 Approach: Team |
 |
40k |
Resources: Paper
pads, summary of instructions, activity sheet. |
|
Questions / instructions:
Place 4 pads of paper on the table
for students to use.
Imagine that for the next two weeks you are going to be working together ...
year 4: to make a big poster
about New Zealand.
year 8: on a social studies project.
Think about what rules you could have to help your group work well and make every
person feel part of the team.
I want each of you to think about this on your own, and to write down four really
important rules for working together. Write each idea on a separate piece of paper.
Allow about 5 minutes, ensuring that students work independently of
each other.
Now I want each of you to read out your ideas for rules to the others, and to
put them in the middle of the table where they can be seen.
Allow time.
Finally I want your group to talk about the rules and choose just 4 rules that
all of you agree with, and all of you think are really important. If you want,
you can use the ideas that each of you has already given.
year 4: Tell me four rules and I'll write them on this activity sheet.
year 8: When you have decided, write the four rules on this activity sheet.
|
| |
%
responses |
|
y4 |
y8 |
|
Merit
of first rule: |
excellent
very good
good
poor |
2
33
51
14 |
8
54
34
4 |
|
Merit
of second rule: |
excellent
very good
good
poor |
1
36
44
19 |
7
49
41
3 |
|
Merit
of third rule: |
excellent
very good
good
poor |
2
43
35
20 |
8
45
44
3 |
|
Merit
of fourth rule: |
excellent
very good
good
poor |
1
32
42
25 |
8
46
39
7 |
|
Level
of collaboration: |
very
good
good
moderate
poor |
4
16
45
35 |
9
31
43
17 |
|
Quality
of discussion: |
very
good
good
moderate
poor |
2
14
34
50 |
10
19
42
29 |
|
Number
of good distinct rules: |
4
3
2
1
0 |
18
33
37
8
4 |
35
52
10
3
0 |
|
Commentary:
Although there was a slight difference between year 4 and year 8 in the way the
task was administered, it was of little substance in terms of what the students
were asked to do, or the marking and analysis of responses. Overall, most teams
of students at both levels handled the process of rule formulation well, with
more than half the year 8 teams and about one third of the year 4 teams presenting
quality rules. Only 13 percent of year 8 teams failed to produce at least three
good rules. However, when processes of group discussion and collaboration rather
than rule formulation were examined, fewer teams demonstrated the ability to use
appropriate skills. |
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