Mandy Irick Blog Post #3

Video 1: Group Contracts for Collaborative Work 1) What are some of the problems students might encounter when working in groups on extended, complex projects? Any time group work is approach multiple variable come into play. One of the largest concern addressed in the video was where the 12th grade student addressed the fact that “you are thrown into a group where you not only have to worry about yourself but two or three other people.” Multiple personalities, ability levels, work ethics and opinions all come to create an environment, which could be productive or destructive based on a culmination of each factor’s influence. Students face having to work cooperatively to reach a decision that is best for not only the group but also the culminating project that they are creating. Communication is a variant that will arise early in group discussions and planning which could be difficult if one person has a more controlling or dominating personality and others are more reserved and quiet. Work ethics can be a deterring factor when you have the overachiever controlling anything and wanting to direct the project paired along with the work avoider who does the bare minimum to appease the teacher or peer group. 2) How can contracts be designed to mitigate these problems? Contracts are an ideal way to alleviate many of the problems. The first essential role of the contract is that students are taking a stake in the learning process, which creates ownership. The ownership is key because this is not something that the teacher created which can be forgotten. By actively designing their guidelines, they are more likely to remember every set guideline they have creative. It also helps because they know their peers and work habits better than anyone does. They know what are relevant and attainable for them. For the groups that I have done this with, its more accurate and reflective of the group’s personalities. It is custom fit for that group which is something a generic contract created by a teacher could not achieve. The other part to this is accountability for students and for parents as well. By having their child post realistic goals and rules, the teacher has the ability when I parent has concerns to say this is something your child and their group have deemed attainable for them. Students constantly reflect back on this when doing the project without me policing them during the process. 3) What checks and balances need to be in place for contracts to be effective? The contracts need to be realistic and attainable. Everyone needs to understand in user-friendly terms what they and their teammates are expected to abide by. The other part to this is that everyone needs to be in agreement with the terms delegated. If not everyone is on board, conflict will arise. Students understanding how important coming to an agreement or consensus will promote success. Students and the teacher alike should have reflective check-ins during the process, where students reflect back on the guidelines and goals created in the contract. These check-ins could be a group conference with teacher, a padlet response, quick right or even a checklist. Making sure students are going back to the contract and reflecting on it is key. Video 2: Structured Groups: Making Group-Work 1) What is the value of assessing how students perform their group roles? The value of assessing how students perform their group roles validates their work that they contributed as part of a team that resulted in a culminating project. Accountability is demonstrated when assessing how the student performed their designated role in the group. Without this, you can see some students carry the bulk of the project because they do not want the work avoider to destroy their grade. By assessing everyone’s contribution, each student is responsible for his or her part. They are not going to be able to coast on by because of the others that take control and do the work for them. It also teaches them responsibility where each student has a specific role. They can focus on their role on the team knowing that they are a part of a whole. Students are all able to bring something to the table and readily receive feedback on their performance. The assessing of the student is important so they can grow and understand how to take constructive feedback or critiques to modify what they are doing. The concept is very much entrenched in the real world scenario where everybody has a role or job to do. Each is responsible for something and receives feedback on it. 2) How does the teacher, Mr. Jupp give feedback and guidance specific to each group? Mr. Jupp goes to both groups and individuals to provide feedback. In one of the groups, he is looking at the plan that they have derived. The first thing that he does is highlight the positives that he saw based on the material that he evaluated. The next step was for him to give feedback that while was intentional, was not overbearing. He simply stated that although he liked what they have created, he wanted them to keep in mind how would everything fit together to form a cohesive presentation. The other method he use was asking open ended questions that were geared to allowing students to do most of the explaining in the conversation. He did not stick with yes or no types. This way he has students explain their methods and reasoning which is a wonderful way to help them see the flaws in their logic and problem solve. He is more of a listener and facilitator rather than the controlling factor. 3) How does peer assessment give ownership of the learning to students? Middle school students are very much aware of what they peers think of them. They respond more to suggestions because they value the source that it is coming from. The other reason is that it is delivered in a less threatening manner. The teacher is going to be the person that is ultimately evaluating the result and assigning the grade. A peer can be brutally honest with their opinion or suggestion where it will be view as a way to make something better resulting in a less threatening environment. The other part is that it builds a community where their opinions matter. Instead of the teacher being the only opinion that counts, every one’s opinion matters. Students are part of the community that is actively learning together and can have an impact. It also helps because middle school students share similar viewpoints and ways of completing things that myself as a thirty-seven year would see differently. It forms relationships and builds trust when done effectively. Consider the Profile of a South Carolina Graduate in terms of world class knowledge, world class skills, and life and career characteristics. After viewing the videos, explain how PBL and collaborative group work fits the criteria identified in the profile. No matter what you chose for your profession in life, at some point in time, you will have to learn how to communicate effectively and work cooperatively in achieve a common result. This is something that PBL and the 21st Century skills provide. In order to work together in groups, students must learn to communicate effectively. This starts at the group’s contract where roles are assigned and regulations are created. Every person must learn to express things that are valid to him or her and work together to come up with a consensus that they agree on. It continues with building the culminating project and even during the presentation to the audience. They are encouraged to work together with different types of people and figure a way to work in an effective manner. These are all things they will encounter in life. Without PBL, students would not experience this in a more traditional classroom. The other part that is essential to mention is the critical thinking and analyzing. PBL allows students to be the learners, researchers and responsible parties in the journey. They must learn how to problem solve and think through things without relying on someone always providing the answer for them.