Teacher Notes
Teacher Notes for Phase 2:
Teacher Notes for Phase 2:
- To stimulate integration, having an active role in the composition of groups is necessary for interaction between different perspectives to take place; especially when using a learning activity that asks students to bring a personal point of view. However, just composing diverse groups is not enough. It is important to monitor the group process, and build in moments of feedback and reflection. Using a learning activity such as “Personality Rose” or “Contract” will help in making explicit what students are expected to learn from each other in a collaborative process.
- During this phase, where students are asked to interact with each other, so called “hot moments” can occur: “Hot moments occur when people’s feelings—often conflictual—rise to a point that threatens teaching and learning. They can occur during the discussion of issues people feel deeply about, or as a result of classroom dynamics in any field.” Warren, in Carroll (2014). Dealing with these moments can be challenging, as emotions sometimes run high. Helpful strategies are examining one’s own reaction and thoughts; helping students to think and reflect on the moment, or deferring to a later moment (Warren; in Caroll (2014).
- Having knowledge of group dynamic processes (Lewin, Tuckman etc.) and student development (Jolles for neuro-psychological development, Chickering for emotional development, Perry for intellectual development, etc.) can help give additional insight in student behaviour and reactions.
Suggestions for assessment or evaluation:
Suggestions for assessment or evaluation:
In this phase, assessment can be both formative and summative, since the learning goals can, to a certain extent, be measured. Some examples could be:
- Formative or summative assessment of group collaboration. Students can be asked to reflect on the group process, by answering the question “when did someone change your mind?” or, “How did you make sure everyone was heard?”. A digital tool like “Buddy Check” can be helpful.
- Students can keep a log describing the group process. What challenges did they meet? How did they overcome them?
- Students’ grading includes a grade for how well they worked as a team. Having students decide on the criteria themselves beforehand will help student commitment.