Mr. Tedder's Blog 3

Video Choice #3 - Group Dynamics in 3rd Grade Math https://www.teachingchannel.org/videos/group-dynamics-in-3rd-grade-math

1.       This system helped to insure more equity.  Without being able to observe  the entire classroom for an extended period it would be unfair for me to claim that changes have occurred but I would assume that the “hiders” (students who try to avoid being called on and avoid doing the work to find the answer) would be less likely to do so.

2.       By having students work in groups it appears, from the observer response at least, that students began to collaborate on  answers and did not rely exclusively on the teacher to give them the answers or explain the processes to them.

3.       It seems that Mrs. Jackson’s questioning changed after the 1^st observation / evaluation Mrs. Jackson began to use more open questions and prompted students to explain how they got an answer.  I can imagine that for students who did not get the correct answer, the repetition in listening to the responses helped them understand the proper process.

Video Choice #1 - Group Contracts for Collaborative Work https://www.teachingchannel.org/videos/group-contracts-ntn

1.       The problems students might encounter when working in groups on extended, complex projects include:

a.       Some student members of the group fail to pull their weight.

b.       Absences can pose a problem especially extended ones

c.       Feelings of unfairness arise when students feel that they are forces to do extra work for either of the above reasons and they don’t get any extra credit for that.

2.       Contracts can be designed to mitigate these problems by giving specific criteria for holding each student accountable to the group.  I really like the idea that a student can be fired if they fail to live up to their obligations.

3.       Checks and balances need to be in place for contracts to be effective include:

a.       A mechanism for students to  be able to express their points of view.

b.       A system of warnings so that students can see that they are viewed by their peers as not doing their fair share of work.

c.       An appeals process was not listed and I think that would be important.  Such a process might allow a student to appeal a group decision to a higher authority.  That might have to be the classroom teacher but I would like to see if a system could be developed in which other students might be selected to form a kind of court as an intermediate step.    

EVERYONE: I see the collaborative work exhibited in these videos and that would be part of the PBL experience could require or build all the characteristics listed in the Profile of a South Carolina Graduate.  In particular, the videos that I watched required or helped to develop these specific characteristics:

World class skills:

·         Collaboration and teamwork

·         Knowing how to learn

Life and career characteristics Integrity:

·         Self-direction

·         Perseverance

·         Work ethic

·         Interpersonal Skills

With respect,

Mr T, NBCT