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anonymous

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  • anonymous on 15 Nov 07
     
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melissa wilson

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cscl.wikispaces.com/Input+and+Conditions

shared by melissa wilson on 01 Jun 07 - No Cached
  • Give individual group members access to resources that other group members will not have. This will "oblige" the group to work together.Example:
    • mbw03e
      mbw03e on 05 Jun 07
       
      Nice 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
    • Allan Jeong
      Allan Jeong on 06 Jun 07
       
      To 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.
    • puaypeowng
      puaypeowng on 10 Jun 07
       
      Perhaps 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.
  • 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.
    • mbw03e
      mbw03e on 05 Jun 07
       
      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
    • puaypeowng
      puaypeowng on 06 Jun 07
       
      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.
  • 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.
    • mbw03e
      mbw03e on 05 Jun 07
       
      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?
    • puaypeowng
      puaypeowng on 10 Jun 07
       
      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.
  • ...19 more annotations...
  • 8) Employ one of the 5 methods of random assignment: The Math Method; States and Capitals; Historical Figures; Literary Characters; Personal Preferences
    • mbw03e
      mbw03e on 05 Jun 07
       
      These sound really thought provoking-might do well to give a brief description or example, or even a Diigo comment. michele wirt
    • puaypeowng
      puaypeowng on 10 Jun 07
       
      Well, I agree that they are not very self-explanatory :) although I will want to think that the 'audience' will exercise their "creativity" in interpreting these 5 different methods of random assignment. Nonetheless, I think a brief description or example will be helpful to facilitate the understanding. 1. The Math Method - ask students to (a) solve the problem; (b) find the students with same answer; and (c) form the group 2. States and Capitals - (a) divide the class into 2 groups; (b) write down the names of the states and their capitals on cards; (c) students with matching cards will be paired together 3. Historical Figures - (a) write names of historical figures on cards; (b) distribute cards to students; (c) form groups by matching the same historical period they lived 4. Literary Characters - (a) distribute cards with names of characters from literature the students recently read; (b) form groups by matching to the same story, play or poem 5. Personal Preferences - (a) get students to write their favorite sport/ food/ celebrity/ skill/ car/ etc; (b) form groups by matching similar preferences.
  • Advantages of Role Interdependence:1) Reduces the chances of certain students making too little/ no contribution or dominate the group;2) Ensures that the vital group skills are used by the group and that the group members will learn the targeted skills;3) Creates interdependence among the group members, especially when the group members are assigned compementary and inter-connected roles.Refer to Johnson, Johnson, & Holubec Chapter 5
    • Kenisha Thompson
      Kenisha Thompson on 05 Jun 07
       
      Is this section an elaboration of item 4c listed above? If not, which/where is the guideline for this section?
    • Allan Jeong
      Allan Jeong on 06 Jun 07
       
      Somewhere here, we need to define the term "Role interdependence.
  • Goldberg’s Personality Trait IndexGoldberg’s 151 page document provides lists of assessment questions to determine a respondent’s personality traits such as: poise, timidity, forcefulness. When other student’s can learn about other student’s traits, it could possibly help in collaboration.
    • Kenisha Thompson
      Kenisha Thompson on 05 Jun 07
       
      Is this referring to work done by L. R. Goldberg? A link to information about Goldberg's Personality Trait Index would be appropriate here.
    • Robert Barton
      Robert Barton on 06 Jun 07
       
      (Robert Barton) The link has been added. Thank you for noting our omission. This reference is accessed through the course website under "Documents".
  • 1) Individual assessments--Instructors can:
    • jgentile
      jgentile on 05 Jun 07
       
      To re-write this as an instructional objective, you could start with something like: "Some of the things you could to to make sure students take personal responsibility for their groups tasks and outcomes (what we call individual accountability) include..."
  • Learning Styles--Instructors should be aware that:
    • jgentile
      jgentile on 05 Jun 07
       
      I find the possibility of turning this kind of info into an instructional guideline both challening and limiting. None the less, perhaps this entry and the one below it could be re-written as an instructional guidline (alhtough much detail would be lost) in the following manner: As an instructors or designer you need to take concrete steps to find out the communiction and learning styles of your learners. Are they (1) convergent thinkers (2) Divergent thinkers (3) Assimilators or (4) Accomodators? (Charactersitics of each can be found here-- CLICK HERE) Conisder using the following tools to find out the above characteristics of your students: (1) Felder and Silverman's index of leairng styles questionaire (2) Hay Group Assessments (3) Goldberg's Personality Trait Index assessment, or the (4) Learning and Study Strategy Inventory (LASSI). Details about each of these tools can be found here (CLICK HERE)
  • evaluate each other's contributions to an assignment
  • When assigning students to groups, an instructor should:
  • What is positive interdependence and what are the methods for establishing it?
    • mnwestbrook
      mnwestbrook on 06 Jun 07
       
