Teamwork assignment

Teamwork assignment

Anna Matthews

Dental Hygiene/SPS

DEN2315

Activity Description: Provide a brief description of the activity

This assignment focused on fostering students’ ability to work in teams, in class and online. Students in my Summer session’s class were randomly assigned to one of four groups (each had 5 members) and they were asked to create a PowerPoint presentation of 15-20 slides on a randomly assigned topic (one of four possible topics), which included a group of drugs that were not covered in class (anti-fungal medications, AIDS/HIV and drugs used in management, topical and systemic corticosteroids, and anti-allergy medications). Groups worked in class to create their own OpenLab project sites and I was a member of each group together with the five students. After the sites were created, students exchanged information and resources online and communicated among each other and with me. They had 2 weeks to work on their presentations and I evaluated their progress continuously. The final presentations were uploaded by one of the students from each group to our course OpenLab site. All students reviewed the presentations from each group.

Learning Goals: What do you aim to achieve with this activity?

I have done similar activity before and the main goal of it is to provide opportunity for students to work in teams and foster collaboration. While the final products by teams were always successful in the previous sessions of DEN2315, some students complained that it was not a true team effort and some students did not participate equally and did not contribute to the team’s outcome. By observing individual students’ participation online and evaluating their contributions to the process and the final group product, I was able to grade their efforts in a much more fair way and there was no more concerns from students about the unequal share of group’s work if some had done more or less than others.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

Summer session 2-S is a 5-week course, we meet twice weekly in class. This assignment was due after the 4th week of the session and a progress evaluation was done at the end of week 3. We spent about 30 min in class to discuss the activity, organize students in groups and create their OpenLab project sites. The rest of work was done entirely online.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

Students needed to learn how to create and manage their OpenLab sites and how to post/comment/add media and links there.
The activity is one of the 3 online assignments and it is 10% of their final course grade.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

I assessed students’ work by the following:
1. their participation in class in creating the site
2. the number of posts/comments they contributed during the group’s work online
3. quality of the resources they found and shared
4. clarity and organization of their own powerpoint slides in the group’s presentation
5. appropriateness of references/citations
I did use the VALUE rubric for the assessment of Teamwork as my guide to evaluate students’ interactions. My session was part of college-wide Spring 2016 assessment (although it was conducted in the Summer 2016 session) but the rubrics were used for guidance and assessment only, not for grading individual student work.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

The activity worked very well. It was a marked improvement compared to the previous times I used this assignment and allowed students to select their own groups and topics as well as divide their work by themselves. Previously, for some groups it resulted in unequal work distribution and by overseeing each group of students I was able to evaluate each student’s work individually. I especially liked that this time all students worked together very well, even though they were randomly assigned to groups. Students’ comments about their experience were positive as well.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

For students’ privacy, their OpenLab project sites were for members only. Assignment description is here: group-study-assignment-2016-teamwork
Teamwork VALUE rubric is on the CityTech AIR website.

Please share a helpful link to a pages or post on the OpenLab

Jeopardy review game

Jeopardy review game

Viviana Acquaviva

Physics

PHYS 1118 (Astronomy II)

Activity Description: Provide a brief description of the activity

I created a few Jeopardy games to do in-class review for the midterm and final exams; this is an example of them. I split the class in two teams and they play the game by choosing the category and points; all members of the winning team usually get extra credit.

Learning Goals: What do you aim to achieve with this activity?

There are both course-specific and gen-ed learning goals. On the one hand, we get to review content for upcoming exams. On the other, I hope that students get a chance to improve their teamwork skills, boost their confidence, and just simply see that science can be fun in many ways.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

I have used it before midterm and final exams and usually allocate about 30 minutes of class time.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

The students don't need to prepare besides their usual pre-exam review; there is a small amount of extra credit awarded but I would still think that this is a low-stakes activity meant to increase their confidence and have fun.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

The grading is immediate and it usually just results in an EC point for the winning team.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

I started proposing this activity in class following a student's suggestion on a midterm survey, and after speaking about it with a friend who has been teaching in high school and told me about the website to create the games. It was very popular and I would always do it if I had the time – unfortunately I always feel that time is such a precious resource that I need to also use more traditional review methods (I always give a mock exam) and I am not always able to do it. Students appreciate the novelty of it and the fun aspect – many do enjoy a healthy level of competition.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Please share a helpful link to a pages or post on the OpenLab

https://www.superteachertools.net/jeopardyx/jeopardy-review-game-flash.php?gamefile=1429126522#.V9xbrYXM5Ak