Based on my extensive experience with working on school group projects, I will be sharing some thoughts and tips on how to survive and succeed in that students seem to love to hate.
Business schools often assign student group projects to enhance student learning of course content and to build teamwork skills. However, the characteristics of effective collaborative learning tasks, including group goals and individual accountability, are often not found in student group projects assigned in business classes. The current research found that content learning was actually inhibited by the use of a group project. The results indicate that the students who completed a project in groups learned less of the project-related content than did students who completed a shortened version of the project individually. The characteristics of business school group projects, peer-learning projects, and group projects in the workplace are compared and contrasted. Implications for program and course design are discussed.
In Every Damn School Group Project
Group projects are something of a right of passage for your 11-14 year old. I wish more teachers would view the group project experience as a window to their students' futures. For the rest of their lives, throughout high school, college, and then in the workforce, they will be members of group projects in the form of study groups, research, business or sales teams, committees, boards, etc. The middle school group project is a great introduction to the dynamics of team work. Instead of being an exercise in frustration, the group project could be an exercise in learning about group dynamics and group psychology—how to bring to together different personalities and talents, and how to successfully overcome scheduling and other conflicts in order to create a product or achieve an outcome.