student Success: Tech x Teacher Prep x DisruptionWSSEA
The panel discusses challenges in the teaching profession and solutions to improve teacher retention through the intersection of tools, technology, support, education and mentorship. The panelists are leaders who are challenging the status quo in order to better assist teachers and improve student success. They will discuss what motivates excellent teachers, how to apply education technology effectively, improving access to technology in all schools, and addressing current student needs.
The document discusses the gap between what schools are teaching and testing versus the skills students need for careers, college and citizenship in the 21st century. It identifies seven survival skills needed, including critical thinking, collaboration, initiative and imagination. It argues that schools need to reinvent themselves to teach and assess these skills through practices like internships, team-based learning and accountability for student outcomes beyond standardized tests.
This document discusses the gap between what schools are currently teaching and testing versus the skills students will need for the 21st century. It argues that schools need to focus less on content mastery and more on developing critical thinking, collaboration, communication and other skills. Specific skills identified include problem solving, adaptability, entrepreneurialism and curiosity. The document advocates for reforms like interdisciplinary teaching, project-based learning, internships and digital portfolios to better prepare students for careers, college and citizenship. Resources are provided for further information.
The document discusses the gap between the skills students are being taught in schools versus the skills needed for careers, college, and citizenship in the 21st century. It identifies seven key survival skills and proposes moving from an education focused on academic content mastery to one focused on competency in critical thinking, problem solving, collaboration and other skills. It provides examples of steps schools can take to assess and improve instruction in these skills.
Students as Knowledge Creators: Metacognition and DiscussionTheILC
This document summarizes a discussion forum assignment for an online undergraduate library skills course. The assignment asks students to reflect on how they gather information, create knowledge, and share knowledge with others. Students are encouraged to think about knowledge creation processes in their work or personal lives. Example situations discussed by students include tweaking recipes and posting them online or sharing experiences from intense jobs in healthcare, the military, or business. The goals of the assignment are to develop students' metacognitive awareness of their own learning and knowledge creation processes and to create an engaging online classroom discussion.
Use Technology to Augment your Already Awesome Classroom: Using a Home Base (...Jason Neiffer
This document discusses using technology tools like Edmodo, Moodle, Schoology, InfuseLearning and Socrative to augment classroom instruction. It begins by explaining the context and importance of using learning science to guide how students think and learn. Next, it presents a framework for selecting devices, defining learning objectives, choosing appropriate tools, and planning workflow. The document demonstrates some tools and encourages exploring their use. It aims to dispel myths around digital learning and emphasize purposeful decision making regardless of environment to effectively add interactivity to the classroom.
Building student networks towards a connectivist analysis of classroom learn...gmanb5
1. The document discusses a study on implementing a connectivist and self-directed learning environment in a middle school science classroom.
2. Key aspects of the learning environment included using Moodle, Google Docs, and Edmodo to support students working independently and collaboratively on design projects.
3. Findings indicated that students performed as well or better on state exams, demonstrated deeper work, and managed their own learning spontaneously through robust learning networks compared to previous years with a more traditional classroom structure.
Multiplying Student Success: Tech x Teacher Prep x DisruptionWSSEA
The panel discusses challenges in the teaching profession and solutions to improve teacher retention through the intersection of tools, technology, support, education and mentorship. The panelists are leaders who are challenging the status quo in order to better assist teachers and improve student success. They will discuss what motivates excellent teachers, how to apply education technology effectively, improving access to technology in all schools, and addressing current student needs.
This document discusses the gap between what schools are currently teaching and testing versus the skills students will need for the 21st century. It argues that schools need to focus less on content mastery and more on developing critical thinking, collaboration, communication and other skills. Specific skills identified include problem solving, adaptability, entrepreneurialism and curiosity. The document advocates for reforms like project-based learning, digital portfolios and internships to better prepare students for future careers and citizenship. Resources are provided for further information.
Making that Matters: MURSD Ed Tech Teacher Summit PresentationDave Quinn
This document summarizes a presentation about making projects for real world audiences. It discusses the core values of empathy, audience, relevance, social aspects, reflection, iteration, and "hard fun". Examples of maker projects discussed include connected composting with an entrepreneurial approach, a game makers collaborative unit where students design board games, a video tour exchange between schools in different countries, and a high altitude balloon launch carrying student experiments. The presentation aims to provide opportunities for making across schools to increase engagement for students.
