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SESSION 4
May 20
Present: Midori Yamamura; Amy Haas; Lea Fridman
Meeting 4:
We began our meeting by creating a “Possibility” for the meeting
itself and for this classroom design on the chat. Those possibilities
included the “possibility” of reaching more faculty to share this
approach to the classroom.
We spoke about the breakdowns and breakthroughs that have
occurred over the semester with our student teams as well as how
to support teamwork more effectively. In all of our classes, there
were teams that worked effectively. Students reported having fun
with their teams, helping others with assignments, and helping those
who were in crises. But there were cases in which students, perhaps
because of work schedules, did not participate.
We agreed that creating assignments that involved teamwork and
especially team breakout rooms or zoom or collaborate assignments
where the group works together and has visual contact and aural contact
was key to encouraging the deeper connections that make Team as
Support effective.
Amy reviewed the wide array of features of group work
available on Blackboard and how she uses this feature to support
the teams in her class.
We looked at the reflections on teamwork written by students.
Some are included below. (The link will open in a separate window)
SESSION 2 TEAM AS SUPPORT
INTRODUCTION
effective than their professors! Teaching with my students supported by their teams
age group, “team as support” is lifesaving.For the last five years now, students write to me that this system of
I aim for a certain rigour in my courses and sometimes worry that the level of analysis
I require can tire and even bore them!
Below are attachments that will be helpful in implementing this system.
Lea
.
1. Overview of this Teamwork system
2. Instructions for Teamwork – for instructor and also distributed to students.
3. Team Leader Possibility
4. Outgoing Team Leader Report
5. Google article (I am sending this in a separate email)
6. Google article take-home exam
7. Teamwork in-class or homework writing exercise.
8. Teamwork end of semester questionnaire (numerical)
Eng 92 Quiz on Google article IRB Questionnaire Outgoing Team Leader Report Team Leader Possibility Team Questionnaire TEAMWORK – instructions for teamwork Teamwork FIG description
SESSION 1 TEAM AS SUPPORT
March 18th Meeting
Present: Lea Fridman, Midori Yamamura, MaryLynn Navarro, JoAnne Meyers.
At our first session, we referred to the attached “Instructions
for Teamwork.” This document provides an overview of “Teamwork
as Support” that is important for teachers and also useful to distribute
and discuss with students at the outset of the semester. It is attached
below.
We reviewed key elements of this system all of which are framed
within a concept of “support” and of making a difference in the lives
of teammates:
1. the use of permanent teams. (many teachers find organizing teams
alphabetically easiest for record keeping).
2. Teams create a team name and create “chats” on WhatsApp or any
platform of their choicer
3. a weekly rotating Team Leader
4. guiding concepts of support; of possibility; and of breakdown and
breakthrough.
We spoke about two more important points. We talked about the research
by Google and others that show that the level of trust created within a
team is the best predictor of performance. Where teammates trust one another
and are comfortable reaching out, students will have stronger academic
outcomes. Support, generosity and non-judgment within teams enhances the academic
success of students
We also spoke about the concepts of breakdown and breakthrough.
Screwing up on an exam or as a team (or even as a professor) in small and
big ways is simply part of life. But teaching students to take charge of a
“breakdown,” to identify what went wrong, to identify what actions are
needed for a real and meaningful “breakthrough,” this is an invaluable
lesson. If a student can recognize that they failed a quiz, not because
they are a poor student but because of a time management issue, this is
invaluable knowledge that requires action and that can lead to breakthroughs
beyond the quiz to other areas of life.
SESSION 3 TEAM AS SUPPORT: summary of April 29th FIG meeting
That would be a breakdown?
TBL (team based learning):