Explaining the task effectively.
Being available for clarification about the nature of the assignment and how the parts of the assignment all work together to form a cohesive and compelling policy proposal for a general audience, etc.
Putting the groups together.
For more information about this, see: “How to Assemble Groups” below.
Orienting students toward their goals.
Instructing them about the phases of their work and what processes they should follow.
- Assign and evaluate a proposal for the overall project.
- For example, they first should develop their own learning plan. What knowledge do we need; How can we find it, etc.?
- Next, they should develop a work plan. How will we proceed with decision-making; What deadlines do we need to meet; How should we proceed to work on this? Click here to see a form you may use to help the students come up with a work plan or a team “contract.”
Implementing and executing minimal mechanisms to ensure active, constructive participation from all group members.
- Assign frequent (weekly or bi-weekly) group progress memos, wherein the groups are reflecting upon what they have accomplished and what their upcoming immediate and longer-term goals still are.
- Devise methods to ensure accountability among group members (for example, assign peer evaluations. Having students imagine they’ve been asked to write a letter of recommendation for a job works well.)
Assessing and evaluating group and individual learning.
Best practices suggest grading methods that evaluate both the group product and process as a whole, but also individual contributions. A roughly 50/50 percent split on the overall course evaluation helps ensure both individual accountability and a solid group effort.