Reflective Essay: Group Or Team Work Group or team work has become an integral component of many courses because of its benefits Instructors encourage students to work in groups so as to improve their skills and achieve their goals Students can achieve their goals and team goals when working.
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In a reflective essay, you need to express your thoughts and emotions about certain events or phenomena. Writing this type of essay provides solid training to sharpen your critical thinking skills, as well as your ability to develop and express opinions on a particular topic—either chosen by yourself or assigned by your instructor.
The aim of this report is to evaluate the effectivenessof the group, and my contribution within the group over the semester.
Extracts from the notes are below, to see the PDF you'll receive please use the links aboveReflective Journal of Group Work
Reflective Journal of Group Work: Example Resource
Char Paul, 2006
Two are better than one, because they have a good return for their toil
Again, if two lie together, they are warm; but how can one be
As educators examine the Common Core Standards for Mathematical Practice, it becomes clear that the standards "reflect the view that learning is a social process, implicitly calling for teaching practices that leverage the power of group work and collaborative learning" (Charles A. Dana Center at The University of Texas at Austin and the Collaborative for Academic, Social, and Emotional Learning (CASEL), 2016, p. 1). The eight mathematical practice standards embed core SEL competencies, which CASEL identified: "self-awareness, self-management, social awareness, relationship skills, and responsible decision making" (p. 2). Consider the first standard of mathematical practice (SMP 1). To illustrate its SEL connection, the Dana Center and CASELstated:
Effective lessons incorporate best-practice. According to Daniels and Bizar (1998, as cited in Wilcox & Wojnar, 2000), there are six methods that matter in a " best practice classroom." These are integrative units, small group activities, representing to learn through multiple ways of investigating, remembering, and applying information; a classroom workshop teacher-apprentice approach, authentic experiences, and reflective assessment. Further, Mike Schmoker (2006) stated that "the most well-established elements of good instruction [include]: being clear and explicit about what is to be learned and assessed; using assessments to evaluate a lesson's effectiveness and making constructive adjustments on the basis of results; conducting a check for understanding at certain points in a lesson; having kids read for higher-order purposes and write regularly; and clearly explicating and carefully teaching the criteria by which student work will be scored or evaluated" (p. 25). In mathematics classrooms, teachers might tend to ignore writing about the discipline; however, to develop complex knowledge, "students need opportunities to read, reason, investigate, speak, and write about the overarching concepts within that discipline" (McConachie et al., 2006, p. 8).
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