Spring Goal Reflections
Due to the nature of the term with many unique changes & variables, my goals changed over the course of the term. I had more influence over the structure and formation of groups than usual, so I took the opportunity to learn more about best practices in group formations, especially in attempting to avoid what one journal article called "social loafing." I learned quite a bit about how to avoid some of the more challenging group dynamics, but found that even with a better structure, some group concerns arose. I am curious about the popularity of group work in academic settings, and wonder if this is really the best format for learning and skill building. According to the literature I read, it seems that individual work might be a more accurate reflection of student skills.
However, the idea of having groups of 9-12 split into smaller sub-groups, as well as allowing peers to choose who would be in the sub-groups seemed to make the group work more palatable. Students also said they liked having a presentation tool (Prezi) that they could all access and contribute to. Had the sessions gone as scheduled and planned, I believe the groups would have been even more successful.
One aspect that I did not tackle is the effect of the form of assessment (grading) has on the group dynamics. I chose not to look at this, as I did not create or contribute to this assessment. However, I would be interested in researching how forms of assessment motivate (or don't!) the way in which students engage in the learning project.
However, the idea of having groups of 9-12 split into smaller sub-groups, as well as allowing peers to choose who would be in the sub-groups seemed to make the group work more palatable. Students also said they liked having a presentation tool (Prezi) that they could all access and contribute to. Had the sessions gone as scheduled and planned, I believe the groups would have been even more successful.
One aspect that I did not tackle is the effect of the form of assessment (grading) has on the group dynamics. I chose not to look at this, as I did not create or contribute to this assessment. However, I would be interested in researching how forms of assessment motivate (or don't!) the way in which students engage in the learning project.