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Spring 2021 workshop - teamwork
- 1. Reimagining the dreaded group project: Coaching teamwork for long-term success Hannah Darcy, CITL Graduate Affiliate January 27th, 2021
- 3. Buy-In Strategy 1: Start with the Meta
- 4. Start with the Meta • I will email you these slides at the end • Have a word document or piece of paper handy for noting responses to prompts • We will walk through some of the planning process
- 6. Why Assign Group Work?
- 7. Write your subject-specific learning objectives that will be met by the group work
- 9. mba.com
- 10. Buy-In Strategy 2: Connect Projects to Real-World Tasks
- 11. Don’t Reinvent the Wheel Talk to your department’s undergraduate advising office Talk to the Career Center Interview former students or program alumni Look for career resources that already exist Your personal experience
- 12. What do these have? • Step-by-step tasks and deliverables • Explicit skills used • General resources to get started • Additional tasks intersectjobsims.com
- 13. Brainstorm what careers your students will likely pursue. What kinds of tasks will they likely have in those jobs?
- 14. How do you plan to find out what common on-the-job tasks are? Note these to yourself
- 16. Coaching, not just Evaluating Students are here to learn, to practice, and to make mistakes so they are prepared for the real world How many students are explicitly coached in teamwork and collaboration? Teach the skills, then evaluate if they have learned and grown Set the example (esp. communication norms)
- 17. Randy Pausch’s “Last Lecture” Building Virtual Worlds course + lessons from coaching and sports
- 18. Randy Pausch’s “Last Lecture” Building Virtual Worlds course projects: Copied process from Disney’s Imagineering VR Lab Randomly chosen teams of 4, change per project Two weeks to design, implement, and test 5 projects during the semester Challenged the students when they ‘did too good’ on the first assignment: “That was pretty good, but I know you could do better”
- 20. Division of Labor Prevent the Type-A students from dominating Act as a supervisor on a project Assign roles/tasks Have one-on-one meetings or check-ins with students to make sure division of labor is working, if they haven’t heard from a teammate, etc. A coach knows if their team is working or not. Be as hands-on as possible.
- 21. Establish Communication Norms Not all students may know proper email etiquette or know how to use Slack or Trello Demonstrate best practices Establish communication norms (example: respond to your teammates within 24-48 hours on weekdays)
- 22. Define Project Timeline and Deliverables For term projects, create many mini-deadlines For short projects, demonstrate how team members with different schedules can manage tasks with tools like Trello
- 23. Other Considerations How will you “start with the meta”? (e.g., graphics, guest speakers, required reading) How will you write “soft skill” learning objectives into your assignments? What project management skills or software do you want your students to learn during your course? Reflect on the content you are assigning. Is it appropriate for group work, or could one person do the entire assignment?
- 24. How will you write “soft skill” learning objectives into your assignments? Try writing one objective now What project management skills or software do you want your students to learn during your course?
- 25. What is the ‘hidden curriculum’ here? What structure do you need to provide for your students?
- 27. “Ghosting” Consider how many people are in a team Can the project be completed if one student disappears? Can you build some resiliency into the rubric to account for absent teammates? (more on this later)
- 28. Technological Issues Can you design a task/role that can be done offline, on a smart phone, or over email? Keeping everyone on-task and managing mini-deadlines from the Slack app on their phone Prepare a word document or slide show while off-line and turn it in when they can drive to a wireless hot-spot Manage email communication on their tablet
- 29. What issues do you anticipate arising? Consider technological issues too
- 30. What will you do to ‘head-off’ anticipated issues?
