Using Group Formation, the instructor creates a survey that investigates students’ preferences when working in groups. Based on the survey answers, the tool automatically groups students with other peers who answered similarly (to ensure compatibility) or differently (to complement each other or to create diverse groups). After all the groups are decided, students proceed to work on the group project.
With Interactive Study Materials tools, instructors upload the syllabus which contains the task requirements and self-assessment rubrics, then enrich it with questions and discussions for students to respond to. To save time, instructors can use the Engagement Assistant feature in the tool (powered by AI) to create context-based open questions.Students study the syllabus closely, respond to the questions, and highlight the sections that they are unclear about.
Students individually complete a quiz based on the pre-class materials you assigned previously within Team Based Learning tool. They will not see the correct answers yet.
Students retake the previous test in teams. Collaboratively they discuss their answers to reach a consensus on the correct responses. This promotes critical thinking, solidifies understanding, and addresses misconceptions. It also fosters accountability for the preparation step and builds a sense of community in the learning process.
Students proceed to structure and produce draft 1 of their thesis, using the insights and advice provided by peers and supervisors during the previous step.
Once the assignment is completed, the group will come together to discuss their work, fostering deeper understanding and collaborative learning.This can be done within the Discussion on Work tool as a document, visual representation, or video.
Students will then break away to complete another assignment individually, building on the knowledge they have developed thus far. Once this assignment is completed, the next phase will begin, consisting of two steps.
The next is peer review, where students review each other's deliverables. The work is reviewed based on a rubric created by the instructor. Each group member will review the entire team's work and conduct a self-review. A self-reflection step can be included to ensure the student can articulate what they have learned during this stage. Marks can be assigned and weighted for each step within the review process.
Groups improve and finalize the writing based on the feedback and teacher insights. They then submit the work and receive teacher feedback within the Assignment Review tool.
After completing the reviews on the actual assignment, the final step in the process is the Group Member Evaluation (GME). Students review each other not on the work delivered but rather on their ability to work within a group. Again, a rubric will be set up, and students will grade according to the rubric. Students can comment and provide feedback on each rubric item. Similar to the peer review, an instructor can allocate marks as they see fit, thus closing the feedback loop.
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