Day 3

Austin Baker

Video Choice #1: Group Contracts for Collaborative Work

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

Attendance, attention spans, apathy, quality of work…basically all of the same types of problems encountered by the teacher. But, when students are held accountable by their peers, I think that they would be more motivated to do well. It’s one thing to have the teacher telling you that you need to work harder; everyone is used to that, and I think students often get desensitized to it. But it’s another thing to have one of your friends/peers calling you out for slacking off or being uncooperative. High school student, above almost everything else, want to be accepted by their peers, and, having their peers call them out is a huge motivator.

2. How can contracts be designed to mitigate these problems?

By having peer expectations visible from the start of a project, students have no excuses for not doing what is expected. This also allows students to no room to argue for why they did not reach a goal. By knowing what’s expected of them upfront, students learn to deal with workloads. They learn to manage time, seek out help if needed, and collaborate to get what they need in order to complete assignments. Contracts such as the ones shown in the video turn the classroom away from a student vs. teacher environment, and away from a student vs. student environment, into one of a student vs. themselves environment. In the end, if they’re not meeting their goals, the responsibility falls solely on themselves, because they knew what was expected of them upfront, and they were held to those standards by their peers.

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

They need to be fair and not restraining in that they need to allow each student to work as an individual within the bounds of the assignment. They also need to allow the students to ask for teacher intervention if something/someone is not working well, so that the teacher can help the students come to a solution. This models real-world work interactions and interventions. By having the contract set up so that the teacher is brought in to help settle issues once an impasse is reached, students learn to solve such issues on their own after seeing the teacher model good examples of conflict resolution.

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: PBL is rigorous in that it asks students to work on real problems that are extended and complex, and, as it is interdisciplinary in nature, PBL addresses the multiple languages, STEM, arts & social sciences portion of the profile.

World Class Skills: PBL addresses creativity and innovation by asking students to think outside the box. Instead of basic rote memorization or worksheets, PBL is asking students to solve problems, which naturally requires creativity, innovation, critical thinking, and problem solving. Because of the scope of PBL projects is often large, it lends itself to collaboration, teamwork, and communication. Students learn to teach themselves to learn how to solve problems that arise during the course of their projects, mimicking real-world scenarios and fostering a sense of life-long learning.

Life & Career Characteristics: PBL inherently requires a level of self-direction that a lot of traditional methods of teaching do not require. This builds integrity, perseverance, work ethic, because students have to move beyond a passive mode of learning to become actively engaged in their own learning because of the active nature of PBL. Students often gain a global perspective and interpersonal skills, because successful completion of PBL projects will often require them to work in groups, work outside of their comfort zone, and engage with the world around them and the global resources available to them.

Helen Reed - Day 3

Video 1

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

When working on a project, students are going to hit roadblocks. One problem my students experience time and time again is working with those whom they do not like or get along with. When I let my students have choice in selecting their groups, I find this less, with the exception of when I have to add students to groups who didn't have anyone to group with to begin with. Most times, my students can manage working with someone they dislike if the activity is short-lived, but a long-term project is a different story. While monitoring and managing groups with students who do not get along can be tiresome, I also believe there are benefits for everyone. In the real world, you do not get to choose who you want to work with on a project. You and your team are required to work together to get the job done. While you may not like them on a personal or professional level, you are still required to communicate and collaborate with them in order to achieve the common goal. Another problem my students encounter is carrying equal weight in a project. I have not established specific 'jobs' in the past, but I am considering adding it to certain projects this year. The go-getter students will do most of the work, while the less engaged students will fool around instead of completing their work. I believe creating a group contract could help with this. 

2. How can contracts be designed to mitigate these problems?

With a contract in place, students are able to hold each other more accountable. I believe peer accountability is an important skill to have which carries over into the workplace. When students know the expectations and know exactly what they are responsible for, there is less room for guessing.  Also, if a student is struggling to work with their group, the student, group, and teacher could all reference the contract to help hold the student accountable. For contracts to work in my classroom, I would first establish group norms as a class and then have groups brainstorm their contracts. I would want some consistency among the group contracts, but as the students and their projects would all be slightly different, I would be okay with differing contracts.  

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

In order for contracts to be effective the students would need to hold their group members accountable. The contract needs to establish the norms of the group, along with consequences. I also think that the contract should be able to be updated, as needed. If the students find that something is not working for them, the contract should be a working document which would allow them to make the necessary changes in order for their group to collaborate better and become more cohesive. 

