ࡱ> <>; bjbjoo $   ggggg{{{{{  {2lg?gg???(gg???:,gge" ѿ{|   0R*?*e?ge -:   CWLTs Wednesday at Four (3/25): Structuring, Supporting, and Managing Group Projects Tamiko Nimura (tnimura@ups.edu), English Elements which Ive found useful for group projects (in no particular order): Explaining the purpose of the assignment. Directly explain (in the assignment) your pedagogical purpose for assigning group projects. Is it to build community, fulfill a particular course goal, etc.? Easily divisible tasks. Assign projects which will have easily divisible tasks (e.g., a handout, an annotated bibliography, a visual aid, a written class plan, an in-class interactive activity.) Connecting group projects to real-life work experience. Discuss the importance of collaboration for the working world, if relevant for your field. Many students feel that group projects are irrelevant for their future work experience. Providing suggestions for steps in the process. (See Group Presentation assignment) Devoting in-class time to group projects, if the project is a substantial one (e.g., an in-class group project day). For introductory-level courses, you might provide specific, concrete tasks which can be completed during these days, such as research or meeting summaries. Meeting with you. Ask groups to perform some sort of check-in with you, in order to clear up questions, assess group dynamics, provide other relevant sources, etc.. For lower-level classes, a meeting with you might be necessary (I offer to have a group representative meet with me, if not all members can come); for upper-level classes, an e-mail check-in might be all thats needed. Using outside resources. Work with the research librarians to help the students find outside sources if needed; provide the librarians with the assignment, meet with them to cover questions, ask them to create a course web page, and so on. Including individual self-assessment as part of the assignment grade. If you assign group grades (one grade for the entire group), consider finding a way to reserve one component for individual student performance and self-assessment. (Many students dislike group projects because they feel that the division of labor is always unequal and that they will have to pick up someone elses slack.) Example: For each group project, I ask students to turn in an individual self-assessment which is worth 10% of the project grade. This is the chance for each student to discuss the real division of labor, and to assess each others participation. I also describe it as a way to complete the cycle of project management, which I learned from my time in campus administration: plan, implement, evaluate. (See the Group Presentation assignment.) This assessment is especially useful for larger groups (4-5 students or more). 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