      Of the three articles that were required for this section, was there more information available for methods used to establish positive interdependence? For instance, could you elaborate more on the definition of positive interdependence, for those who may be reading the report and cannot fully grasp the concept of what positive interdependence is.
    • Robert Barton
      Robert Barton on 06 Jun 07
       
      (Robert Barton) Per Johnson, Johnson, & Holubec, the element of positive interdependence is one of five required elements for cooperative learning to occur. Positive interdependence is informing the group that they must work together to accomplish an assigned task. These group member's must realize that each person's efforts not only benefit the individual, but the team as well. Positive interdependence creates a committment to the success of others, and individually. Without positive interdependence, there is no cooperation (p. 9).
    • mnwestbrook
      mnwestbrook on 06 Jun 07
       
      Error on link. May want to correct for the final wiki report
    • Robert Barton
      Robert Barton on 06 Jun 07
       
      (Robert Barton) Thanks for the information. This link was working fine when I posted it. I'll research it and try to find another one.
  • Group Learning Contracts are:
    • mnwestbrook
      mnwestbrook on 06 Jun 07
       
      Who prepares the group contract? The members of the group or the professor? Who assures that the items established in the contract are executed? What would be an example of a group contract?
    • Robert Barton
      Robert Barton on 06 Jun 07
       
      (Robert Barton) Group contracts are written by the group members. Items to be included are showing up to class, being prepared, contributing to all aspects of the assignment, etc. The group takes it upon themselves to execute all items in the contract, as a form of ownership. If there are any conflicts thoughout the learning process, the instructor will step in and resolve them.
  • learnign
    • mnwestbrook
      mnwestbrook on 06 Jun 07
       
      learning
  • The employment of this procedure will enable the instructor to: assign students to the collaborative learning groups whereby they will reap the maximum learning benefits.
    • mnwestbrook
      mnwestbrook on 06 Jun 07
       
      How do you determine which students should be assigned to which group whereby they'll reap the maximum learning benefits? What is the determing factor? Is the the number of group members or level of education or etc.?
  • By assigning roles to each member and detailing what is expected of them helps maximize student learning.
    • heidis
      heidis on 06 Jun 07
       
      There is something a bit wrong grammatically with this statement - I think you could either take off the word "By" or move "Help maximize student learning" to the beginning of the sentence.
  • Roles are asigned based on the groups function--these functions include:1) helping the group form,2) helping the group function,3) helping students formulate what they know,4) and helping students practice critical thinking skills.
    • heidis
      heidis on 06 Jun 07
       
      Are you referring to student or instructor functions here? If these are student functions, examples of roles (team leader, record keeper, secretary, etc.) could be helpful as examples of how these functions transfer into roles.
    • Sharisse Turnbull
      Sharisse Turnbull on 07 Jun 07
       
      Were suggestions given on how the students should perform these functions? For instance, would the student be given guidance on how to get group members to practice critical thinking skills?
    • Sharisse Turnbull
      Sharisse Turnbull on 07 Jun 07
       
      Should the numbering of the following entries be continued from above? Furthermore, group contracts are discussed just above this entry. Is there a way to incorporate the two so that the info about group contracts is centrally located?
  • Group contracts
  • GUIDELINE 1.8 - Implied Responsibilities for Group InterdedpendenceWith a collaborative event, instructors should tell the group(s) three things: (Johnson & Houlbec, 1994):
    • melissa wilson
      melissa wilson on 10 Jun 07
       
      (Melissa Wilson) Contradictory The guideline indicates implied responsibilities, meaning those responsibilities that are understood without explicitly being stated...but then below the guideline, is the indication of things the instructors should tell the groups
  • Students may tend to post more responses when they are: more independent, less adaptive, less extraverted.
    • Robert Barton
      Robert Barton on 08 Jun 07
       
      (Robert Barton). Interesting point of view. I read the article again and based on Dr. Jeong's research, these statements are correct. But I'm in agreement with you. One would assume that students that are more outgoing wouldn't necessarily be timid in their postings.
    • melissa wilson
      melissa wilson on 10 Jun 07
       
      (Melissa Wilson) Sorry...I may be misreading-clarification needed: Per the article, students post more responses when they are less outgoing (less extraverted)? It just seems as if those whose personalities are unreserved would be more likely to post responses than those who are reserved, as they wouldn't be afraid to share their feelings or thoughts and wouldn't be afraid to be challenged on those. Am I misinterpreting? Thanks!
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