Being able to work with a group relates to so many of the world class skills and life and career characteristics of the SC graduate. By participating in PBL, students learn how to collaborate and work as a team.  Students learn how to persevere and establish a work ethic. Especially when students are working on their project, they are going to fail at some point. They must realize that their failure is not because of a lack of effort, but a natural part to learning. I would also associate PBL with 'knowing how to learn'. When students learn through a project, they learn not only about the materials, but also the soft skills that go along with the project. They also learn about how to think and how they learn. Through the projects students complete in PBL, subjects are integrated and numerous standards are being met. Students are able to get more in-depth knowledge about multiple subject areas though PBL. PBL is a natural response to the wondering of how to make the ideal SC graduate. 

Day 3 T Harris

1. What are some of the problems students might encounter when working in groups on extended, complex projects?
I know how important collaborative work is, but when working for an extended time, there are some challenges the students face.  One challenge is accountability.  Sometimes when working, one student who is the known workhorse ends up doing all of the work while the other student do the minimal amount of work.  Sometimes you have students in groups spending time lolly gagging around.  Another challenge students can face is communication.  Students have difficulty trying to communicate ideas whether positive or negative.  They have a hard time giving constructive criticism or feedback to each other.  As teachers, we all know that the days can be unpredictable.  There have been days when everyone is missing from a group but one or two people.  This is a major challenge for groups.  Because of so many challenges, some teachers often stay away from group projects even when they are beneficial to the students.

2. How can contracts be designed to mitigate these problems?
I really like the idea of the contract and actually want to use them in my PBLs this year.  I think the contracts give the students the opportunity to think about the challenges that may arise during their extended projects and figure out how to overcome them as a group.  It forces the group to collaborate for what is best for them.  The contracts help to facilitate communication within the group.  They allow the students to all have that voice and choice that we have discussed.

3. What checks and balances need to be in place for contracts to be effective?
The students create the contract for their group.  The teacher could be helpful by checking in with the group to make sure their contract is appropriate and relevant to their work.  If there isn't a student that isn't following the contract.  That students need to be held accountable.  This could be when the teacher steps in to help create acceptable consequences.  The group may have to visit their roles and change them.  As the students work through their projects, they may have to monitor and adjust their roles based on their contract.

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. 
PBL and collaborative group work is an excellent way for SC to create graduates ready for the 21st century.  PBL fits the criteria of World-Class Knowledge by allowing students to complete a project that includes SC standards.  The PBL has a challenging problem or driving question that the students will have to work through inquiry to complete.  The PBL integrates several different subjects and will be multidisciplinary, which is beneficial for all students.  The students will be able to participate in some way.  PBL fits the criteria of World-Class Skills because it allows students to problem solve and  be collaborative while thinking critically.  The students are able to be creative and use technology to communicate and research effectively.  PBL fits the Life and Career Characteristics by allowing the students to fostering ownership of the students' learning.  This builds all of the characteristics of a South Carolina graduate.

Lindsey Harris-Day 3-Video #2

Video #2

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

Diversity among a group can be twofold:  on one hand it can bring new ideas and innovative thoughts OR it could bring conflict and challenges that can be hard to work around.  By giving students roles, it is allowing them to work with their strengths or possibly a chance to get out of their comfort zone and try something new.  When assessing students you can give positive feedback or validation in what they are doing.  It can also allow for students to see where improvements can be made or areas that they can focus.    

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

I felt like Mr. Jupp was able to give feedback in a positive way, which supports the autonomy of the group atmosphere he is trying to keep within his classroom.  He made sure to talk to each group about what they were doing and reminded them of their roles and responsibilities.    

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

First, let me just say that I love this idea!  I have found that students are much more critical than I am sometimes when it comes to grading.  I also feel that by students assessing their peers, individual students will work harder.  Peer pressure is a powerful thing and I really liked how they used this for a positive learning experience. 

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.  Add your response to our blog.

As a second grade teacher, I am preparing my students for future careers.  This is a statement I didn’t think I would ever make at the beginning of my teaching career.  Now I realize the importance, and nurture these skills so students can gradually grow into the professional they are meant to be.  One way I can do this effectively is by continuing to provide a collaborative work environment that promotes critical thinking, creativity, communication, self-direction, and work-ethic.  By implementing Project Based Learning into my classroom I feel my students will flourish.    

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.

Marie Darstein - Day 3 - Video #3

1. What changes do you notice when students are called on using Popsicle sticks?
When the Popsicle sticks were used, students wanted to be called on as if they were winning a prize. It also allowed for answers that were incorrect to be shared.

2. What changes do you notice when students work in groups?
When the students worked in groups, Mrs. Jackson was able to let the students rely on one another instead of looking to the teacher for the answer.

