Ashley Blackwelder 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? It was interesting to see this used with high school students, because the problems the older students dealt with were the same ones that would occur in an elementary setting: absences, unequal division of work, personality conflicts, disagreements over how to solve a problem/complete a task, etc.
2. How can contracts be designed to mitigate these problems? The contracts are designed to predict and prevent these problems before they occur. When they do occur, there is already a plan in place. The absence example was a great one. The students planned for the method and timeline of communication that could be expected when a student is absent. They also issued a warning system that could even result in a student being "fired" from the group. While I would have some hesitation about that in an elementary classroom, it lets the group members know that they're holding each other accountable and expecting a lot out of each other. The students are motivated to do their part and remain in the group, because of the consequences they've created for themselves.
3. What checks and balances need to be in place for contracts to be effective? Having the students create the contracts is definitely effective, because it gives them ownership over their work. The teacher, however, will have to have some ultimate say, or veto power, when students are locked in an argument, a vote is tied, or a group member is fired. It's also important for the teacher to facilitate, or maybe with older students, approve, the creation of the contract. We need to make sure that the contract is fair and reasonable for all students in the group.

Video 2: Structured Groups: Making Group-Work

1. What is the value of assessing how students perform their group roles? It helps them to take individual responsibility for the collaborative product. It prevents any group member from coasting and getting an A when the group as a whole does a great job; everyone is held accountable for their specific duties as well as the final product.
2. How does the teacher, Mr. Jupp give feedback and guidance specific to each group? He talks to them about what they're doing well and gives suggestions for improvement. For example, he tells one group that they're doing good work/working hard, but reminds the leader that the final product needs to have a central theme to connect all the specific parts. He validates what they're doing and keeps them on track.
3. How does peer assessment give ownership of the learning to students? Students can be much harsher critics of themselves and their peers than we are. Not that we want them to judge each other harshly, but the desires to impress and NOT be the one who drops the ball for the whole team are very real and powerful. Students also remember what they discuss with each other, so the feedback they give each other may stick with them longer than if all feedback was coming from the teacher.