Criteria for Assigning Group Members Because of the nature of the project, student groups will primarily be determined based on the interests of the individual students. In terms of student ability, the groups will be heterogeneous. This will ensure that low-performing students are not grouped together, which typically produces a negative effect on their academic achievement (Marzano, et. al., 2001, p. 87).
Number of Members of Each Group Group sizes will not exceed four members. According to research, Lou and associates found “small teams of three to four members seem more effective than larger groups” (1996, p. 451 in Marzano, et. al., 2001 p. 88). Group members will assume the following roles: Recorder/Time Keeper – Responsible for keeping student on task and monitoring the time. Technology Specialist – Responsible for designing slides for the final presentation (either PowerPoint or Movie Maker). Presenter – Responsible for presenting information to class. Data Engineer – Responsible for creating scatter plots using Microsoft Excel. Students will change roles each day in order for each student to learn the various aspects of the project. Digital Tools and WebsitesTools: Microsoft Excel Microsoft PowerPoint Microsoft Movie Maker Websites: http://bubbl.us/ (collaborative mind mapping tool) http://www.wikispaces.com/ (collaboration workspace) http://www.billboard.com/#/charts?tag=allcharts (music charts information) http://www.microsoft.com/education/howto.mspx (Microsoft Online Tutorials)
General Thoughts on Incorporating Collaboration How will you facilitate an authentic collaborative learning experience to promote deeper student engagement with content skills and concepts? As the instructor, I will pose problems for the students to address. Group dynamics will be determined. For instance, group goals will be established and project responsibilities will be divided among the members. Both individual and group accountability for the project will be a priority in the assessment process. Finally, I will assess their learning of key standards by having the students complete daily reflections, articulate their learning on blogs, wikis, or progress reports, and debrief their findings. As members of collaborative groups, how will you support students’ efforts to identify solutions to the problem you are using as the framework for your PBL instructional unit? I will scaffold their learning experiences by initiating student inquiry, maintaining student engagement, addressing any misconceptions that may arrive, and promote their reflective thinking skills. Sample graphic organizers will be provided in addition to the assessment tool. Checkpoints for the project will be established as well. What criteria will you use to assign learners to collaborative groups, including a rationale? What will be the size of the collaborative groups you will include in your unit? The project requires students to examine the success of music artists in the industry today and in the past. In order for students to work effectively, groups will be formed based on interests. Each member of the group will perform a specific task (recorder, technology specialist, and presenter/leader). Groups will consist of 3 – 4 students. How will you assess participation of the students in their collaborative groups? Group participation will be assessed in two parts: 1. Group members will perform evaluations of their teammates using a provided rubric. 2. The facilitator will assess each group member using a rubric. Students will be given a tutorial on how they will be assessed and appropriate and inappropriate qualities of teamwork. REFERENCES Marzano, R., Pickering, D., Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Because of the nature of the project, student groups will primarily be determined based on the interests of the individual students. In terms of student ability, the groups will be heterogeneous. This will ensure that low-performing students are not grouped together, which typically produces a negative effect on their academic achievement (Marzano, et. al., 2001, p. 87).
Number of Members of Each Group
Group sizes will not exceed four members. According to research, Lou and associates found “small teams of three to four members seem more effective than larger groups” (1996, p. 451 in Marzano, et. al., 2001 p. 88). Group members will assume the following roles: Recorder/Time Keeper – Responsible for keeping student on task and monitoring the time. Technology Specialist – Responsible for designing slides for the final presentation (either PowerPoint or Movie Maker). Presenter – Responsible for presenting information to class. Data Engineer – Responsible for creating scatter plots using Microsoft Excel.
Students will change roles each day in order for each student to learn the various aspects of the project.
Digital Tools and WebsitesTools: Microsoft Excel Microsoft PowerPoint Microsoft Movie Maker
Websites: http://bubbl.us/ (collaborative mind mapping tool) http://www.wikispaces.com/ (collaboration workspace) http://www.billboard.com/#/charts?tag=allcharts (music charts information) http://www.microsoft.com/education/howto.mspx (Microsoft Online Tutorials)
General Thoughts on Incorporating Collaboration
How will you facilitate an authentic collaborative learning experience to promote deeper student engagement with content skills and concepts?
As the instructor, I will pose problems for the students to address. Group dynamics will be determined. For instance, group goals will be established and project responsibilities will be divided among the members. Both individual and group accountability for the project will be a priority in the assessment process. Finally, I will assess their learning of key standards by having the students complete daily reflections, articulate their learning on blogs, wikis, or progress reports, and debrief their findings.
As members of collaborative groups, how will you support students’ efforts to identify solutions to the problem you are using as the framework for your PBL instructional unit?
I will scaffold their learning experiences by initiating student inquiry, maintaining student engagement, addressing any misconceptions that may arrive, and promote their reflective thinking skills. Sample graphic organizers will be provided in addition to the assessment tool. Checkpoints for the project will be established as well.
What criteria will you use to assign learners to collaborative groups, including a rationale? What will be the size of the collaborative groups you will include in your unit?
The project requires students to examine the success of music artists in the industry today and in the past. In order for students to work effectively, groups will be formed based on interests. Each member of the group will perform a specific task (recorder, technology specialist, and presenter/leader). Groups will consist of 3 – 4 students.
How will you assess participation of the students in their collaborative groups?
Group participation will be assessed in two parts: 1. Group members will perform evaluations of their teammates using a provided rubric. 2. The facilitator will assess each group member using a rubric. Students will be given a tutorial on how they will be assessed and appropriate and inappropriate qualities of teamwork.
REFERENCES
Marzano, R., Pickering, D., Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.