3. What difference do you notice in Mrs. Jackson’s questioning?
I was really impressed that Mrs. Jackson went to Bloom's to find new ways of questioning her students.  What a great resource!  She started asking more open-ended questions which really allowed the students to examine their though process.

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. 
"11 Correlations between the Profile of a SC Graduate and PBL" :-)
Project-based learning and collaborative group work fits the criteria in terms of world class skills and life & career characteristics.
World Class Skills
1. Creativity and innovation - supported by student voice and choice as well as critique and revision and creation of a product.
2. Critical thinking and problem solving - supported by sustained inquiry and a driving question
3. Collaboration and teamwork - supported by collaboration
4. Communication, information, media, and technology - supported in nearly every aspect of a PBL but especially sustained inquiry and authentic assessments.
5. Knowing how to learn - supported by the inquiry process and honed through critique and revision
Life and Career Characteristics
6. Integrity - the group work required by PBL tests the integrity of each student as they must be responsible for their share of the work.
7.  Self-direction - during PBL and group work, the teacher is not doing the work for the students.  The teacher becomes the sherpa for a successful expedition.
8.  Global perspective - through the sharing and collaboration of PBL and group work, students bear witness to truths other than their own...it might not be global at first but the door is opened for a world outside their own.
9. Perseverance - we have all witnessed this week the persuasive force of a PBL.  As soon as we picked our own topics, we owned them and wanted to make them grow.  To get to the final product students must demonstrate perseverance.  In the role of the sherpa, teachers can offer alternate routes to success if obstacles present themselves.
10.  Work ethic - there is not place to hide in a small group or working on a PBL.  Every team member will be responsible for getting the work done to get the grade they desire.
11. Interpersonal skills - pretty obviously, if you are working on a PBL in a large or small group you have to develop interpersonal skills.   In the middle school setting this can present a major challenge but modeling and discussion help the students grow towards this life and career skill.

Brittany Daly - Blog 3

Video #1

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

Group work can be challenging for students at any age. I remember getting frustrated often when I would work collaboratively in middle and high school because I was usually the one doing all the work for the group. This is a problem I have witnessed as a teacher. Sometimes, one or two members of a group will do the majority of the work, and the students who slacked off get to take credit for the others’ work. This is one common challenge of group work. One challenge mentioned in the video was decision making. With two or more people working together, it can be challenging to come to a consensus when making a decision about the project because everyone has his/her own opinion. Another challenge mentioned was the absence of a group mate. This can pose a problem because that student may have critical documents that the rest of the group needs. In addition, that student is not there to complete his/her role, and the other group members must take on extra responsibilities. When I think of other problems students might encounter when working in groups, I think about how difficult it can be for some students to get along. I teach 5^th grade, and sometimes my students can be so hung up on not wanting to work with a certain person that they let that interfere with their ability to work with the group as a whole.

2. How can contracts be designed to mitigate these problems?

I like that this class created class norms as well as individual group contracts. It is important for the class to create expectations that all students should follow when working collaboratively, and it can also be useful for individual teams to identify expectations that are important to their specific groups. I haven’t ever had teams create their own contracts, but I see the value in it, especially if that team will be working together on an extended project. This gives teams the ability to decide together how they will communicate and hold each member of the group accountable for fulfilling his/her responsibilities.

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

In order to make sure that all students are following the class norms and group contracts, there should be consequences in place for students who don’t meet expectations. While there is a list of consequences, I appreciate that this teacher put the focus on determining why the student failed to meet expectations and what the student/ group could do to ensure that it would not happen again.

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.  Add your response to our blog.

PBL collaborative group work is an excellent way to prepare students for the real world. I tell my students every year that being able to work collaboratively with a group is a skill that they will need to practice throughout their educational career so they are ready for the work force. PBL and collaborative group work definitely fit the criteria identified in the Profile of a SC Graduate.

World-Class Knowledge

One important characteristic of PBL is that it includes a challenging problem or question. When implemented in the classroom, this challenging problem or question often relates to standards appropriate for the class. This prepares students for the rigor they will face both in college and in their future careers.

World-Class Skills

PBL is all about critical thinking and problem solving. In a PBL unit, students should be participating in sustained inquiry as they work to address the driving question. Through collaboration and teamwork, students must use creativity and innovation to answer the questions or to design a solution to the problem. As they work, they must learn how to communicate effectively with their group mates as well as other peers or evaluators when they are in the process of critique and revision.

Life and Career Characteristics

An extended PBL project requires tremendous work ethic from students, and they must practice their interpersonal skills when working together. Each member of the group should show integrity and practice self-direction in order to be a contributing member. Perseverance is key because many PBL projects can be tough, and there will be roadblocks along the way.