Group Research: Making It Work
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| Out of control? |
Should the states or the federal government control
marijuana? Federalism and the Constitution’s supremacy clause been a cause of conflict from the signing of the Constitution to the present. Taken in
historical context, this question about which level of government should control marijuana is huge.
How can we expect one student to complete enough research to create a
thoughtful and fact based solution to this problem?
The solution is to work in teams using shared Google Docs.
In my Civics classes I had each team of approximately six students open a
shared Google Doc. Each team member was required to find at least three facts
from at least three sources. No sources could be duplicates. Among teammates different
sources could be used to support the same facts. Each fact was accompanied by a
paragraph explaining the relevance of the fact. The team then organized the
facts and rationale as the foundation for a Socratic discussion with the other
teams.
In my Civics classes I had each team of approximately six students open a
shared Google Doc. Each team member was required to find at least three facts
from at least three sources. No sources could be duplicates. Among teammates different
sources could be used to support the same facts. Each fact was accompanied by a
paragraph explaining the relevance of the fact. The team then organized the
facts and rationale as the foundation for a Socratic discussion with the other
teams.
The final phase was the Socratic discussion. The desks for
each team are arranged in a horseshoe shape, with a desk in the middle of each
horseshoe facing the center of the classroom. Only students in the middle desks
are allowed to talk. Students must rotate into the middle desk at timed
intervals.
each team are arranged in a horseshoe shape, with a desk in the middle of each
horseshoe facing the center of the classroom. Only students in the middle desks
are allowed to talk. Students must rotate into the middle desk at timed
intervals.
Assessment was made on three levels. I first looked at each
team member’s research and assigned a score based on the quality of the sources
and the relevance of the comments. Then I looked at the overall team research
and assigned a score based on the overall relevance and continuity of the
research. Finally, I graded each student for his/her participation in the class
discussion.
team member’s research and assigned a score based on the quality of the sources
and the relevance of the comments. Then I looked at the overall team research
and assigned a score based on the overall relevance and continuity of the
research. Finally, I graded each student for his/her participation in the class
discussion.
This method gives each student an opportunity to provide
relevant high-quality research without being overwhelmed. It allows students to
discuss the problem and possible solutions. It allows students to discuss
multiple solutions during the Socratic discussion. The key to success is
maintaining individual accountability while still benefiting from group ideas
and feedback.
relevant high-quality research without being overwhelmed. It allows students to
discuss the problem and possible solutions. It allows students to discuss
multiple solutions during the Socratic discussion. The key to success is
maintaining individual accountability while still benefiting from group ideas
and feedback.