The group would enter the room and find a pa... ... middle of paper ... ... to issue them challenges, remove supplies, etc. Of course, having spent much of their time on the first activity added a valuable observation opportunity -- working under pressure -- that may not have happened if they had simply been provided an allotted time for each activity. Summary: Removing the facilitator did not ultimately change the outcome of group process. It did contribute new methods of observing the behaviors we were assessing by putting the onus on the candidates to move through the process, gauge their own involvement, and manage the timed activities appropriately. I can't say with certainty that it changed who we hired, but I can say it gave different clarity to the skillset of certain candidates.
By using the paradox “We can end up hiding from one another, even as we are constantly connected to one another”, Turkle makes the reader stop and read the sentence again, bringing attention to the fact that we have sacrifice conversation for mere connection. Turkle also writes, “We’ve become accustomed to a new way of being ‘alone together.’ Technology-enabled, we are able to be with one another, and also elsewhere, connected too wherever we want to be” (4). This describes that even though we are constantly with/around each other, we decide not to have conversations with each other. Turkle argues that we instead prefer mere connection online, where we are in control of what happens. By using the paradox “alone together” (4),
This is because I was able to target the issues early on and ask for help where it was required from both peers and lecturers. This is turn then stops the rush to find the right answer, and possibility of missing it, that comes without the constant upkeep of the content. The blogs have also provided a giant group of sorts to feed and gain different perspectives off. If I was ever stuck with content or blog topics I was able to find someone who had completed and it was helpful in structuring and forming my own opinions and ideas surrounding the given topic. I know from the comments that my work has also been beneficial to the development of understanding of my peers, which reiterates my ideas.
Give out the assigned mail addresses of the students in the other class. 3. Go over the procedures on how to compose an e-mail or open one, address it to the right person, and attach documents Week or day 4 1. Introduce part 4 which includes opening the received pan pal letter 2. Can go over how to open an e-email if didn’t in part 3 3.
The students will all be given a hand out to fill out for the discovery learning section of our presentation. This will be done through an fun colorful experiment. The work sheet is broken down into three sections, a hypothesis, an observation in both a sentence and a picture, and questions. The hypothesis and observations will be done in class by students, as well as the actual experiment. The questions will not be done but simply are an example how we would ... ... middle of paper ... ... help the lesson sink into the students memory even further, as well as show us, the evaluators, if they are understanding the concepts.
I have personally made this mistake a couple of times in my group projects. I come up with an idea and instead of just stating it in a couple of words I feel the need to story tell to explain myself. I realize now that I should not be explaining my idea or afraid someone will shoot it down because in a true brainstorming environment there should be no critiquing only jotting down of
Assessment: I will informally monitor answers during the discussions that follow the short stories. I will also review the diagnostic tests to see if there are any major issues. The website worksheet will be collected and feedback will be given. Day 2 Objective 2 (Interpretation and Application): Students will practice recognizing different parts of view... ... middle of paper ... ...ired work. Students will then be able to brainstorm in pairs and work on filling out their graphic organizers.
Very few people genuinely want to read about something that they cannot relate to, so I thought that by including appeals that appertain to a problem so many people face daily, the story would be more enjoyable to read. Keeping in mind that different people respond better to different appeals, I always tried to include logos in my revisions. I tried
Areas for improvement: I would like to expand my toolbox with phrases that can be used towards developing the conversation and know when to use them. Another area for improvement is to know when to stop talking. Equally important, keeping neutral body language and tone is another area for improvement. I would also like to become more comfortable and aware of when I am leading the conversation to the extent that the client might not feel heard. I felt that in this session, I talked over her, interrupted, and didn’t give her a chance to expand on her thoughts.
I used to study alone, and thought all knowledge can be learnt from explicit knowledge. I overestimated one’s ability and neglect the limit of individual. I have learnt communication in this group project, leadership skills like organizing the meeting, respect other’s thinking, actively comment other’s ideas and integrate the fragmentary discussion outputs. I hope I can apply those skills in the foreseeable future and help me facilitate an effective and efficient communication to study and work better.