Jessica Barwick Day 3

Response to Video #2

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

By assessing each student's individual role, they are held accountable for their part of the learning process and the group product, and they cannot rely on others to do their job.  They will be more likely to take ownership of the overall product, and roles allow students that might ordinarily take a backseat to really invest and participate in the project.  At the other end of the spectrum, students that are extroverts and leaders may be assigned a different role so that they have to take a step back and learn how to let someone else be in charge.  Knowing their individual roles will be assessed will push students to do a better job, and in turn, this will help the overall project move forward.


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

When he met with the group in the video, he started with a compliment on how it looked, then spoke to the leader of the group specifically to remind him that it was his job to make sure the group tied everything together and that there was a theme to their work.  It was a brief check-in that lasted less than a minute, and I'm sure this strategy allows him to meet with each group more often.  He seems very hands-off for the most part in the video, and I'm sure the students appreciate the independence.  I have used roles in a few group projects in my class before, and each time I visit the groups I like to speak briefly with each member to make a comment or suggestion directly related to their specific job.  Maybe it is different with high school students, but I know my fifth graders need some individual validation or guidance so that they feel their role is valued and they are on the right track.  I definitely like using roles, but I am still working on how to effectively implement them because some issues have come up, such as members only focusing on their part and not working more collaboratively, or members that say they are finished with their part while everyone else works instead of helping out.  I think roles are a valuable tool when used correctly, consistently, and rotated so everyone gets a chance to try different ones.


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

When you assess your peers on their work, generally you take a more critical look at your own project before and after.  I know when I am evaluated by my peers, I try to put myself in their shoes before I present and look carefully for errors or ways to improve it so that I will feel confident presenting to them.  During and after peer assessment, you see elements of others' works that you might want to include in your own, and you even gain a deeper understanding of your own project through presenting to others and answering questions that you might not have thought of before.  Peer assessment also allows the students to feel like it is their class, not just the teacher's, and that their opinions and comments matter.  Feedback from peers can often be more beneficial because it is coming from a colleague who is in the same shoes.


EVERYONE: 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.

World Class Knowledge:  A PBL unit immediately increases the rigor of the content because students are asked to think more critically and delve deeper into whatever subject area(s) they are researching.  Technology, engineering, and the arts lend themselves to PBL so easily, and in many cases, working collaboratively with others is the only way to create an impressive final product.

World Class Skills:  The skill that stands out to me the most in this list is "knowing how to learn."  Students cannot complete a project without knowing how to learn!  They will figure things out as they go and find strategies that work best for them since each learner is different, but part of the process is figuring out what kind of learner they are.  Once this is underway, they can begin to use their critical thinking and problem solving skills to synthesize information, figure out real-world problems, and use their creativity while completing their project.  Part of PBL is the presentation of the product, so they automatically practice and improve their communication skills.  Technology can be used to research, enhance, or even totally create a project, so those skills will be sharpened through PBL as well.  Finally, collaborative groupwork, when done correctly, is guaranteed to improve communication and teamwork skills.

Life and Career Characteristics:  Self-direction, work ethic, and perseverance are vital when completing a PBL unit.  Students must be able to solve their own problems and persist even when there is not a teacher immediately to help them or if they get stuck.  Having a good work ethic is the only way a project will be completed correctly and on time.  Many projects can also help develop a global perspective, which is something I have worked on increasing this past year in my classroom and will continue this year as well.  Collaborative group work will certainly help students practice interpersonal skills, but it will also help develop that global perspective as well as students work with others from different backgrounds, cultures, or even countries.