- 31. Grading
- 32. One Option: Contract Grading As flexible as you want it to be – can be negotiable! Expectations are clear Clear what is individual vs group responsibility for grade Active role in what to do or learn Models on-the-job expectations: if you do the work, you get paid Decouples evaluation from grading *just make sure it’s allowed by your department/school
- 33. One Option: Contract Grading Decouples evaluation from grading Completing work can satisfy/not satisfy the contract You can still make comments and give feedback as usual
- 34. One Option: Contract Grading Different types I’ve seen discussed: ‘Guaranteed B’ quality of work, attendance, teamwork shifts up or down Labor-based grade exertion shifts grade, leaves room for ‘failed’ projects Classroom negotiated contract the class decides grade cutoffs and expectations
- 35. One Option: Contract Grading http://rrj18.carrieschroeder.net/ This professor also utilizes ‘tokens’
- 36. Resources to Learn More about Contract Grading Examples from different courses: • https://f19tot.ryancordell.org/assignments/ • https://s19rm.ryancordell.org/assignments/ Reflection on the process: • https://ryancordell.org/teaching/contract-grading • https://www.chronicle.com/article/grades-can-hinder-learning-what- should-professors-use-instead/ • https://www.insidehighered.com/blogs/just-visiting/i-have-seen- glories-grading-contract • https://www2.cortland.edu/offices/ict/files-to-share/2020%2003- 03%20Grading%20Contracts%20Handout%20Examples.pdf
- 37. Individual or Group Grades? In a grade contract, a ‘satisfactory’ peer review may be a requirement in the group grade A token system could be used to get one ‘free-pass’ if a group member’s absence could threaten their grade A ‘free-pass’ on a required category, for example Alternatively, the group works together, but everyone turns in their own final report/project If we’re teaching teamwork, we should be recognizing teamwork
- 38. Has anyone here used contract grading?
- 39. Building Skills Into Resume
- 40. Follow Through with the Meta! You presented the professional development benefits of the project, now help them put it into words Demonstrate how to write their experience in a resume or on LinkedIn
- 41. Resources for Resume Writing Again – don’t reinvent the wheel! Perhaps bring in someone from the Career Center (or Graduate College for postgrad courses) Have former students come speak to the class about translating experiences to relevant work proficiencies
- 42. Career Center Resources Resume reviews LinkedIn reviews School-wide workshops Invited workshops and talks
- 43. Other Resources
- 44. Trade and Business Journals through UIUC Subscription Example: Harvard Business Review
- 45. Premade Activities • https://www.merlot.org/merlot/ • How to use Merlot: https://www.youtube.com/watch?v=ayPgIj4Sf7E&feature=emb_imp_woyt • http://opencourselibrary.org/ • http://oli.cmu.edu/ • https://www.cccoer.org/learn/find-oer/
- 46. Final Thoughts
Notes de l'éditeur
- Question 1: What goals do instructors have? Are they already aware of the benefits to group work?
- As a refresher, refer to this detailed figure of Bloom’s Taxonomy for action verbs to use in writing objectives: https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
- https://www.naceweb.org/career-readiness/competencies/the-four-career-competencies-employers-value-most/
- intersectjobsims.com STEM and Humanities
- He began by designing project assignments after a real-world, on-the-job task to get buy-in from students. The gray items are his project design. Finally, he had a moment when he had to do what coaches need to do sometimes: encourage good people to become great. This discussion leads into… intentional design
- Which leads into… intentional design
- If you have one take-away from this talk, it’s to keep open communication with your students to see if everything is working out okay, and to spot potential problems before they flare-up
- Question for everyone: What project management software do you use, or would like to use? What communication norms would you want to establish with your students for them to have for each other?
- Perhaps they’ve never used Slack or Teams before. Perhaps they don’t know proper email etiquette (Reply vs. Reply All). During the workshop, another ‘hidden curriculum’ item pointed out was that students may not know what to do with one large term project, leading to procrastination and then panic at the end of the semester. Creating mini deadlines is one way to coach students on how to break up a big assignment.
- Technological issues can always arise, but with COVID, a student with a dead computer may not have access to a computer lab at convenient times, or a student may be caring for an older relative in a rural area without reliable internet
- from Dr. Caroline T. Schroeder, Univ. of Oklahoma – Note that individual evaluations and group evaluations can be combined together, and they can be satisfactory/unsatisfactory. This professor also gives out tokens, and second chances like re-doing an assignment can cost a token. This might be something you want to include if you are assigning many small group works – each student gets a couple tokens to spend if they are working with an uncooperative partner to spare their grade
- If you have open communication with your students, then you can head-off potential issues
- Open the floor to discussion here. I see that we have a few faculty and instructional staff here, and many graduate students. What questions do graduate students have for the more experienced instructors?