Next message: COLETTE DRYDEN: "Re: [Teacher-talkinquiry] Question on grouping for inquiry learning"
I have also found the same problem. The only solution I have come up with
is a group experiment where each person has a job. One of the students job
is to be "the teacher". Everyone rates their own participation on a scale
of 1-5 and "the teacher" gives a the group a rating. I also round the room
with my grade book in hand, doling out participation grades as well. I have
found this an effective way to get some students motivated. With some
classes, I have had to do group experiments and each individual is
accountable for his or her own results and work. Hope this was helpful.
>From: "Mary Beth Clark" <firstname.lastname@example.org>
>Subject: [Teacher-talkinquiry] Question on grouping for inquiry learning
>Date: Fri, 31 Oct 2003 13:43:33 -0500
>I'm taking "Learning Science Through Inquiry" and would like some help with
>this topic. Anyone taking the course, or anyone who has suggestions that
>work well: I'd love to hear your suggestions!
>I have sort of passively allowed students to choose groups in most quick
>activities I do, because assigning them groups for activities tends to
>about a rash of "She's not helping" or "He keeps fooling around:"
>misbehavior or laziness, and then resultant tattling. I have yet to hear
>anyone describe a perfect way of assigning groups so that the students
>motivated to do well and get A's don't feel frustrated by those who are
>motivated or simply not as good at producing the school-approved products.
>I would like help with this! I've tried suggestions offered in several
>cooperative learning books (assigning jobs to each kid, etc.), but haven't
>found them particularly successful at overcoming the social problems caused
>when children have to work with others of differing abilities or
>motivational levels. Speaking to parents, I often hear the same
>frustration: that their child gets frustrated with group projects because
>they aren't allowed to do anything, or they end up doing everything. Note
>that I teach 8th grade, where social "cliques" are rampant, and also that I
>teach in a grade-sensitive district where it's all about the A's!!
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