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Give individual group members access to resources that other group members will not have. This will "oblige" the group to work together.Example:
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mbw03e on 05 Jun 07Nice graphic to accompany this text, and The Poseidon Adventure (the first Poseidon) is a great example--it might however be useful to have one or two other examples that are more perhaps "true to life"... michele wirt
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Allan Jeong on 06 Jun 07To breakdown the Jigsaw method into more detailed series of steps for establishing "resource inter-dependence", see page 19 in the Johnson, Johnson & Holubec. The first three steps described by JJ&H seem most applicable to establishing resource interdependence in group projects. The first three steps are: 1) Distribute a set of materials to each group and set needs to be dividisible by the number of members ofthe group. Give each member one part of the set of materials. 2) Assign student the cooperative task of meeting with a classmate in another learning group who has the same section of the material to complete two tasks - learning and becoming an expert on their matieral, and planning how to teach the material to the other members of their groups. 3) Assign students the cooperative task of meeting with a classmate in another group who has learned the same material to share ideas about how the material might best be taught. The best ideas from each pair member are incorporated into each member's presentation.
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puaypeowng on 10 Jun 07Perhaps I can share one real life example in addition to the Poseidon example I have given earlier. In the Army, we have different types of fighting units namely: (1) Infantry - soldiers who are fight on foot to hold ground; (2) Armor - soldiers who fight in armored vehicles and tanks to smash through the enemy lines; (3) Artillery - soldiers who fire huge artillery guns to destroy the enemy positions; (4) Signals - soldiers who ensure the communications between the soldiers; (5) Engineers - solidiers who build/destroy bridges/obstacles; (6) Commando - special forces who raid key enemy installation, etc. In order for the Army to be effective, all the different types of units that have been described above will have to work together as they all have access to different resources.
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1) Rewards/ Celebration Interdependence - Instructors should:Have group members celebrate their joint success or give each group a tangible reward for successfully working together to complete a task.
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I had a teacher friend who used to give out stickers and/or candy to community college students for rewards, and she said they loved it. What other kinds of rewards should there be, other than extra credit? michele wirt
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In my opinion, there are numerous kinds of rewards that the teacher can use to "motivate" his/ her students. These include 'off' days; shorter class periods; class outings; cancellation of assessments; etc. However, the effectiveness of all these 'rewards' varies from individual to indivdual and I will think that it is more important that the teacher do a 'learner analysis' of his/ her students before even deciding if 'rewards' should even be used and if yes, which one(s) will be most effective.
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Another definition of positive interdependence is:The belief by each individual that there is value in working with other students and that both individual learning and work products will be better as a result of collaboration.
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How do we foster this belief? Should students be shown examples of this prior to participating in it, such as before and after, or with and without to compare?
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I will think that in order to foster this belief of positive interdependence, the instuctors will have to do it "through and through". Therefore, while it may be useful to show examples to students prior to the activities, it is even more important to let them experience it first-hand what it means to collaborate and how useful it is over individual learning.
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