1.0 Introduction
Active learning has been one of the major focus in the Polytechnic in order to create engaging, fun and creative learning environment. Collaborative learning and group work are an important element of active learning. Several studies have also shown that students prefer strategies promoting active learning to traditional lectures (Bonwell, 1991). In addition, students of today are of a very different generation compared to decades ago. Students of today prefer collaborative group work (Black , 2010) Therefore group project works has been widely used in the Polytechnics to engage students. Educators also favours group work because it can offer students the opportunities to work on more complex and challenging tasks. Furthermore,
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This lead to poor group management and therefore misunderstanding among the group members. Students might have problems distributing work for each individual members and therefore resulting in free riding. The lecturers may have also contribute to the result of free riding. This is because when lecturers assign group work to the students they need to be aware of the complexity of the tasks, suitability of the tasks as group work and the appropriate number of students per group to accomplish the tasks. If the group number is too big and there are insufficient tasks to be split among the group members, this will inevitably result in free riding. A few authors (example, Cooper, 1990 and Johnson, 1998) suggested a group size of four to five students per group because bigger groups will impede student’s participation and therefore stipulate lesser opportunities for them to learn and improve their skills. Poor group management will also result in the smarter students taking up majority of the workload because the smarter students are worried of their marks being affected due to inadequacy of confident in their group members and therefore they presume that their group members will produce poor quality work. The smarter students will then develop feeling of injustice by sharing the final grade with the presumed weaker students. Social loafing has also contribute its fair share to …show more content…
When we are designing assessments for group work, we need to consider the appropriate strategies to enhance the quality of the students’ learning experience within the context of a group (Morris and Hayes, 1997). Formative assessments can be considered as an effective strategy as it is very critical to help in attaining the desired learning outcomes of group works and as Sadler (1998) has said, “Formative assessment does make a difference, and it is the quality, not just the quantity, of feedbacks that merits our closest attention”. When we consider fairness and equity in group assessment, maybe it is more appropriate to design group work assessment that include individual component for differentiating each group member’s mark to reflect quantity and quality of individual’s work. This will therefore prevent free riding and social loafers. We need to also determine if the end product of a group work the key of the learning outcome or it is the processes and skills acquired through the process that are more important or both are equally important. Only when we are clear of our learning outcomes and what we want to assess, then can we design an effective group work
Assessment and/or Outcomes: • Students will be informally assessed during the group work. The teacher will circulate around the classroom to make sure those students have an understanding how the events and people in the situations develop over time. • Students will be given a formative assessment based off of their answers with the definition of terrorism handout. • Students will be given a formative assessment based off of the Group Work Rubric. Students will be graded based on how well they are able to work together to draw a conclusion from their situation(s).
In an effort to create more efficient and effective health care services, decision makers and organizational leaders have looked to the implementation of interprofessional healthcare teams to deliver care together as opposed to the traditional model of healthcare delivery one that sees practitioners working alone in silos (Tomblin Murphy, Alder, MacKenzie & Rigby, 2010; Weinberg, Cooney-Miner, Perloff, Babington, & Avgar, 2011). In 2008, the World Health Organization (WHO) Study Group on Interprofessional Education (IPE) and Collaborative Practice (IPC) created a set of definitions to assist the health researchers, educators, policy developers, decision makers and others in developing IPE and IPC in their jurisdictions to both build capacity
Introduction According to dictionary .com the definition of group think is the practice of approaching for solutions which mostly dealt with understanding of a group rather than individuals acting independently, as well as conformity. In addition Groupthink is a psychological phenomenon that is that is occurring in the group thinks and its need is in harmony or conformity of the group results in a way of irrational or dysfunctional decision making out come. Groupthink is a certain members control the ground for decision.
The purpose of group learning and development is to ensure that all learning styles are catered for and the ultimate goal of sharing knowledge is achieved. When using a group to deliver something new each individual can call on a fellow participant to confirm understanding. 1.2 Explain why delivery of learning and development must reflect group dynamics When delivering to a group it is important to consider, what is the normal behaviour within the group? Who plays what role?
1.5 Kohn’s Student Directed Learning Theory Kohn’s student-directed learning theory is an approach to the classroom management which may be particularly effective in the modern classroom environment. Student-directed learning will keep students motivated and teaches them to cooperate with each other sharing responsibilities and functions within their community. Kohn believes that the ideal classroom emphasizes on curiosity and cooperation above all, and that the student’s curiosity should determine what is taught. "Skillful educators tap students ' natural curiosity and desire to become competent.
