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Group work personal experience
Introduction to a reflective report on group work
Group work personal experience
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This was my first time to work within a group academically; during my degree my grades had always been dependant on my own personal work and effort, but now for the first time my grade relied on the work and effort of others also. This was a little worrying at first as I was unsure how I and my group would work collaboratively, and how we would manage to create a coherent module design. As I had also started building many good relationships with the members of my group over the last four months, I feared the collaborative project may negatively impact on this, if any conflict was to occur. Thankfully this did not become an issue and working collaboratively turned out to be more beneficial than I had first anticipated. I was aware of the collaborative project from the beginning, but I was unsure of its structure or relevance until it was spoken about in our workshop prior to teaching practise (hereafter TP). I found this workshop extremely useful as many of our questions and doubts were clarified and it also allowed us to begin working collaboratively immediately. We began by brainstorming themes for the module and before the workshop ended we had all agreed on genealogy as our chosen theme and decided to research different aspects while on TP. On returning to college after TP we discussed the feedback and advice we had received from the TY teachers within our TP schools, and began to discuss the module we wished to devise in greater detail. After examining the brief, we decided to narrow it into sections and assign each individual their own section in order to get the project underway. This worked well for us as we could all complete our individual section at a time that suited us, rather than a time that suited every member. I ... ... middle of paper ... ...ted me in many ways. I learned a lot while working with the members of my group, they helped me gain a greater understanding for project, and without each and every one of their involvements I don’t believe we would have accomplished such a satisfying end result. I also learned what may work for me, may not always work for others and new methods may need to be established to make working together successful. The main thing I have learned is strong communication is the key to collaborative success and when it is carried out correctly, it can lead to the work load being shared and a greater amount of resources being obtained. I now know working collaboratively will not always be easy, but the recognition and reward gained at the end of it, makes the whole process worthwhile and I look forward to working collaboratively in the future, with students and fellow teachers.
By working together there is information sharing, improve safety and quality also collaboration gives knowledge to other professionals. (Littlechild and Smith, 2013).what I have learned through working in partnership with other professionals was creating a poster related to what each professional does. Some of the professionals I did not know how exactly they work together in partnership. Example: I was not aware of how a radiology would work with a social work and the outcome of that was that Radiology develop and maintain collaborative relationship with medical colleagues and participates in regular meetings with other professionals activities to meet the needs of a service users therefore they collaborate with Social Workers. By doing a poster and delivering information I learned a lot from the other team members, shared experiences knowledge and skills with other group members. Group work made me realise how it is very important to work in multi-displinary team, the benefit of it and what others can benefit from. During the poster each of the student was from different professional however we all had the question but each had to look at it in each profession perspectives. This gave an opportunity to everyone to go and search for each professional and communicate with the rest of the group the outcome of the presentation. By doing that, we exchanged ideas learned from each other’s skills and used it into practice. I have learned about sharing information with others, learned about communication and
At the beginning of the semester my outlook on this course was not so good. I was not looking forward to giving speeches or learning things that seemed like common sense, but as time went on I could tell that I was actually taking things away from it. I have learned that I am not so good at coming up with things to say under pressure and I get extremely nervous when I have to talk in front of people that I don’t know well. Oh wait, I already knew those things. This class has motivated me to strengthen my social skills and has also taught me how to effectively work in a team environment through the team communication consultant project. I will show this by analyzing my teams strategic plan, the cohesiveness of the team, and the productivity of the team.
When considering the options for collaboration activities it is important to have a central point of contact from which the participants can seek advice and guidance. When the instructor divides the class into smaller groups a specific person within each group should be elected to represent the group. This person would also be responsible for keeping the group on track for discussions. Keeping lines of communication open for each group member in regard to assigned tasks and making sure the group assignments are completed and submitted on time is essential. This central point of contact should optimally rotate around the group, depending on the length of the workshop and the number of participants in the group. In this way, everyone is given an opportunity to lead a discussion, collect assigned tasks, and further contribute to the deadlines set by the workshop facilitator....
At the beginning of this assignment, we were told to break up into groups of four or five. These groups would go on to be our collaboration groups for this assignment and the rest of the semester. When we first got into these groups, I wasn’t sure how much my group could help me improve as a writer. Now, I would say I couldn’t be more wrong. My collaboration group worked very well together and helped each other develop our essays far beyond the level of quality they could be without the collaboration. For example, my collaboration group pointed out several errors such as missing citations and grammar errors that I either completely missed or forgot to
In a team-oriented setting, everyone contributes to how well the group succeeds overall. You work with fellow members of the group to complete the work that needs to be done. Having the right people in the correct roles is an important factor in measuring the success of a team, where you are united with the other members to complete the main goals. Every group is made up of definite strengths and weaknesses. Our team's 3-5 major strengths necessary to work accordingly consist of Informer, Summarizer, Orienter, Piggy-Backer, and Encourager. One of our strengths as a team is that we get input from everyone involved. Every member of our team is a leader in some way. Part of being a good leader is knowing how important it is to receive the best ideas from each member of their team. We attend group meetings where we discuss any challenges, issues, and problems. At these meetings, we often exchange ideas or brainstorm new ones with each other and come up with the best and most creative team solutions as potential answers to those perceived problems.
