Group Work: B2+ (Collins Academic Skills)电子书

Contents

Introduction

Glossary boxes

Using Group Work

Study tips

Other titles

1 Why do group work?

What is group work?

For more information on forming a group, see Chapter 2.

Reasons why university students work in groups

What is the value of working with other students?

What are teamwork skills and how do they help the process of learning?

For more information on working collaboratively, see Chapter 4.

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How is group work assessed as a process as well as a product?

For more information on reflective writing, see Chapter 9.

Remember

2 Preparing for group work

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Forming a group

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Getting to know each other

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Team-building activities

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Understanding roles and responsibilities

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Assigning roles and responsibilities

Establishing rules

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For more information on how to deal with difficulties within your group, see Chapter 7.

Sharing contact information

Creating a shared digital workspace

Remember

3 Planning your group assignment

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Understanding the requirements of the task

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Understanding the purpose of a task

Brainstorming

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Making a schedule for your group work

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Setting goals and objectives

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Remember

4 Working collaboratively

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Being an effective group member

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Having successful meetings

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Listening to others

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Negotiating

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How groups develop

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Remember

5 How different people learn and study

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The importance of learning styles and personality types

Watchers, doers, feelers and thinkers

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Diverging learners

Accommodating learners

Assimilating learners

Converging learners

Source: Excerpts and diagrams from Kolb, D.A. (1984): Experiential learning: experience as the source of learning and development

Learning styles and group work

Personality types

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Team roles

Source: Excerpts from Type Mapping™ System by Roy Childs and Steve Myers. MTR-I™ and ITPQ™ are the trademarks of S.P. Myers. TDI® is the registered trademark of Team Focus Limited.

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Personality types and team roles

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Essential roles in good teams

Cultural differences in learning

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Remember

6 Monitoring progress

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Reviewing your own performance

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Reviewing the performance of your team

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Giving and receiving feedback on peer performance

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Reviewing group goals

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7 When things get hard

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Recognizing and identifying problems

Solving group problems

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Dealing with difficult group members

Seeking support

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8 Presenting in a group

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The purpose of a group presentation

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Planning your group presentation

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Practising your group presentation

Delivering your presentation

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9 Writing in a group

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Planning your group writing task

Revising drafts

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Proofreading

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Reflective writing

For more information on learning from your group work experience, see Chapter 12.

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10 Study groups

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What is a study group?

Forming a study group

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Study groups for lectures

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Study groups for reading

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Study groups for presentations

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Study groups for writing

Study groups for seminars

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Study groups for exams

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11 Online group work

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The nature of and reasons for online group work

The challenges of online group work

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Strategies for online group work

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12 Learning from your experience of group work

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Evaluating the group work experience

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Setting goals for the future

Learning from other students’ experiences of group work

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Learning from lecturers’ experiences of group work

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Remember

Appendix 1 – Useful phrases

Getting a meeting started

Introducing a group member

Negotiating roles

Negotiating what to do during group work

Giving your opinion, agreeing and disagreeing

Giving feedback to your peers

Showing you are listening properly to your other group members

Checking information

Showing your thoughts in reflective writing

Referring to group members during a presentation

Appendix 2 – Interviews with students about group work

Chapter 12, pages 116–117

Qavitha’s experience

How many students were in your group and who were they?

What was the task?

How long did the assignment last?

How often did you meet up with your team members?

How did you organize your meetings?

How did you get the responsibility for booking the room for your meetings?

Did you have any weak members of the group?

Did your group members help you?

Is it harder for you having English as a second language?

Why do you think your teachers give you group work?

So you think you learn more in a group?

Do you think you learn more about your subject working in a group?

What else do you learn from group work?

Were there some difficulties in working as a group?

How did the argument happen?

So you decided to include everyone’s idea?

Had you done group work in Malaysia before coming to the UK?

Comment and analysis of Qavitha’s experience

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Chen’s experience

What was the task?

How long were you given for the assignment?

Could you choose your group members yourselves?

How did you choose your group members?

How did you divide up the work that needed to be done?

Did you have different responsibilities for different things?

But how did you organize who did the introduction and the conclusion for the whole presentation?

Did you have any disagreements?

Did you have a weak member of the group?

Did you say anything to her to try to improve her contribution to the group?

So there wasn’t really a solution to her being late?

Why do you think your teacher asked you to do your work in a group rather than separately?

Can you give an example of that?

What other things did you learn from working in a group?

How did your group presentation go?

What advice would you give to international students doing group work?

Comment and analysis of Chen’s experience

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Appendix 3 – Interviews with lecturers about group work

Chapter 12, pages 118–119

Helen’s view

What group work assignments do you give your students?

What do they have to present?

How do you assess the students?

How long do you give them for their assignment?

How do you prepare your students for group work?

Can the students choose their own group members?

Are there ever difficulties with forming groups?

What do you do to support the students in their group work?

So you ask them to write their own ground rules?

Do your students have to do some reflection on their group work?

What do you think students learn from doing a group work presentation as opposed to an individual presentation?

What other things do students learn from group work?

Does group work improve students’ subject knowledge as well as teamwork skills?

So students get new ideas from the other students?

Do you think it is fair to give everyone in the group the same mark?

Do students get better marks when they work in groups?

What difficulties do groups have?

What advice do you give to groups about dealing with problems?

So the students wouldn’t be penalised if they come to their tutor for help?

Comment and analysis of Helen’s experience

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Pat’s view

What sort of group work assignments do you set your students?

How long do they have for their assignment?

How many students were in the group?

Can students choose their own groups?

Why do you get the students to do it in groups rather than individually?

How do you assess the students?

Do the students think it’s fair that they all get the same mark?

What difficulties do groups face?

How do you support students in their group work?

Can students come to you for help if they are having problems?

Do you give your students ground rules for their group work?

What other things do students learn from group work?

What other things do students learn from group work?

Do you ask your students to reflect on their group work?

What advice would you give to students who have problems with their group work?

Comment and analysis of Pat’s experience

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Appendix 4 – Skills, abilities and qualities for group work

Appendix 5 – Useful forms and activities

Chapter 2, page 18

Chapter 2, page 19

Chapter 2, page 20

Chapter 2, page 20

Chapter 2, page 26

Chapter 5, page 56

Chapter 6, page 61

Chapter 6, page 63

Chapter 6, page 65

Chapter 6, page 67

Chapter 7, page 71

Chapter 7, page 73

Chapter 7, page 74

Chapter 8, page 79

Chapter 9, page 86

Chapter 12, page 113

Chapter 12, page 114

Chapter 12, page 115

Appendix 6 – Example group presentation

Glossary

Acknowledgements

About the Author

Answer key

Quiz self-evaluation

Quiz self-evaluation

Quiz self-evaluation

Quiz self-evaluation

Quiz self-evaluation

Quiz self-evaluation

Quiz self-evaluation

Quiz self-evaluation

Quiz self-evaluation

Quiz self-evaluation

Quiz self-evaluation

Quiz self-evaluation