Kristi Winslow - Blog Post 3

Video Choice #1:

1.       Problems students may encounter when working in groups is making sure each member is held accountable.  They could face the issue of one group member doing all of the assignment and the others sit back, watch, and are never faced with a consequence of not doing any work.  Students face the problem of not knowing how to work as a team and each person is responsible for the overall outcome.  Students may believe that group work grades are unfair.

2.       Contracts can be designed to avoid these issues by have set boundaries.  The group needs to be able to have a means of communicating with one another, especially if a member may be absent one day.  Each member needs to agree or come to a consensus on parameters of the group contract.  Consequences need to be in place for violations.  Having a group contract, that is created, as a team will ensure each group member is held accountable.

3.       Some checks and balances that need to be in place for a contract to be effective would be having good strategies of communication, decision-making, setting goals and deadlines, and having consequences in place when problems arise.  These are all similar things you see in an actual employment contract, which is a real-world experience for students. 

Video Choice #3

1.       The changes I noticed when students were called on using popsicle sticks, was more engagement, interest, and the students were more focused on what was being taught.  They knew they could be called on at any time to answer a question.  I love this technique and plan on using it next year.

2.       The groups were coming together and solving problems as a team.  They were working harder to earn points for their group.  I think the competition of getting the most points made the students more inclined to do the work and come up with not only the answer to the question, but an explanation of what they did.

3.       Mrs. Jackson’s questioning changed in that her questions were now becoming the drive of her lesson.  She became focusing her lesson around her questioning and her student responses.  She had them building their knowledge through questioning and answering.  She also began letting other students decide if the students answer was correct and allowed them to assist a student that may have been struggling.

When considering the profile of a South Carolina Graduate and how the criteria fits with PBL and collaborative group work the main thing I think about is the real-world involvement.  As a teacher, we have to collaborate with multiple members within our school building.  We also have consequences if we do not follow those rules placed on our contracts.  With PBL and collaborative group work, each member is involving their problem-solving skills, is engaging in critical thinking and communicating to achieve an end goal, just as individuals do each day in their career.