Difference between revisions of "Unit 3: Facilitating groups with roles"

From KNILT
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[https://teachingcenter.wustl.edu/resources/active-learning/group-work-in-class/using-roles-in-group-work/ Using Roles in Group Work]
 
[https://teachingcenter.wustl.edu/resources/active-learning/group-work-in-class/using-roles-in-group-work/ Using Roles in Group Work]
  
*Discussion on identifying student strengths for each article. You can find the location for your responses for each article in the Unit 2 topic found in google classroom.  For each article, you need to respond to two of three prompts and reply to at least three previous posts if available. Google Classroom works best when you are on the classwork tab found in the upper middle section of your screen, rather than the stream tab.
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*Discussion on Roles in groups. You can find the location for your responses for each article in the Unit 3 topic found in google classroom.  For each article, you need to respond to two of three prompts and reply to at least three previous posts if available. Google Classroom works best when you are on the classwork tab found in the upper middle section of your screen, rather than the stream tab.
  
*Strengths and Needs Activity. For this assignment, you will first create a rubric designed to identify your students' strengths and needs. Post the rubric in the assignment found in google classroom  Then you are going to use this rubric in order to determine one of your students' strengths and needs.  After you have done this, analyze how this information will direct, and inform your instruction relative to this student, post this in the assignment found in google classroom as well.   
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*Lesson Plan Activity. For this assignment, you will first create a rubric designed to identify your students' strengths and needs. Post the rubric in the assignment found in google classroom  Then you are going to use this rubric in order to determine one of your students' strengths and needs.  After you have done this, analyze how this information will direct, and inform your instruction relative to this student, post this in the assignment found in google classroom as well.   
  
*Reflective assignment. What is the importance of analyzing student strengths and weaknesses, and how does this guide your instruction?  Post your response to this in the Reflective assignments found in the Unit 2 topic of google classroom.
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*Reflective assignment. How do student strengths and needs play into role selection, and group creation?  What techniques for facilitating groups with roles do you find most likely to use in your classroomDescribe what that would look like?  Post your response to this in the Reflective assignments found in the Unit 3 topic of google classroom.
  
  

Revision as of 21:59, 12 May 2019

Unit 3: Facilitating groups with roles

Target objectives:

Upon completion of this unit, participants will:

1. Breakdown techniques for effective facilitation of group roles.

2. Create a lesson plan that involves students working in groups with roles.


Activities


  • Read the following articles

Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL

Using Roles in Group Work

  • Discussion on Roles in groups. You can find the location for your responses for each article in the Unit 3 topic found in google classroom. For each article, you need to respond to two of three prompts and reply to at least three previous posts if available. Google Classroom works best when you are on the classwork tab found in the upper middle section of your screen, rather than the stream tab.
  • Lesson Plan Activity. For this assignment, you will first create a rubric designed to identify your students' strengths and needs. Post the rubric in the assignment found in google classroom Then you are going to use this rubric in order to determine one of your students' strengths and needs. After you have done this, analyze how this information will direct, and inform your instruction relative to this student, post this in the assignment found in google classroom as well.
  • Reflective assignment. How do student strengths and needs play into role selection, and group creation? What techniques for facilitating groups with roles do you find most likely to use in your classroom? Describe what that would look like? Post your response to this in the Reflective assignments found in the Unit 3 topic of google classroom.


Referances

Eberlein, T., Kampmeier, J., Minderhout, V., Moog, R.S., Platt, T., Varma-Nelson, P., White, H.B. (2008). Pedagogies of engagement in science: A comparison of PBL, POGIL and PLTL. Biochemistry and Molecular Biology Education, 36(4), 262-73.

The Teaching Center. Using Roles in Group Work. [1]