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

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'''Activities'''
 
'''Activities'''
  
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*Watch [https://www.edutopia.org/video/60-second-strategy-cooperative-learning-roles 60 Second-Strategy: Cooperative Learning Roles]
  
 
*Read the following articles
 
*Read the following articles
[http://wvde.state.wv.us/abe/tcher_handbook_pdf/section5.pdf WVAdultEd Instructor Handbook 2017-18 Section 5 Identifying Strengths and Weaknesses](read pages 1-12)
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[https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2665262/ Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL]
  
[http://www.mitoaction.org/files/Check%20list%20for%20Strengths%20and%20Needs%20when%20planning%20for%20educational%20goals.pdf Check list for Strengths and Needs when planning for educational goals!]
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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]
  
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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.
  
*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 classroomFor 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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*Lesson Plan Activity. For this assignment, you will first create a lesson plan that incorporates using roles in your groups, and the facilitation techniques that you are going to useThen teach this lesson, and finally write a reflection on how the lesson went, what parts you are going to keep, and what needs to be adjusted for the future. Post the lesson plan and reflection in the Activity section found in google classroom under the Unit 3 section.
  
*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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*Reflective assignment. How do student strengths and needs play into role selection, and group creation or is it better to make everything at random? 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.
 
 
*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.
 
  
  
 
'''Referances'''
 
'''Referances'''
  
Adult Education (AdultEd) Program Office of Adult Education and Workforce Development West Virginia Department of Education. Identifying Strengths and Weaknesses.  [http://wvde.state.wv.us/abe/tcher_handbook_pdf/section5.pdf]
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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.
  
 +
Edutopia. 60 Second-Strategy: Cooperative Learning Roles. [https://www.edutopia.org/video/60-second-strategy-cooperative-learning-roles]
  
Mito Action. Check list for Strengths and Needs when planning for educational goals! [http://www.mitoaction.org/files/Check%20list%20for%20Strengths%20and%20Needs%20when%20planning%20for%20educational%20goals.pdf]
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The Teaching Center. Using Roles in Group Work. [https://teachingcenter.wustl.edu/resources/active-learning/group-work-in-class/using-roles-in-group-work/]

Latest revision as of 22:35, 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 lesson plan that incorporates using roles in your groups, and the facilitation techniques that you are going to use. Then teach this lesson, and finally write a reflection on how the lesson went, what parts you are going to keep, and what needs to be adjusted for the future. Post the lesson plan and reflection in the Activity section found in google classroom under the Unit 3 section.
  • Reflective assignment. How do student strengths and needs play into role selection, and group creation or is it better to make everything at random? 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.

Edutopia. 60 Second-Strategy: Cooperative Learning Roles. [1]

The Teaching Center. Using Roles in Group Work. [2]