Students worked in small groups collaborate to answer questions related to catheter insertion, extraction, and maintenance. The method that was used to evaluate the students is manually grading of the post-quiz to measure the students’ cognitive ability to retain the information. No apparatus or equipment used during the data collection. Miller and Metz (2014), investigates and compared the perception of the active learning process between students who were exposed to the active learning process in the classroom and members who relied on the lecture as their primary teaching strategy. The study concludes that 89% of students who engages in the active learning process through gaming in the classroom predicted favorable results in the students’ performances and motivated to learn the
Running down the field with the ball in my feet and my teammates shouting at me to pass the ball. My only thought was that I can score alone, I don 't need my teammates. I guess now looking back in the past when I was a kid I never realized how valuable teamwork is in soccer. Looking back I almost never played like I was on a team. I played like it was a one man show.
In essence, teamwork can be defined as a group of people working in the same direction and for a common purpose. Teamwork requires individuals be a team player and to be able to work well with others; after all, there is no “I” in “Team”! As with any endeavour, we faced some initial setbacks. With this being our first college team assignment, we were all treading on unfamiliar territory.
I believe my group worked well together as a team by incorporating Team STEPPS and ensuring that each member of the team was contributed equally. Reflective practice has allowed for issues to be identified, this has allowed for improvements in future practice. This is because this assignment has allowed for me to incorporate Team STEPPS and will assist in the future whilst working with other health care professionals as a team. When reflecting on group work, it was difficult to find a time for each member of the group to meet up for a meeting prior to filming the video and to film the video. This was because each member has their own schedule, and it was difficult to line our schedules up.
Most Efficient forms of the learning process: - Acc. to Lewin, learning is best facilitated in an environment where there is dialectic tension and conflict between immediate, concrete experience and analytic detachment. By bringing together the immediate experiences of the trainees and the conceptual models of the staff in an open atmosphere where inputs from each perspective could challenge and stimulate the other, a learning environment occurred with remarkable vitality and creativity. (Kolb.) Pillars of an efficient learning mechanism in group settings:- o Feedback:-There was a concern that organizations, groups and relationships generally suffered from a lack of accurate information about what was happening around their performance. Feedback became a key ingredient of T-groups and was found to ‘be most effective when it stemmed from here-and-now observations, when it followed the generating event as closely as possible, and when the recipient checked with other group members to establish its validity and reduce perceptual distortion’ (Yalom 1995: 489). o Unfreezing:-This was taken directly from Kurt Lewin’s change theory.
Introduction To date I have completed three classes and one group facilitation exam for this semester. The aim of this assignment is to demonstrate my personal and professional learning for the duration of the module. It will discuss the definition of group work; how I planned for my group exercise; it will outline my learning as a facilitator and observer for a thirty minute exercise. I will use Bruce Tuckman 's five stage group development model to outline the stages of the group process.
Use of group goals or group rewards augments the achievement outcomes of co-operative learning if and only if the group rewards are based on the individual learning of all group members (Slavin, 1995). Most often, this means that team scores are computed based on average scores on tests/quizzes which all teammates take individually, without teammates’ help. For instance, in Student Teams Achievement Divisions, or STAD (Slavin, 1994), students work in mixed-ability groups to master material initially presented by the teacher. Following this, students take individual tests/quizzes on the material and the teams may receive grades based on the degree to which team members have improved over their own past performance. For this, it is essential to ensure that all team members have learned, they explain concepts to each other, help each other practice and encourage each other to achieve.
According to Dr. Banerjee (2015) students gives more ideas about the task assigned to them in collaborative learning process. Each student has a very important role in having a collaborative work. Learning is what students “do” and not what they “get” as passive receivers. The teachers are the facilitators of the students and not the “giver” of knowledge. Through this process the students learn not by being fed the information, but rather giving their own insights on a certain topic as well as the insight of others.
Managers has total authority over everything. Since the managers alone would be making decisions groups may feel demotivated and may have difficulty completing a task if it is not going the way it should be going stated by the manager, groups may feel pressured causing them to make
It is one of the most effective forms of learning. Working in isolation is very restrictive and gives a slow progress. Critical thinking is also encouraged when learners work in groups. Through collaborative activities such as writing, debates, group projects and more they learn to work together and to respect each other contribution. The traditional relationship between student and teacher is changed with collaborative learning.