Collaboration reflections (Fall). The collaboration evaluations from the Fall semester were looked at in relation to the teacher notes from each day in a chart. On this chart, it is visible which days the students and I agreed on the teamwork behavior that was their goal that day, and what I saw them struggling with Students’ collaboration reflections were compiled for each child over the course of the semester, recording both what skill they chose as a focus and how they self-assessed progress. I compared these self-assessments to my own assessments of their needed goals and progress in order to identify growth or lack thereof over the course of the semester.
Based on the small group that I joined in communication class, I will talk about what is working well and what is getting in the way in our group. Then I will discuss about what I can do to improve the group and the things about group project if there is a chance for a start over again. At last, I am also going to talk about what I think that I learned is an important lesson in this semester.
This is only my third class in the Wilkes Instructional Media Program but I can say with certainty that it was the hardest. The class is about Project Based Learning so it only makes sense that part of it would be doing a project. But doing so on the computer with people you have not met and probably never will meet makes it hard. Add to that the fact you’re all teaching in different grade levels and you’re starting with two strikes against you before you even start. At least, that’s how I felt.
Building self-esteem, enhancing student satisfaction with the learning experience, and promoting a positive attitude toward the subject matter are all benefits of collaborative learning. A higher degree of accomplishment takes place as a group because you essentially are a team. An example of this is a sports team. In a collaborative situation it takes every member to do his or her part in order for a situation to have a greater resolution; as where a sports team needs everybody’s individual talent to win a game. In retrospect, as a group; the contributions of our own talents can make the difference between a “win or Lose situation” it gives you a sense of competition, and knowing that you can win as a group; self esteem in one’s self is accentuated. Johnson and Johnson (1989), Slavin (1967). Another benefit to collaborative learning is based on the members of your group. Every individual in the group demonstrates their own input based on where they were born, what nationality they are so on and so on. The benefit of this is that you get a different perspective on things rather than always knowing what you know. You can take information from other cultures and add or apply it to what you already know.
Working in groups is challenging at times. Other times it is very rewarding. We are so focused on life that we do not take time to reflect on things as much as we should. Being in a Groups class has opened my eyes to a whole new world. I have begun to question, explore, and even understand how things work. I even get how they work sometimes. Not only is there a process involved in making individual decisions, process is involved in group decisions as well. This paper attempts give insight into my reflection of my group decision process.
Projects can be completed individually or as a group and assesses academic learning goals, how well students work together cooperatively, and individual accountability.
I selected a group to observe that presented an educational group meeting over the topic of Drugs, Dares, and Dangerous Tech Trends presented by Enrique Salazar an educational specialist from the Education Service Center, Region 20 at the school library. This group’s purpose is to educate parents on the escalating problems of drugs and alcohol among 11-17 year old youths in San Antonio, Texas. Additionally, as a future OTA in the healthcare profession, it will be beneficial to learn the importance of building team cohesion and develop these skills effectively in various types of group settings.
Working together with other people for an assignment can be a challenging task in some cases but luckily, I worked well with my group members. The decisions we made were anonymous although we paced ourselves individually when it came to completing our separate parts of the essay. As a group I believe that we connected well on an interpersonal level as all four of us were able to make alterations to any problem together . Furthermore, we did not give each other a chance to get angry at one another as we knew that this would only cause conflict that would disrupt our flow as a group. There was an equal divide in the amount of work that we all did; our contributions were fair and no one was lacking behind. In addition, my group members were great at keeping each other informed if one of us were not able to attend a group meeting; emails were sent out informing us what we missed and ideas that were formulated. Everyone in my group worked according to deadlines and in synchronization with each other; we did not have to nag anyone to complete work or wait on a member to complete their task.
This turned out to be the positive group experience for me and other group members. The team was sufficiently strong from the very beginning through the development phase to the end without any incident of conflict and disagreement. Every group member is reliable and understands their roles working in a group. They also understand the significance of progressing collectively towards the shared and common goal. In other words, our group reflected the synergy by the association we held with each other as a team and, thus, reflecting an example of being a successful
In reflection on my learning experience in the group class, I have gained clarity on what sorts of competencies of facilitating group therapy, as well as in what areas social workers and students tend to feel most strong in my practice. Regarding my specific gains in competencies, I feel that I learned the most and was most likely to gain specific group facilitating competencies at the weekly class. Learning in group class is taught me the tools to use to work with groups therapy, communities and also with individuals through the process of changes. In this past three months I think a lot of opportunities have been created to shadowing with (beside and behind) and being a part of group members to learn. In addition, this class has taught me about the skills and how effectively help