This link has been bookmarked by 57 people . It was first bookmarked on 29 Apr 2009, by Stephanie Lytle.
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30 Nov 14
Jeffrey CramerFor project learning to be most effective, students must understand how to work together. This site also helps show teachers what to look for when helping new students learn to work in groups.
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23 Sep 14
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04 Sep 14
Aaron CoxThis article is really great in showing how much progress can be made when students work together. While there are good points where students can work alone, most of the time if they can learn together and develop together they will succeed far better in the classroom.
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05 Apr 14
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project charter." Teachers and students jointly created this document, or one similar to it, which forms a contract among students for every project at this school and at New Technology Foundation schools around the country.
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also as a tool for creating accountability and managing group dynamics. And although the structure of the project charter or its equivalent is always the same, the contents are specific to the project.
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'You signed the contract.'" (Eventually, both the teacher and team members grade all the students on their collaboration skills. As a last resort, the group can decide to "fire" one of the team members, who must then complete the project independently.)
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"We've heard several times over the past few years that nothing is more cognitively and physically taxing in the project-learning environment than managing student work groups,"
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McDowell, who wrote his doctoral dissertation on the topic, likes to explain the challenges and benefits of group work by quoting management expert Edward Lawler, of the University of Southern California's Marshall School of Business: Groups, Lawler says, "are the Ferraris of work design. They are high performance but high maintenance and expensive."
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power skills: the abilities, such as communication, collaboration, time management, and organization, students need in order to participate effectively in a project-learning environment -- or in any group, the teachers say.
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"The biggest mistake people make when they put kids into groups is that they don't give them proper training on how to work together," says Newman, who teaches geography. "If you provide them with the skills to communicate, ask one another questions, and use their peers as resources, they learn much more."
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"You can't work with others if you don't know and trust them," she adds. As a result, Newman and Coit start the year off by doing a number of team-building and icebreaking activities.
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Each student then volunteers to take on a specific leadership role, such as being the group scribe (who is responsible for taking notes and paperwork), the marshal (who keeps the team on schedule), and the liaison (who interacts with the teachers on the group's behalf). Coit and Newman also recommend setting aside class time every day for students to discuss what they've accomplished and what they plan to work on the next day.
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He notes, "I can go into a group and say, 'I have an observation. I'm wondering if someone violated a norm.'"
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Designing projects and clearly providing systems that avoid a divide-and-conquer tactic (in which students simply divvy up the work instead of actually collaborating) is another important strategy, project-learning veterans say. "We build projects that require a lot of discussion," Newman points out. "And we also ask students to discuss really simple, basic things, such as which fonts they're going to use in their presentations. I
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communicate diplomatically
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"I've learned to deal with people," he says of group work. "You have to try to do things that benefit everyone in the group so you can get more done."
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Govea aside. "She told me that next time, I should try to work things out with people -- talk about it instead of getting mad and confrontational," Govea recalls. "Before, I'd say, 'You're not doing anything!' Now, I'll say something like, 'What do you need? How is it that you do things, just so I know?' It's really helpful. You can take a lot of stuff you learn here and use it in your everyday life, and you may not even realize it."
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02 Apr 14
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because collaboration is the linchpin of project learning, managing the delicate ecosystem of student groups is crucial to an effective project-learning classroom
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power skills: the abilities, such as communication, collaboration, time management, and organization, students need in order to participate effectively in a project-learning environment -- or in any group
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31 Mar 14
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educators teach the entire curriculum through project learning, and every project uses a similar document -
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(Eventually, both the teacher and team members grade all the students on their collaboration skills. As a last resort, the group can decide to "fire" one of the team members, who must then complete the project independently.)
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And yet, because collaboration is the linchpin of project learning, managing the delicate ecosystem of student groups is crucial to an effective project-learning classroom, e
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power skills: the abilities, such as communication, collaboration, time management, and organization,
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Each student then volunteers to take on a specific leadership role, such as being the group scribe (who is responsible for taking notes and paperwork), the marshal (who keeps the team on schedule), and the liaison (who interacts with the teachers on the group's behalf). Coit and Newman also recommend setting aside class time every day for students to discuss what they've accomplished and what they plan to work on the next day.
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project-management plan.
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Designing projects and clearly providing systems that avoid a divide-and-conquer tactic (in which students simply divvy up the work instead of actually collaborating) is another important strategy, project-learning veterans say
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which fonts they're going to use in their presentations. It seems elementary, but the ability for them to talk about what the final product is going to look like is a huge step. Part of the collaborative process is the ability to create a cohesive product, one that looks like one person made it."