Designing Dynamic Curricula: Leaving Space for Students to Live, Love and LearnElizabeth Hauke
The document describes an undergraduate curriculum called "The World Today" that uses a "Live, Love, Learn" approach to curriculum design. It aims to develop students' skills through authentic, active learning experiences. Students work collaboratively in teams to research global issues. They are given choices in topic selection, task structure, and skill development. Evaluation of the course found that it provided an unusual learning environment that improved students' skills like teamwork and presentation abilities. While challenging, students reported gaining confidence and finding the experience intellectually stimulating. The explicit curriculum design allowed in-depth qualitative research on students' learning experiences.
The College Classroom (Wi15) Session 5: Active LearningPeter Newbury
Here are some tips for using video effectively in class:
- Preview the video yourself and select the most relevant clips. Don't just play the whole thing.
- Provide context and focus questions to help students actively watch and learn.
- Pause periodically to check for understanding and discuss.
- Consider having students take notes during viewing.
- Follow up with activities that build on concepts from the video.
The goal is active, engaged viewing rather than passive watching. With the right framing and in-class activities, video can enhance learning when used judiciously.
The College Classroom Wi16 Meeting 6: Peer InstructionPeter Newbury
The document summarizes a presentation on cooperative learning and peer instruction techniques for college classrooms. It discusses forming small groups to work together, developing conceptual questions to prompt discussion, and having students explain answers to each other to resolve misunderstandings. The goal is for students to learn from each other in a low-stakes environment where they can try, fail, and receive feedback to improve their understanding.
This document discusses certifying MOOCs and how learning analytics can help address issues of assessing massive open online courses. It notes that certification assumes quality can be assessed reliably at scale, but assessing large numbers of students is challenging. Learning analytics and authentic assessment strategies are proposed to objectively evaluate performance without just counting what is easiest. The document outlines several authentic assessment strategies and discusses how learning analytics could provide insights into students' learning dispositions, peer interactions, and deeper learning beyond just participation metrics.
Tony Wagner: The Global Achievement GapLee Carlton
This document summarizes Tony Wagner's presentation on the skills needed for the 21st century and reforming education. Wagner argues that schools need to teach critical thinking, collaboration, communication and other skills instead of focusing only on academic content. He proposes assessing these skills through exams, portfolios and projects. Wagner also stresses the need for teachers to work as teams and use new teaching methods like video lessons and digital portfolios. Overall the document advocates for reinventing education to prepare students with the skills required for modern work and citizenship.
This document discusses the need to improve education to better prepare students with the skills required for the 21st century, such as critical thinking, problem solving, collaboration and digital literacy. It notes a "global achievement gap" between the skills schools are teaching versus what students need for future careers, college and citizenship. The document advocates reforming education to focus less on memorization and more on exploring new ideas, mastering competencies through project-based learning, and assessing students' skills through portfolios instead of standardized tests. It provides examples of schools that are reinventing themselves to meet these new challenges.
This document provides information about enrichment clusters, which are groups of students who come together during designated time blocks to pursue common interests with adult facilitators. It outlines the key features of enrichment clusters, including that all activity is directed toward producing a product or service. It also describes a 7-step process for implementing enrichment clusters school-wide, including assessing student and staff interests, setting up a schedule, finding facilitators, and celebrating successes. The goal of enrichment clusters is to allow students to apply their knowledge and thinking skills to real-world problems in an authentic manner similar to how knowledge is acquired and applied outside of school.
The document discusses integrating technology into classroom instruction. It describes how participants will learn to incorporate technology to support higher-order thinking skills and 21st century skills like collaboration. An agenda is provided covering topics like technology planning, project-based learning, Google tools, games for learning, and differentiated instruction using technology.
The document summarizes a presentation about integrating technology into classroom instruction. It discusses using technology to support higher-order thinking skills and collaboration through activities like project-based learning. Examples provided include using tools like Google Docs, visual ranking activities, and primary source materials to engage students in authentic tasks. Differentiation strategies are also addressed to meet varied student needs with technology.
Information from this presentation from the following sources:
http://www.allthingsplc.info/
http://www.youtube.com/watch?v=7CsGao_i1BM
http://www.youtube.com/watch?v=FTeIA8l_Jl8&feature=related
The document discusses integrating technology into classroom instruction through group activities and discussions. It will emphasize using technology to support higher-order thinking skills like complex problem solving and collaboration. The agenda includes topics like 21st century skills, project-based learning, and tools for collaboration and authentic learning experiences.
CIRTL Spring 2016 The College Classroom Meeting 6 - Peer InstructionPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
TIGed Empowering Student Voice - Session 3 Professional Learning Course Jennifer Corriero
These slides are part of session 3 for the TakingITGlobal Empowering Student Voice in Education Professional Learning course that is being offered to participants from six school boards across Canada.
