Page 14 - SBA Handbook 2020 - FINAL

Teachers Should:

1. discuss the nature and importance of group work with the students,
ensuring that they are aware that individual assignment will not be
accepted in lieu of group assignment;

2. analyze their contexts and be guided by best practices surrounding

grouping to determine the structure of the group in cases where the

group size is not specified;

3. make sure to identify clear questions at the outset and show how these
questions relate to students' interests and abilities and the teaching
goals;

4. guide students in organizing for the completion of the task;

5. ensure that the key roles are assigned and that groups are using
cooperative learning strategies to complete the task;

6. make provision for accountability of group members through the use of

peer review instruments;

7. encourage the integration of technology tools such as Google Drive and

the affordances of the Notesmaster platform to maximize collaboration

among group members;

8. inform
students of the rules guiding the completion of group tasks
including consequences for limited or non-participation;

9. help students to reflect on their progress on a regular basis;

10. encourage students to develop a personal schedule or timetable to guide
the execution and submission of SBA assignments;

11. create rubrics at the beginning of SBA task and use these for guiding the

learning process and for assessing work; and;

12. resolve small-group conflicts as soon as they arise and show students

how to prevent trouble in the future.

Students ensure that they have a good understanding of the task to be completed and
should: 1 the criteria that will inform the assessment of the task;

2 be aware of the roles and responsibilities of the members of the group;

demonstrate accountability for the completion and quality of the work to
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be submitted; and,

4 demonstrate a willingness to engage in self and peer assessment.

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