Group Interaction
The tremendous power of team learning is derived from a single factor: the high level of cohesiveness that can be developed within student learning groups. The effectiveness of team learning as an instructional strategy is based on the fact that it nurtures the development of high levels of group cohesiveness which in turn results in a wide variety of other positive outcomes. Each member of our group had some similarities but also differences in our strengths. Michael 's strong point was APA formatting, foster team work, remain open-minded and diffuse conflicts, he was a leader. Monica 's was to offer suggestions and guidance to other team members, help review and edit final paper for errors, help keep everyone motivated and ensure work was completed in a timely fashion. My strong point was conducting research, suggesting new ideas, edit content of paper, help finalize decisions and seek clarification. John 's strong points were to build consensus, share knowledge, and encourage participation. As a team there were no weaknesses because if one member was weak in one area it was another member 's strong point.
It is a transformation process to evolve a small group into a powerful, cohesive learning team. Students instead of being passive recipients of information and content now will need to be responsible for the initial acquisition of the content, and for working collaboratively with other students to learn how to use the content. These types of changes does not just happen, they happen when the four principles of team learning are utilized, then you will have a cohesive learning team.
Groups must be properly formed and managed. Groups need to be formed in a way that enables them to do the work that they will be asked to do. This means minimizing barriers to group cohesiveness and in turn giving them the resources they need. When member assets, liabilities, and characteristics are evenly distributed, learning teams will work more effectively.
It is a transformation process to evolve a small group into a powerful, cohesive learning team. Students instead of being passive recipients of information and content now will need to be responsible for the initial acquisition of the content, and for working collaboratively with other students to learn how to use the content. These types of changes does not just happen, they happen when the four principles of team learning are utilized, then you will have a cohesive learning team.
Groups must be properly formed and managed. Groups need to be formed in a way that enables them to do the work that they will be asked to do. This means minimizing barriers to group cohesiveness and in turn giving them the resources they need. When member assets, liabilities, and characteristics are evenly distributed, learning teams will work more effectively.
References: Michaelsen, L. K. & Black, R. H. (1994) Building learning teams: The key to harnessing the power of small groups In higher education. In S. Kadel, & J. Keehner,(eds. ), Collaborative Learning: A Sourcebook for Higher Education, Vol. 2. State College, PA: National Center for Teaching, Learning and Assessment. Retrieved December 4, 2006. Watson, W. E., Michaelsen, L. K. & Sharp, W. (1991). Member competence, group interaction and group decision-making: A longitudinal study. Journal of Applied Psychology. 76, 801-809. Retrieved December 4, 2006.