This document provides an overview of challenge-based learning (CBL). It discusses key aspects of CBL including that it is agile, remixable, scalable, fosters collaboration, provides authentic audiences, and teaches networking. It provides examples of how CBL can be applied to common core standards and language arts. CBL is described as interdisciplinary, engaging, student-directed, and impactful. The CBL model involves establishing a challenge, guiding questions, activities, resources, solutions/actions, and assessment. Reflection is a key part of CBL. The document concludes with examples of how CBL has been implemented at Mercy High School through a professional development challenge to help students develop survival skills for careers, college, and citizenship.
How to Reach Out to Every Student by Personalizing the Online Learning Design?Benjamin L. Stewart, PhD
This document discusses building an online teaching business through differentiated instruction and assessment centered around performance tasks. It emphasizes giving students choices in how they learn and assessing both their understandings and performance. The author advocates finding a niche, attracting students through appropriate learning designs and technologies, and employing formative assessment and a shared experience within a personal learning network to support performance tasks.
Critical thinking and problem solving, communication, collaboration, and creativity (the 4Cs) are 21st century skills that are important for students to develop. Critical thinking involves using reasoning and evidence to make conclusions. It is connected to other skills like creativity. Communication skills allow students to clearly express ideas. Collaboration emphasizes working together respectfully and valuing each other's contributions. Creativity involves generating new ideas and being innovative. All the 4Cs are interrelated and can be developed through activities like debates, project-based learning, and using technology like blogs and video conferencing. Resources like rubrics and online programs provide ways to integrate these skills into classroom lessons.
Raising awareness of English as a lingua franca in an 'internationalising' Br...Rachel Wicaksono
The document discusses applied linguistics and its potential role in mediating deficit perspectives that literacy teachers hold regarding bilingual students. It describes how an applied linguistics course broadened the teachers' understanding of language, literacy, and their sociocultural nature. The course helped teachers recognize students' wealth of literacy experiences outside of school and view language variation as natural rather than deficient. It suggests continuing such courses and creating spaces for literacy educators to interact with applied linguists to potentially change instructional practices.
AILA Symposium: Applied Linguistics from the Bottom-up - IntroductionRachel Wicaksono
The document outlines an upcoming presentation by Rachel Wicaksono, Christopher Hall, and Patrick Smith on applied linguistics. Rachel will discuss raising awareness of English as a lingua franca among TESOL trainees. Christopher will address language disinvention for English language teaching through theory and discussion. Patrick will discuss mediating literacy educators' deficit perspectives on bilingual students using applied linguistics. They will then have a discussion session.
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This document discusses the gap between what schools are currently teaching and testing versus the skills students will need for the 21st century. It argues that schools need to focus less on content mastery and more on developing critical thinking, collaboration, communication and other skills. Specific skills identified include problem solving, adaptability, entrepreneurialism and curiosity. The document advocates for reforms like project-based learning, digital portfolios and internships to better prepare students for future careers and citizenship. Resources are provided for further information.
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The document describes an undergraduate curriculum called "The World Today" that uses a "Live, Love, Learn" approach to curriculum design. It aims to develop students' skills through authentic, active learning experiences. Students work collaboratively in teams to research global issues. They are given choices in topic selection, task structure, and skill development. Evaluation of the course found that it provided an unusual learning environment that improved students' skills like teamwork and presentation abilities. While challenging, students reported gaining confidence and finding the experience intellectually stimulating. The explicit curriculum design allowed in-depth qualitative research on students' learning experiences.
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Here are some tips for using video effectively in class:
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- Pause periodically to check for understanding and discuss.
- Consider having students take notes during viewing.
- Follow up with activities that build on concepts from the video.
The goal is active, engaged viewing rather than passive watching. With the right framing and in-class activities, video can enhance learning when used judiciously.
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The document summarizes a presentation on cooperative learning and peer instruction techniques for college classrooms. It discusses forming small groups to work together, developing conceptual questions to prompt discussion, and having students explain answers to each other to resolve misunderstandings. The goal is for students to learn from each other in a low-stakes environment where they can try, fail, and receive feedback to improve their understanding.
This document discusses certifying MOOCs and how learning analytics can help address issues of assessing massive open online courses. It notes that certification assumes quality can be assessed reliably at scale, but assessing large numbers of students is challenging. Learning analytics and authentic assessment strategies are proposed to objectively evaluate performance without just counting what is easiest. The document outlines several authentic assessment strategies and discusses how learning analytics could provide insights into students' learning dispositions, peer interactions, and deeper learning beyond just participation metrics.
