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Group projects provide an opportunity for students to explore a topic area in depth. Students gain experience in working in teams, as well as in writing, and presenting their results. All of these activities help develop higher order cognitive skills (HOCS).
When designing a group project factors to consider importance of project topic relevant to overall course goals, group dynamics, and time management skills. Rubrics need to be developed and given to the students so they know they are working towards project goals. Assessment can be based on the individual and/or the group product as well as the process of achieving project goals..
Different Student Learning Types
The group project method is flexible, allowing students to
play to their learning strengths. With flexible project requirements
and creative students, even auditory, kinesthetic, or tactile
learners can apply their learning strengths to a project.
Developing
Workplace skills
Creative
thinking:
The student-centered nature of group projects helps drive the
creative thinking process. In addition, group projects give students
opportunities to develop creative thinking strategies such as
brainstorming, experimenting, discussing, and information literacy.
Problem Solving:
The actual process of the group project gives students experience
in group dynamics and time management skills that are useful in
the work place.
Textile Related Examples:
Two variants of a group project were used with students in an introductory textile course. The groups selected a textile product to identify and justify its fiber, yarn, and fabric construction, along with the possible dyes and finishes used in production of the product. With one variant all this information was documented in an end-of-semester report. The project content was divided into three smaller reports with the other variant. Instead of the series of reports acting as a way of improving performance over time, report quality diminished with many groups. With both variants there were groups who divided the project into tasks that were completed individually, making no effort to ensure that the project components fit together well. Some groups also had problems with low- or non-performing team members. The degree of critical thinking contained in the reports was less than observed during classroom discussions. When surveyed, students identified effective use of the library as one area where they could benefit from more training. The group project has been replaced with an information literacy building exercise.
Resources:
http://www.adm.uwaterloo.ca/infotrac/methods.html
Methods of assessing performance with group projects.
http://fie.engrng.pitt.edu/fie95/2c4/2c45/2c45.htm
Suggestions for developing group projects for freshmen engineering classes.
Telzrow, C.F., McNamara, K., and Hollinger, C.L. "Fidelity of problem-solving implementation and relationship to student performance." The School Psychology Review, 2000: 29, 3, 443-661.
Colbeck, C.L., Campbell, S.E., and Bjorklund, S.A. "Grouping in the dark: what college students learn from group projects." The Journal of Higher Education, 2000: 71, 1, 60-83.
Bento, R.F. "Creating the conditions for successful teamwork in college courses: a systems approach to teamwork design decisions." College Student Journal, 1997: 31, 3, 137-144.
Metheny, D., and Metheny, W. "Enriching technical courses with learning teams." College Teaching, Winter 1997: 45, 32-35.