INQ 300 Skills Managing Groups for a Major Project

1. INQ 300 Skills Managing Groups for a Major Project Thanks to Deb Selby

2. But first . . . • Some advice • More questions • “Your mileage may vary” Make choices that fit for you and your students

3. Project Structure • Is there a set structure? • Components of business plan • Experimental design, data collection, etc. • Or a more general problem selection? • NOT, decide what I want to prove and make a case • Choose problem, research/analyze, narrow, propose solution, more research, refine solution, rinse and repeat

4. Project structure Course structure What grounding do your students need in Content? Skills? Group work? How do you want to manage groups? • 6 weeks seminar, 6 weeks project • 3 weeks intro, 1 mini, 2 minor, 6 weeks project • 3 weeks intro, 10 weeks Tues class/Th group • Or?

5. Some decisions about group work • Size of groups • Assigned or self-selected • Homogenous or heterogeneous • Rules for how groups should function • How you will monitor groups • How you will assess individuals • How you will assess group • How you will deal with bad behavior

6. To maximize interaction • Form small groups (3-5 students) • Form heterogeneous groups Every section last year, instructor had a hand in assigning groups

7. Time up front on groups • What is required in group work • Skills resume, help discover what they bring • Group contract/agreement • Requirements • Consequences

8. Individual accountability Individuals are responsible for • Quality and quantity of own work • Quality and quantity of group work • Quality of interactions within the group Grading should follow from responsibility Does not mean all count equally Instructor must be actively monitoring

9. Grading Group Work You need to know • What each individual contributed • How the group functioned How? • Assign –intermediate written or oral • Observe • Ask –peer assessment, how often? Count directly or inform instructor

10. Explain • Students are nervous about group work • Less familiar • Prior bad experiences • Explain grading criteria to students • More clarity and planning from the instructor needed

11. Practice Group Skills Very early in the course & low stakes Assign a short term problem with assessment opportunities to allow students time to adapt to the structure before addressing the larger, more complex problem. Repeat with different group composition?

12. Bad Behavior • Clear expectations and consequences up front • Monitor groups from the start • Intermediate deadlines • Peer evaluation • Intervene; charge group with solving the problem • Penalize through individual & group grades

13. Including perspectives from the divisions, critical reasoning, and quantitative reasoning

14. Acknowledge their knowledge What do they know that you don’t? • What prior INQ classes have they taken? • Major and other experiences Brainstorming problems/solutions • Questions and methods by division • Ethical issues • Quantitative and qualitative

15. Ways to include QR • Early in course • Ask for analysis of graphs, data charts, maps. As simple as “what is worth noting here,” “what point might someone try to support with this graph” • Ask students to find data to support statements in a text. “Children are suffering disproportionately due to the recession.” • Ask students to use data to refute statements. State something you know to be false; make them do the research to prove that.

16. Ways to include QR • In group projects • To choose a problem/focus • Initial problem analysis • Choosing among possible solutions • Supporting conclusions • When providing feedback, press for QR • Move past “sounds good to us” • Strongest evidence may be quantitative data

17. INQ 300 Skills Writing Oral Communication Thanks to Paul Hanstedt and Deb Selby

18. WRITING Use writing assignments to achieve your outcomes Build on past experiences (yours and theirs) Writing pedagogy: Designing assignments Responding to drafts Evaluating writing

19. Designing Writing Assignments Structure, structure, structure! Purpose of assignments Types of writing assignments Be clear and explicit on your expectations, on how you will evaluate the writing

20. Structure Careful planning is golden. How many writing assignments? What types of writing assignments? How will the students receive feedback? What will be the dynamic between individual and group writing? How will the assignments build toward a final written product?

21. Possible Writing Assignments Informal and formal; individual v. group Brainstorming and writing to explore Personal writing Summarizing (background readings; class presentations) Proposal Journaling (research process; group accountability; self reflection) Annotated bibliography Final paper

22. Providing Feedback Part of the assignment design Peer feedback (structure; make it count) Intragroup Intergroup Center for Teaching and Learning Instructor (act as a coach) Avoid being a martyr Written v. oral To the individual? To the group?

23. Grading Writing Role as judge Use a rubric Holistic v. Analytical Individual v. Group Demand excellence Explicit thesis Thorough research using good sources Overall structure; paragraph level; sentence level Accomplished purpose Clear communication

24. ORAL COMMUNICATION Use to achieve course outcomes Build on past experiences (yours and theirs) Oral communication pedagogy: Designing assignments Responding to oral presentations Evaluating oral presentations

25. Oral Assignments Comparison to written communication Provide opportunities to practice Provide (or develop) rubric Informal v. Formal Audience Individual v. Group Disciplinary differences

26. Possible Oral Assignments Participate in discussion of background readings Lead discussion of background readings Proposal pitch Oral annotated bibliography Weekly progress reports Final defense

27. Providing Feedback Part of the assignment design Peer feedback (structure; make it count) Intragroup Intergroup Center for Teaching and Learning Instructor (act as a coach) Avoid being a martyr Written v. oral To the individual? To the group?

28. Elements of Oral Presentations Content Organized and appropriate to audience Clear thesis Based on thorough research Synthesizes and analyzes Thoughtful conclusion Delivery Visual (and other) aids Q&A

29. Formal Oral Defense

30. The Oral Defense • More than a group oral presentation • Convey a command of the issues • Presentation • The problem • The proposed solution • Rationale/costs/benefits/data • Questions from an informed audience

31. Group Oral Presentation • Must appear as one smooth presentation • Require all group members to share in presentation • Smooth transitions; connections • PowerPoint, if used, appears as if single author • Practice is incredibly important • Require dress rehearsal? PowerPoint draft?

32. Grading Group Oral Presentations • Real time aspects • Require print outline? • Rubric or score sheets • Individual Components & Group Components

33. Who is the Audience? • Instructor • Other “adults” • Whole class • Subset of the class, e.g. pairing groups • Assume role of funding agency, President, or group who could act on the proposal

34. How is the Audience Informed? • Read • Group’s final paper • An executive summary • A draft paper • Listen to practice presentation • Involvement & feedback as project develops

35. Prepare the Audience Audience must • Play nice • Listen carefully and take notes • Make sure your question/comment is clear • Listen to the answer carefully and follow up if necessary • Audience members need practice asking questions—and it makes them better at anticipating and answering questions

36. Prepare the Presenters Arguments are questioned for 1 of 4 reasons: • They are inaccurate. • They are misunderstood. • They are highly complex. • They are contestable. Require groups to identify each in their own proposal—great written assignment

37. Inaccuracies • Find multiple sources • Vet your sources • Clear up contradictions • Look closely at unlikely evidence

38. Misunderstandings & Complexity • Identify the most complex or ambiguous argument points. • Consider changes of organization and wording or using visual aids to make your meaning clear. • Use repetition and emphasis strategically

39. Counterarguments • Identify and research common counterarguments and prepare rebuttal • Identify issues which must be proven and make sure those issues are addressed specifically and with evidence. • Identify portions of argument likely to raise attention and/or doubt and be prepared to defend them with evidence.

40. Defenses Aren’t Acts of War • Discussion is appropriate and useful. • Challenging discussion can improve a proposal • Identify portions of your presentation that the audience will find interesting or provocative. • Be ready to say more about interesting evidence or points. • Anticipate likely questions

41. Require Low Stakes Practice • Practice asking questions • Practice responding to questions

42. TASK #3 On a new, large Post-It: Develop a course structure and plan Choose how to use groups within this structure Design assignments to accomplish the course outcomes