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This document summarizes Tony Wagner's presentation on the skills needed for the 21st century and reforming education. Wagner argues that schools need to teach critical thinking, collaboration, communication and other skills instead of focusing only on academic content. He proposes assessing these skills through exams, portfolios and projects. Wagner also stresses the need for teachers to work as teams and use new teaching methods like video lessons and digital portfolios. Overall the document advocates for reinventing education to prepare students with the skills required for modern work and citizenship.
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The document discusses integrating technology into classroom instruction. It describes how participants will learn to incorporate technology to support higher-order thinking skills and 21st century skills like collaboration. An agenda is provided covering topics like technology planning, project-based learning, Google tools, games for learning, and differentiated instruction using technology.
The document summarizes a presentation about integrating technology into classroom instruction. It discusses using technology to support higher-order thinking skills and collaboration through activities like project-based learning. Examples provided include using tools like Google Docs, visual ranking activities, and primary source materials to engage students in authentic tasks. Differentiation strategies are also addressed to meet varied student needs with technology.
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http://www.allthingsplc.info/
http://www.youtube.com/watch?v=7CsGao_i1BM
http://www.youtube.com/watch?v=FTeIA8l_Jl8&feature=related
The document discusses integrating technology into classroom instruction through group activities and discussions. It will emphasize using technology to support higher-order thinking skills like complex problem solving and collaboration. The agenda includes topics like 21st century skills, project-based learning, and tools for collaboration and authentic learning experiences.
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and
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Assessing group work: the benefits and drawbacks for mixed groups
1. York St John University | www.yorksj.ac.uk Group work assessment symposium: Collaborating or fighting for the marks? Students’ experience of group work assessment Rachel Wicaksono Senior Lecturer, English Language and Linguistics Faculty of Business and Communication Monday November 10, 2008
5. Background and aims of the research York St John University | www.yorksj.ac.uk “ As companies adopt a more global outlook, greater collaboration is a vital corporate need…” “… a diverse workforce makes both moral and, increasingly, economic sense.” But did my students want to work in groups? 1. What do you think about group work? 2. What effect does group work have on students’ marks?
7. Q1 What are the benefits and problems for students of assessed group work? York St John University | www.yorksj.ac.uk background 64% of students (both UK and international) said that they enjoyed group work. Positive outcomes : ‘Sparking ideas and discussion – help each other to make sense and bring out ideas through questioning’. Negative outcomes : ‘People have different standards of work, one member may be A grade another D so may bring marks down for some’.
9. Q1 What are the benefits and problems for students of assessed group work? background Communication : ‘I found communication with international students difficult’. Ability : ‘Group work has been the most enjoyable when all group members have had similar abilities and level of understanding’. Nationality : ‘No commitment of local students as they only talk about their night out and hangovers when the group meets’. Social goals : ‘[effective groups] have a good laugh with group members because they get on well’. Task-oriented goals : ‘I enjoyed working in a group when all the members were committed to the task set and did a fair percentage of the work’.
11. Q2 Do you prefer to be in groups with people who are the same as you or different from you? Why? Which similarities/differences matter? background Research into the benefits and drawbacks of mixed groups has shown… …… very mixed results. Why? Perhaps because ‘mixedness’ is not a fixed quality. What we notice about other people, and the importance of the things we notice, depends on our context (where we are, what we’re doing, what other people are telling us etc.).
12. Drawback 1 Social identity and self-categorisation theory, similarity-attraction theory Benefit 1 Peer effects and information-processing theory INSTITUTIONAL CONTEXT TASK DESIGN Drawback 2 Free-rider theory Drawback 3 Expectancy bias Benefit 3 Expectancy bias Benefit 2 Free-rider theory
14. Q3 To get the best mark, is it better to be in a group with students of similar or different ‘ability’ as you? Why? background BUT……. -7 Highest +4 Average +13 Lowest Group mark = X +/- ? Individual achievement (X)
16. What do you think so far? York St John University | www.yorksj.ac.uk background Peer effects? ‘One-way pooling’ Free riding? Expectancy bias (markers and students)? Assessed task design?
20. York St John University | www.yorksj.ac.uk background Email me for a copy of ‘Assessed mixed nationality group work at a UK university: does it get results?’ [email_address] Free copies of Enhancing the International Learning Experience are available from [email_address] and [email_address] Contact