Reflection
Objectively comparing other group projects.
Building a rubric. Show a video where there are judges evaluating something, for example America’s got Talent.
To help Sharon decide yes or no, each team writes indicators of whether an act is sent to the next level. They then decide as a group which way Sharon should decide, not on their own preferences but on their indicators. Compare groups. What would make their class more consistent? The more consistent, the better the rubric.
Gallery walk. Each group watches or listens to or reads around 3 other group projects. As a group they are allowed to give out 2 stars for something the other groups did that they admire. Say why they admire it and then send to the relevant group.
Setting goals for future processes.
Predictive paragraph. Give teams case studies of projects. Ask student to predict what could go wrong
Reflective paragraph. Write a group paragraph about what went really well and what they would want to improve on.
Balancing constructive affirmations with constructive criticism to:
Assess/evaluate/reflect on process of team work at various benchmarks
Feedback bank. The first feedback from peers should be done fairly early in the team building process. It could be something as simple as “This is what I appreciate about you” and “This is what I wish you would do more of”. Before the teams fill this out, brainstorm some of the things they might appreciate or wish for and put their ideas into a feedback bank on Canvas.
Liberating Structures. Look at what could go wrong with team work through the Liberating Structures Links to an external site. website. Build a steps and schedule table.
Evaluate team performance
Learning how to give constructive feedback. Talk about how feedback is used for growth, not for criticism. It is about moving forward, what you can do differently in the future. Discuss this table Links to an external site. and ask them to complete it. Read this article Links to an external site. on feedback for building on strengths, not concentrating on weaknesses.
Learning how to use feedback constructively. Read Taking Feedback Links to an external site. an excerpt from Thanks For The Feedback by Douglas Stone and Sheila Heen. 2014. Help them build strategies to 'translate’ feedback constructively.
How good is it? From the activity Building a Rubric (above) Look at the indicators that the students listed and then build a meets expectations chart. Students have to discuss what meeting expectations will look like, then what not meeting expectations will look like, and exceeding expectations will look like. Examples:
Metoyer_8_TBL_ApplicationExercise.pdf
Self-evaluate performance
Ask students to reflect on how well they performed in the areas of (look at team contract to get some of these headings):
Interpersonal – Did I work well as a team member? Did I support my team mates? Was I open to new and diverse ideas? Did I promote trust? Did I share responsibility?
Interdependence – Did I do my share of work as a team member? Did I contribute? Did I allow others to contribute? Did I use feedback from my team members? Did we produce something better than i could have done on my own?
Communication – Was I an active listener? Was a I good communicator?
Decision-making – Did I brainstorm productively? Did I help the team come to consensus? Did I help the team make good decisions about ideas, process and product?
Accountability to the product – Did I keep to the goals and expectations? Did I do my work on time? Did I produce work that the group considered to be quality work?