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communication and collaboration skills needed to manage themselves in groups, skills they can then take with them to the college and work worlds. "These kids are getting exposed to the fact that you have to communicate and that you don't get anything done without talking to others," Coit says.
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art of compromise
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benefit everyone in the group so you can get more done."
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27 Mar 13
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21 Oct 11
Jon Grande"Bernice Yeung, a contributing editor and writer for Edutopia, is a freelance writer in San Francisco whose work has appeared in the New York Times, the Village Voice, and San Francisco magazine. "
collaboration pbl projects projectbasedlearning technology project creativity
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29 Jan 10
Linda WilsonDescription of the things teachers need to do to create a project based learning environment
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"The biggest mistake people make when they put kids into groups is that they don't give them proper training on how to work together," says Newman, who teaches geography. "If you provide them with the skills to communicate, ask one another questions, and use their peers as resources, they learn much more."
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"You can't work with others if you don't know and trust them,"
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an unlearning process has to take place - talking has to happen.
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teacher must do quite a bit of up-front work in setting up the "jobs," expectations, and skill building.
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03 Jan 10
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30 Dec 09
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For project learning to be most effective, students must understand how to work together.
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"The biggest mistake people make when they put kids into groups is that they don't give them proper training on how to work together," says Newman, who teaches geography. "If you provide them with the skills to communicate, ask one another questions, and use their peers as resources, they learn much more."
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Providing the structure for effective group collaboration is also important, Coit and Newman say. In the Sacramento New Tech model, units begin with an entry document that describes the project basics, followed by a project charter and a project-management plan.
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24 Sep 09
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30 Aug 09
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18 Jun 09
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Tom DaccordStudents Can Get Work Done in Groups
For project learning to be most effective, students must understand how to work together.pbl projectbasedlearning projects edutopia ncsshistory collaboration collaborative
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14 Jun 09
Kim HurstCollaboration, "project charter", contract, project based learning
collaboration projectbasedlearning technology teaching projects 2009-2010 lessonplan
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03 Jun 09
Brian Flatterhow one high school requires group projects. student collaboration as a primary focus.
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28 May 09
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27 May 09
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26 May 09
coachrobboAnd yet, because collaboration is the linchpin of project learning, managing the delicate ecosystem of student groups is crucial to an effective project-learning classroom, experts say. McDowell, who wrote his doctoral dissertation on the topic, likes to
group work collaboration pbl education technology project edtech future research organisation for:jmay42 for:robbocoull for:rosco99 for:omahonye for:persanot for:snjezanas for:skarabatsos for:kellyhel for:kitet for:hestera for:fsiddell for:bjet0421 for:cs
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15 May 09
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13 May 09
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04 May 09
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02 May 09
Lennie SymesStudents Can Get Work Done in Groups
For project learning to be most effective, students must understand how to work together. -
01 May 09
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Laura DotoCollaboration for projects - group dynamics and the need to explicitly teach collaboration skills.
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nothing is more cognitively and physically taxing in the project-learning environment than managing student work groups
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Groups, Lawler says, "are the Ferraris of work design. They are high performance but high maintenance and expensive.
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in order to get everyone on the same page," explains Coit. "The project-management plan requires a similar process, but it's between the group members; they talk about what they're creating, how they're going to do it, and what their individual roles will be
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to communicate diplomatically
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to convey to students that when someone wants to make a point to a team member, he or she should do the following: "State the facts, tell your story, and encourage the other person to tell you his story."
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a combination English, economics, and government course at Sacramento New Technology High School, in Sacramento, California
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English-geography class
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proper training on how to work together
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Newman and Coit start the year off by doing a number of team-building and icebreaking activities.
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Each student then volunteers to take on a specific leadership role, such as being the group scribe (who is responsible for taking notes and paperwork), the marshal (who keeps the team on schedule), and the liaison (who interacts with the teachers on the group's behalf).
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Coit and Newman also recommend setting aside class time every day for students to discuss what they've accomplished and what they plan to work on the next day.
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when students form new groups -- is the ideal time for team members to establish agreed-on group norms for decision making and communicating with one another, and the consequences of violating those norms, which makes it easier for both the students and teacher to manage the group process if it veers off track.
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Part of the collaborative process is the ability to create a cohesive product, one that looks like one person made it."
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encourage the other person to tell you his story
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30 Apr 09
Joan VandertieNew Tech, power skills, how to work together, contracts, "firing group members
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The biggest mistake people make when they put kids into groups is that they don't give them proper training on how to work together," says Newman, who teaches geography. "If you provide them with the skills to communicate, ask one another questions, and use their peers as resources, they learn much more.
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29 Apr 09
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