| Link
Task 4 |
 Approach:
Team
|
| Resources:
Video; 5 question cards. |
| Task:
Teams were asked to discuss ways
of addressing a safety problem at school.
|
|
|
%
responses |
|
y4
|
|
First
aspect: full
partial
very limited
|
31
54
15
|
|
Second
aspect: full
partial
very limited
|
27
60
13
|
|
Third
aspect: full
partial
very limited
|
25
58
17
|
|
Fourth
aspect: full
partial
very limited
|
15
65
20
|
|
Fifth
aspect: very full
quite full
partial
very limited
|
17
27
44
12
|
Commentary:
In this strongly contextualised school safety problem a good percentage of year
4 teams were able to give partial to full analysis of the problem and strategy
for managing it, which involved the assignment of roles and responsibilities.
|
| Link
Task 5 |
 Approach:
Team
|
| Resources:
Opinion cards; summary of instructions.
|
| Task:
Teams were asked to debate an
environmental issue. After individual members role-played initial positions, they
were asked to try and reach a consensus decision as a team.
|
|
|
%
responses
|
|
y8
|
|
First
aspect presented: very strongly
moderately strongly
weakly
very weakly
|
13
23
44
20
|
|
Second
aspect presented: very strongly
moderately strongly
weakly
very weakly
|
22
33
29
16
|
|
Strength
of debate: strong and vigorous
moderately strong
weak
nonexistent
|
22
38
28
12
|
|
Strength
of consensus: very strong
moderately strong
significant dissension
no consensus
|
32
55
3
10
|
Commentary:
Students in about half the teams assessed in this problem solving task were able
to present an argument or case relative to their respective roles with moderately
strong to very strong effect. A very high percentage of teams were able to negotiate
their way through the issue to reach consensus. |
