Robert Smith - Blog 03

Video Choice 01

What are some of the problems students might encounter when working in groups on extended, complex projects?

·         Tasks not being completed by deadline.

·         Difficult to get started

·         Ideas are not thoroughly discussed as a team

·         Members not contributing

·         Ineffective communication

·         Conflict between team members

·         Domineering personalities

·         Inability to focus on task

·         Group size

·         Task interdependence

·         Heterogeneity

How can contracts be designed to mitigate these problems?

Group contracts allow students to be active in what they want to accomplish in their groups. It sets the tone for the group and helps to "motivate ownership of learning" (Hesterman, 2016, p. 5). They also help students to establish their expectations for one another. Group contracts enable students to reflect on what they have enjoyed about past group work, and what they want to avoid going forward. Finally, group contracts create a sense of community within the class (Lewman, 2012).

What checks and balances need to be in place for contracts to be effective?

Checks and balances are the procedures put in place to "reduce mistakes, prevent improper behavior or decrease the risk of centralization of power" (Investopedia, 2017). Checks and balances ensure that no one person has absolute control over all decisions within the group. Concerning group work and group contracts, an adequate division of power needs to be established; no one person should have final say over anyone else.

Video Choice 02

What is the value of assessing how students perform their group roles?

Giving individuals a grade for their performances as part of a group validates the participants’ efforts, or lack thereof. It places emphasis on them being a part-of-the-whole. This leads to a greater sense of pride and ownership in their work.

How does the teacher, Mr. Jupp give feedback and guidance specific to each group?

Jupp's questions offered opportunities to go deeper in their understanding. His encouragement make learners feel safe which helped them to continue in their tasks.

How does peer assessment give ownership of the learning to students?

Discounting those students who may cover for one another, peer assessment increases time on task. This means students who assess one another have to do more reflective and analytical thinking, comparing, contrasting, and communicating about their own work and the learning their groups accomplished.