Group activities in interactive teaching - Revision history

Riegler at 18:40, 14 January 2025

2025-01-14T18:40:43Z

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	==={{CircledNumber\|bgColor=yellow\|fgColor=black\|number=3}}Modelling the tasks===		==={{CircledNumber\|bgColor=yellow\|fgColor=black\|number=3}}Modelling the tasks===
	The interviewed instructor developed several metaphors to illustrate his thoughts to the interviewers. These might serve well to illustrate to students what is expected from them and what is necessary to engage successfully in activities.		The interviewed instructor developed several metaphors to illustrate his thoughts to the interviewers. These might serve well to illustrate to students what is expected from them and what is necessary to engage successfully in activities.
	===Sharing===		==={{CircledNumber\|bgColor=violet\|fgColor=black\|number=7}}Sharing===
	[[Decoding group activities in interactive teaching (paper)\|Decoding group activities in interactive teaching]]		[[Decoding group activities in interactive teaching (paper)\|Decoding group activities in interactive teaching]]

Riegler: +colored numbers

2025-01-14T16:59:29Z

+colored numbers

← Older revision		Revision as of 18:59, 14 January 2025
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	==Decoding work done==		==Decoding work done==

	===Identification of bottleneck===		==={{CircledNumber\|bgColor=red\|fgColor=black\|number=1}}Identification of bottleneck===
	In group activities many students are not effectively working as groups and don't know how to do so.		In group activities many students are not effectively working as groups and don't know how to do so.

	The instructor interviewed observed that at the beginning of in class group activities many of his students are "falling in some kind of hibernation"<ref name=":0">Dröschler, Stefan; Riegler, Peter; Pace, David (2017). Decoding group activities in interactive teaching in K. Mårtensson et al. (eds.): Transforming patterns through the scholarschip of teaching and learning<br /></ref>. Students' difficulties related to group work seem to be at least in part beyond social and psychological interactions among the members of the groups which seem to be at the focus of most research on group work.<ref>Smith, K. A. (1996). "Cooperative Learning: Making 'Group work' Work" In Sutherland, T. E., and Bonwell, C. C. (Eds.), Using active learning in college classes: A range of options for faculty, New Directions for Teaching and Learning No. 67.<br /></ref>		The instructor interviewed observed that at the beginning of in class group activities many of his students are "falling in some kind of hibernation"<ref name=":0">Dröschler, Stefan; Riegler, Peter; Pace, David (2017). Decoding group activities in interactive teaching in K. Mårtensson et al. (eds.): Transforming patterns through the scholarschip of teaching and learning<br /></ref>. Students' difficulties related to group work seem to be at least in part beyond social and psychological interactions among the members of the groups which seem to be at the focus of most research on group work.<ref>Smith, K. A. (1996). "Cooperative Learning: Making 'Group work' Work" In Sutherland, T. E., and Bonwell, C. C. (Eds.), Using active learning in college classes: A range of options for faculty, New Directions for Teaching and Learning No. 67.<br /></ref>

	===Description of mental tasks needed to overcome the bottleneck===		==={{CircledNumber\|bgColor=orange\|fgColor=balck\|number=2}}Description of mental tasks needed to overcome the bottleneck===
	Being asked to envisage what the interviewed instructor would do in a group activity - being a member of a group of people like him - he progressively outlined a sequence of consecutive phases that commences group work:<ref name=":0" />		Being asked to envisage what the interviewed instructor would do in a group activity - being a member of a group of people like him - he progressively outlined a sequence of consecutive phases that commences group work:<ref name=":0" />

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	[[File:phases-groupwork.png\|alt=graphical illustration of the five phases that commence group work\|center\|thumb\|876x876px\|Five phases which commence group work]]In the course of the interview the instructor realized that the sequence he had laid out is focusing on problem solving and that it is related to that formulated by Pólya<ref>Pólya, G. (1957). How to solve it. The classic introduction to mathematical problem solving. London: Penguin<br /></ref> in the context of mathematics.		[[File:phases-groupwork.png\|alt=graphical illustration of the five phases that commence group work\|center\|thumb\|876x876px\|Five phases which commence group work]]In the course of the interview the instructor realized that the sequence he had laid out is focusing on problem solving and that it is related to that formulated by Pólya<ref>Pólya, G. (1957). How to solve it. The classic introduction to mathematical problem solving. London: Penguin<br /></ref> in the context of mathematics.

