cscl » Outcomes - 0 views
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1. Recognize the value of constructive critism, 2. Engage in perspective talking or role reversal, 3. Acknowledge criticism that focuses on your behavior, 4. Listen actively, 5. Work hard to avoid becoming defensive, 6. Welcome criticism, 7. Maintain your interpersonal power and authority to make your own decisions, 8. Seek constructive changes to behavior that prompted the criticism, 9. Insist on valid criticism, 10. Communicate clearly how you feel and think about the criticism and receiving criticism.
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Robert Barton on 04 Jun 07(Robert Barton) For ease of reading, these guidelines should be separated, in the same format as your guidelines that are in bold. Also, for the many guidelines that are listed on your page, were there any complimentary graphics that could have been inserted?
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To elaborate on Johnson, Johnson and Holubec's (1994) five steps for teaching team work skills, the first step is to ensure students see the need for teamwork skills by asking students to suggest the teamwork skills they need to work together effectively and decide what cooperative skills will be emphasized in the lesson. The second step is to ensure students understand what the skill is, how to engage in the skill, and when to used teh skill by operationally defining the skill. The third step is to set up practice situations and encourage mastery of the skill. To master a skill students need to practice it again and again. The fourth step ensures that all students receive feedback on their use of the skill and reflect on how to engage in the skill more effectively in the future. Lastly, the fifth step ensures that students persevere in practicing the skill until it seems to be a natural actions. Students should continuosly improve their teamwork skills by refining, modifying, and adapting them.
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2. Defining the skill- Use a T-chart.- Demonstrate, model, and explain.
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The notion of "modeling" the desired behaviors is invaluable; maybe having a mock session in front of the students, "performed" by other students that are experienced in CL, would be something to try, especially with f2f courses. How to demonstrate for onliners....I guess a recorded session, maybe one that worked well, another that didn't...? michele wirt
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One semester, I had the class participate in an online team debate using the threaded discussion forums. And two students in the class were instructed by me (and given the go ahead) to act and behave in ways that violated some of the rules of etiquette. The remaining students were instructed to apply group management skills to respond to the violators in ways that helped to manage each situation in ways that helped to sustain (rather than block) further discussion. --Allan
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I'm guessing that the remaining students didn't know that the two "rabble rousers" were "acting".....!! mwirt
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(Melissa Wilson) Just curious...did the group effectively apply group management skills or just let the rabble-rousers get away with it/ignore it?
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