GROUP DISCUSSIONS Scroll down for each week's assignment WHY:  > Active Learning: “We learn by doing” > Contrast between the Transmission and Transactional approaches: Transmission Approach Transactional Approach Information is transferred from instructor to students Knowledge is constructed by instructor and students Competitive Cooperative Focus on memorization Focus on developing conceptual relationships Focus on the products of thinking Focus on the processes of thinking Students answer questions with predetermined answers Students generate (and seek answers to) self-generated queries HOW: Group guiding principles: > “Play or Pass” rule > I am critical of ideas, not of people. > I listen to all ideas even if I don’t always agree. > I restate what others have said if it is not clear to me. > I endeavor to look at all sides of a question. > I am interested in arriving at the best decision possible for my group, rather than with trying to look good myself. > I change my mind when the evidence indicates that I should.   Evaluation: At the end of the term, each student will be asked to complete an evaluation form that will assess the work of each member in your group.  This procedure will in turn be used by the instructor to 1) learn what was happening in the groups and 2) how accurate and insightful your evaluation skills are. Group & Self Evaluation:  will be done in class You will be given an evaluation form asking you to evaluate yourself and others in your group.  You can be honest because no one in your group will see your comments except the instructor (who is sworn to secrecy). Evaluation will be on a scale of 1-10.  The criteria includes: 1. Fulfillment of group task 2. Quality of oral contributions   Tasks Description Tasks Description <CAPTAIN.  Keeps the group focused & on task; sometimes reports to the class <REFLECTOR.  Offers reflections (insights) on the material <ENCOURAGER.  Gives members positive feedback <RECORDER.  Keeps track of attendance during discussion.  Very straight-forward:  either you are there for the whole group discussion or you are not. <DEVIL'S ADVOCATE.  Challenges assumptions and assertions       1 Group discussion.  Prepare about a 3 minute verbal presentation to the rest of your group.  You can use notes if you like but not required.  Topic:  Clarity of course expectations A. Introductions: introduce yourself and exchange emails for communication during the term. B. Click on "What the [History] Professor Looks For?" & follow those directions C. Wrap-up: use this forum to ask questions that you might not be inclined to want to bring up in front of the whole class; e.g., question about an assignment, a point made in lecture, etc. 2 Group discussion.  Prepare about a 3 minute verbal presentation to the rest of your group.  You can use notes if you like but not required.  Topic:  Teaching Inspiration A. "Person who inspired you to go into teaching as a profession" >Highlight what it was about this person that inspired you. >Note that the professor will rotate from group to group about assignment clarification, etc. B. You have gone through the American educational system, and have in your way experienced "the good, the bad and the ugly."  Detail specifics for each. >Goal:  use of a primary source (the "I was the there" crowd) >Outcome:  Build a more comprehensive understanding of the challenges in education. C. Wrap-up: use this forum to ask questions that you might not be inclined to want to bring up in front of the whole class; e.g., question about an assignment, a point made in lecture, etc. 3 Group discussion.  Prepare about a 3 minute verbal presentation to the rest of your group.  You can use notes if you like but not required.  Topic:  Which story will you tell? A. Click on Teaching the California Missions & follow those directions B. Wrap-up: use this forum to ask questions that you might not be inclined to want to bring up in front of the whole class; e.g., question about an assignment, a point made in lecture, etc. B 4 Group discussion. A. Click on Epistemology & follow directions there. B. Wrap-up: use this forum to ask questions that you might not be inclined to want to bring up in front of the whole class; e.g., question about an assignment, a point made in lecture, etc. 5 Group discussion. A. Click on California History Standards & follow directions there. B. Wrap-up: use this forum to ask questions that you might not be inclined to want to bring up in front of the whole class; e.g., question about an assignment, a point made in lecture, etc. 6 Group discussion. A. Click on Teaching History Pointers & follow directions there. B. Wrap-up: use this forum to ask questions that you might not be inclined to want to bring up in front of the whole class; e.g., question about an assignment, a point made in lecture, etc.   C 7 Group discussion. A. Click on Historical Film Analysis & follow directions there. B. Wrap-up: use this forum to ask questions that you might not be inclined to want to bring up in front of the whole class; e.g., question about an assignment, a point made in lecture, etc.   8 Group discussion:  "Graduation Speech."  Prepare about a 2-3 minute verbal presentation to the rest of your group.  You can use notes if you like but not required.  A. This final discussion is based on your take-home essay assignment Western Education.  Your presentation will be a brief response to what is posted there: __ What position are you taking on Western education: more-so strength or weakness?  What is the Greater Truth of your graduation speech? __What are you going to use to build your historical case for the origins of Western education's weakness?  strength? __What are your two outside sources? B. Wrap-up: use this forum to ask questions that you might not be inclined to want to bring up in front of the whole class; e.g., question about an assignment, a point made in lecture, etc.