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Groups 101: Working Effectively with Groups in PBL

Groups 101: Working Effectively with Groups in PBL. George Watson ghw@udel.edu. Institute for Transforming Undergraduate Education. University of Delaware. Courtesy of Hal White and Deb Allen. What Is PBL?.

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Groups 101: Working Effectively with Groups in PBL

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  1. Groups 101:Working Effectively with Groups in PBL George Watson ghw@udel.edu Institute for TransformingUndergraduate Education University of Delaware Courtesy of Hal White and Deb Allen

  2. What Is PBL? “The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.” Boud, D. (1985) PBL in perspective. In “PBL in Education for the Professions,” D. J. Boud (ed); p. 13.

  3. Characteristics Neededin College Graduates Excellent communication skills Ability to define problems, gather and evaluate information, develop solutions Address problems in a complex real-world setting Team skills – ability to work with others Quality Assurance in Undergraduate Education (1994) Wingspread Conference, ECS, Boulder, CO. Formatted by Beth Morling

  4. The Top 5 Ways to Wreck a Group List 5 behaviors or actions that can undermine good group function. Report out in 5 minutes.

  5. The Top 5 Ways to Wreck a Group Responses from small group work: • Lack of leadership • Dictatorial, domination • Intolerance of different opinions • Avoiding/ignoring conflicts • Isolation of individuals within group • Absence/misunderstanding of goals • Overly concerned with small things • Goals are not clear • Division of tasks • Loyalty, relationships within group • Compromise, commitment • Different goals of members of group

  6. Video Clip http://www.udel.edu/pbl/groups-in-action/mpegs/dawn.mpg • Questions to Consider: • What if anything is wrong with this group? • What could be done to help this group work better? • Could this situation have been prevented?

  7. Suggestions for Using Groups Form heterogeneous groups. Use permanent groups for semester. Rotate roles of responsibility. Rely on group-selected ground rules. Conduct peer evaluations.

  8. Forming GroupsHomogeneous vs. Heterogeneous Student “Homogeneous” Groups Selected Instructor Selected Your Class “Heterogeneous” Groups Courtesy of Hal White

  9. What Aspects of Heterogeneity are Important for You? Skills? Major? Age? Schedule? Gender? Ethnicity? Learning Style? Academic Record?

  10. Roles of Responsibility • Discussion Leader Keeps group on track; maintains full participation • Recorder Records assignments, strategies, unresolved issues, data; convenes group outside of class • Reporter Reports out during whole class discussion; writes up final draft of assignments • Accuracy Coach Checks group understanding; finds resources

  11. Sample Ground Rules Come to class on time every day Come to class having done the assignment and prepared to discuss it Must notify members of the group ahead of time if must miss class for any reason Be willing to share information Respect the views, values, and ideas of other members of the group If members of the group violate these ground rules, other members of the group may impose the following consequences:

  12. Peer Evaluation Some general suggestions: Use predetermined written criteria that focus primarily on behaviors. Do at least 2 times per semester. Factor results into students’ grades? Summarize results and distribute summaries. Keep the process simple. Incorporate into group assignments.

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