	===Modelling the tasks===		==={{CircledNumber\|bgColor=yellow\|fgColor=black\|number=3}}Modelling the tasks===
	The interviewed instructor developed several metaphors to illustrate his thoughts to the interviewers. These might serve well to illustrate to students what is expected from them and what is necessary to engage successfully in activities.		The interviewed instructor developed several metaphors to illustrate his thoughts to the interviewers. These might serve well to illustrate to students what is expected from them and what is necessary to engage successfully in activities.
	===Sharing===		===Sharing===
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	==Notes==		==Notes==
	<references />		<references />


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Riegler at 17:15, 24 July 2024

2024-07-24T17:15:08Z

← Older revision		Revision as of 19:15, 24 July 2024
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	The interviewed instructor developed several metaphors to illustrate his thoughts to the interviewers. These might serve well to illustrate to students what is expected from them and what is necessary to engage successfully in activities.		The interviewed instructor developed several metaphors to illustrate his thoughts to the interviewers. These might serve well to illustrate to students what is expected from them and what is necessary to engage successfully in activities.
	===Sharing===		===Sharing===
	[[~~:PublishedWork:Decoding_group_activities_in_interactive_teaching~~]]		[[Decoding group activities in interactive teaching (paper)\|Decoding group activities in interactive teaching]]

	==Researchers involved==		==Researchers involved==

Riegler: Riegler moved page DecodingWork:Group activities in interactive teaching to Group activities in interactive teaching over a redirect without leaving a redirect: abandoning DecodingWork-namespce

2024-07-22T14:34:45Z

Riegler moved page DecodingWork:Group activities in interactive teaching to Group activities in interactive teaching over a redirect without leaving a redirect: abandoning DecodingWork-namespce

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Revision as of 16:34, 22 July 2024

Riegler at 08:41, 16 July 2024

2024-07-16T08:41:02Z

← Older revision		Revision as of 10:41, 16 July 2024
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	==Notes==		==Notes==
	<references />		<references />
	~~==References==~~
	~~[[:PublishedWork:Decoding_group_activities_in_interactive_teaching]]~~

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Riegler: Changed categories.

2024-07-15T15:31:26Z

Changed categories.

← Older revision		Revision as of 17:31, 15 July 2024
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	[[Category:Decoding work]]		[[Category:Decoding work]]
	[[Category:Cross-disciplinary]]		[[Category:Cross-disciplinary]]
			[[Category:Bottleneck]]

Riegler: lemma in bold

2024-07-15T15:31:13Z

lemma in bold

← Older revision		Revision as of 17:31, 15 July 2024
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	Group activities are an integral part of teaching. Often they consist of tasks given to students in order to work on them collectively. However, it cannot be assumed that students consciously or subconsciously perform operations that allow them to get started with problem solving in group tasks.		'''Group activities''' are an integral part of teaching. Often they consist of tasks given to students in order to work on them collectively. However, it cannot be assumed that students consciously or subconsciously perform operations that allow them to get started with problem solving in group tasks.

	There are at least two issues here. One is generic and related to [[Bottleneck\|bottlenecks]] which appertain to group work.The second one is indirect: Instructors often use group activities as a means to help student overcome difficulties related to subject matter, implicitly assuming that group work as a format is free of its own [[Bottleneck\|bottlenecks]]. If this assumption does not hold, however, the teaching format might backfire and hinder to achieve the intended teaching goal.		There are at least two issues here. One is generic and related to [[Bottleneck\|bottlenecks]] which appertain to group work.The second one is indirect: Instructors often use group activities as a means to help student overcome difficulties related to subject matter, implicitly assuming that group work as a format is free of its own [[Bottleneck\|bottlenecks]]. If this assumption does not hold, however, the teaching format might backfire and hinder to achieve the intended teaching goal.

Riegler: Changed categories.

2020-11-26T10:05:38Z

Changed categories.

← Older revision		Revision as of 12:05, 26 November 2020
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	[[Category:Decoding work]]		[[Category:Decoding work]]
	[[Category:Cross-disciplinary]]		[[Category:Cross-disciplinary]]
	~~[[Category:Mathematics]]~~

Riegler: Changed categories.

2020-11-26T10:05:06Z

Changed categories.

← Older revision		Revision as of 12:05, 26 November 2020
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	[[Category:Decoding work]]		[[Category:Decoding work]]
	[[Category:Cross-disciplinary]]		[[Category:Cross-disciplinary]]
			[[Category:Mathematics]]

Riegler: Riegler moved page Group activities in interactive teaching to DecodingWork:Group activities in interactive teaching: moving page to DecodingWork namespace

2020-09-23T08:46:04Z

Riegler moved page Group activities in interactive teaching to DecodingWork:Group activities in interactive teaching: moving page to DecodingWork namespace

← Older revision

Revision as of 10:46, 23 September 2020