More+TEAM+projects+beyond+ANGEL

Strategies Big and **small** //and instructor responsibilities// click here to go **back to small groups page**
 * MOVING TEAMING ACTIVITIES //Online// **

GROUP DECISION MAKING TECHNIQUES


 * AUTHORITY ||  || THE GROUP GENERATES IDEAS AND HOLDS DISCUSSIONS AND THE LEADER MAKES THE FINAL DECISION ||


 * MAJORITY ||  || AFTER DISCUSSION, THE GROUP VOTES ON THE ISSUE ||


 * NEGATIVE MINORITY ||  || THE GROUP HOLDS A VOTE TO ELIMINATE THE MOST UNPOPULAR IDEA. MORE DISCUSSION AND THEN VOTES UNTIL THE LAST IDEA IS LEFT. ||


 * CONSENSUS ||  || THROUGH DISCUSSION EVERYONE COMES TO THE SAME CONCLUSION ||


 * USING CRITERIA ||  || GROUP IDENTIFIES THE CRITERIA FOR A SUCCESSFUL SOLUTION AND THEN EVALUATE THE IDEAS AGAINST THE CRITERIA ||

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 * COMPROMISE ||  || GROUPS COMBINE THEIR SOLUTIONS THAT FIT AND SET ASIDE THE SOLUTIONS THAT DO NOT FIT ||

= BIG Team Projects = ** Text Book or Hand Book ** Start with wrapping your students around what a textbook looks and feels like by analyzing different TOC's (Table of Content), Indexes, Chapter headings and flow of content presentation. Let students vote on dividing up the sections, topics, chapters and parts of the book, or assign each team to areas, even hold competitions for the best chapter or article. There are also artistic design for covers, graphs, tables etc. This project can be a year long project or they can just give you the SKINNY.

Using events or topics important to your content develop sequence chains --(generate list of needs, sequence of sessions with time lines therefore sketching out a conference) Divide up conference topics among teams and allow them to use any means of multi media to produce a conference with asynchronous and synchronous activities. Invite classes, other colleges and the general public to register free for the conference. Plan a run through before the actual conference. (I can provide a ANGEL shell for conference presentation, but there are other CMSs like MOODLE that work well for presentation too).
 * Conference Sessions **

These are student generated case studies and problem solving scenarios. Students can use Power Point, video, text to set up there step by step problem solving scenarios. Pass the finished simulations around the groups for peer review and interactivity. As a collection, let other classes and colleges with similar content try them out. Annotated Bibliographies ** to archive, catalogue, chronicle, collect, digest, fact file, photo essay, graphics map
 * Simulations **

First, let teams have one to two weeks for preparing an argument (for example, wiki pages hidden for opposite teams) Then, have the opposing teams read the arguments posted by the other Next, give one more week for developing a rebuttal as a team or individually Last, have both sides summarize and synthesis the debate in their individual blogs for reflection
 * Debates **

First, design a test study guide for students to to study together as a group synchronously Then, for a following test have teams pull resources, information and ideas together to form a study guide to share with other teams Last, have students take the test individually and before you return those grades as a group let them take the test as a group---consider blending the two grades with 75% individual grade 25% group grade
 * Test Taking Teams **

Questions Teams answer when they are involved in a case study What is the problem? What might have caused it? What can be supported by fact? What conclusions and recommendations?
 * // mini // CASE STUDIES **

First, make sure that you match the depth case and the mesh of difficult details with the level of your students Use a pre assessment //Give Student teams 2 problems: one low level and one high level to see individual processes and to determine how to balance groups at the beginning of of the course.//

**Problem Solver and Listeners** Note-because it takes lot of trust to expose one's logic, this activity should be used towards the culmination of the course. In this, the problem solver drives the conversation by solving the problem. The listeners will ask clarifying questions, make suggestions but ultimately the problems solver make the final evaluation or chooses the final solution. The problem solver role should be switched around until all of the problems are solves and all of the team members have a chance at problem solving and making the final decision.

Problem Solver Processing-the process is to identify the nature of the problem, analyze what knowledge and skills are necessary to solve it, identify potential solutions, choose best solution and finally, evaluate the possible outcomes.

Hint- if you use this process of stages for solving one big problem as a class and then culminate by holding a discussion of opened ended questions about the concepts supported in the problems. If you do this, students will be more likely to speak out more openly about the ideas and concepts in the content when it comes to their individual problem solver solver lead roles. Back back to small groups page

=** SMALL Team Projects **= //QUICK group strategies-VIEWING or READING activities for comprehension//

** LIST/LABEL (pre viewing or reading) ** First, provide a topic to brain storm. Students individually list words associated with the topic and then combine them as a group. Then, one person is in charge of listing all the words for everyone and the group proceeds to categorize or classify the words. Then, the group is responsible for labeling each new group of words with a heading. Last, have students visit other groups' lists and labels and come back to add any to their own lists. Finally, view or read the material and use the lists to open up discussions.

**ANALYTIC RESPONSE TEAMS** Roles for team members- summarizer, connector, proponent, critic Each Team should have a member in one of the roles above Teams ALSO have sub teams that take on each role as a whole ex: a sub team of connectors Teams and sub teams meet every other time around some content material with the expectations that their roles and responsibilities define the process of conversation they share with their teams. You can culminate with any event or presentation for the analytic response team.

**SEMANTIC MAPPING** Semantic maps can be big or small. Make a semantic map that the team eventually fill out as they go through a unit.

Teams map primary, secondary and tertiary information around a topic, issue or problem. [|MINDMEISTER]
 * WORD WEBS **

**ROUND ROBIN** In this the students add to a growing document one at a time.

**TALKING CHIPS** Each student has only 3 times they are allowed to contribute to the discussion board one to share, one to debate, on to pose a question with a purpose for being answered

On the fly groups, or break out groups where you ask students to quickly answer: What are some examples of (blank) How could (blank) be used How does (blank) apply to (blank) Back back to small groups page
 * BUZZ GROUPS**

some = Instructor Roles = and RESPONSIBILITIES

**TEAM Projects-general** >Identify problem then generate solutions >Evaluate and test the solutions then decide on trying at least one solution implement the solution(s) and evaluate the results

//Positive interdependence-// the students need each other to complete the group task //Individual accountability//- each student should be able to perform in any team on any task and also be reflective enough to do it well //Promoting integration-// students will have to share information to be accomplished //Team skills//- make sure the project includes opportunities to practice leadership, decisions making, trust building, communication, and conflict management skills
 * Characteristics of Best Practice on Collaborative Project Based/Inquiry Based Learning**

Have students initialize group contracts that cover some of the most basic needs you want to establish as an instructor like, leadership, roles, feedback, conflict, commitment and effort etc.
 * Contracts**

Use rubrics to identify components of the product and components of the process. Give opportunities for self assessments, peer evaluation and and continuous instructor feedback in each phase of the project.
 * Assessments**



=Rubric Websites= [|RubiStar] [|The Rubric Machine] [|General Guidelines] for building rubrics Rubrics for Higher Ed

Back back to small groups page
 * Most Important**-The Instructor role is problem setter- not problem solver so you are constantly engaged in setting the project design problem. Then when deciding on problems ask your self //what is this a problem or case of?//