Group+3

The members of Group 3 are:
Cookie Denise Jackie Winnie - I added my name WR

A calendar and checklist are working so far for me..
Standards should be the basis of your project and they should be reflected in your questions and objectives. Also products that have students "show" their learning are important.

As I plan I include the standards in the questioning and the projects. Also the use of a checklist of standards for the project is a very effective way to know if standards and skills are being covered and learned. WR

Student led instruction must include accountability such as a project, journal, notes, webs, etc to ensure they are learning the “important” material from the standards. Standard quizzes and tests are ok here too, but need to take into the thinking processes, etc WR careful planning with project-based learning activities involving comprehensive projects which are a culmination activity. along the way should be lots of assessments and evaluations of all kinds to assure comprehension. continuous feedback is essential to monitor student progress.

If students are given rubrics and requirements before the project begins with specific timelines they know what is expected of them from the beginning..
I agree rubrics before the project are very important Thanks for the reminder WR Definitely the assessment pieces since they are tied to specific tasks the students complete True--that is why checklists are helpful and timelines and rubrics are essential.

How do I ensure accountability when students are working in groups?
I use a self-assessment and also a goup assessment to get feedback on performance of group members All students in the group should be given a specific part of an assignment with equal responsibility to avoid one person doing all the work for the others.

This is a little harder unless you do some observations. Also each student, even though working in a group, should be responsible for completing and handing in certain tasks. Another way is for each student to be assigned some specific part of the project and if all parts are complete, it is easier to see that all were involved. Conversely, if something is missing, it is easy to tell who fell down on her responsibility.

Monitoring student participation and sharing of work, using the cooperative group rules of recorder, facilitator, etc is important. Quick check lists for each group using initials if it is negative reduces the amount of checks. Generally most kids will work and do their jobs, so keeping track of the smaller number is easier. I also will quietly talk to kids off task and discuss their roll in the group and question them on content to ensure comprehension. WR

I, too, have found self-assessment and group assessments to be very helpful. Additionally, I like to create groups very carefully --depending on the objectives of the project and group dynamics.