.. that I have so many assignments to do and TPA3 to start, that this blog entry and reading chapters 6-8 will be done as fast as possible just to get it ticked off the list. So much for reflection.
Ch. 6 is all about assigning roles in groupwork. This whole chapter gave me some clarity as to how different roles are important in group work. Previously I had some rather nebulous ideas about the purposes of these roles. This chapter has done quite a bit to make me think more carefully about them. Especially important is that the different roles specifically are assigned to 'how' rather than the 'what' tasks. For example, 'how' roles relate to the mechanics of the group activity - in other words, how the task is to be done - materials manager, clean-up person are obvious examples of 'how' roles. Less obvious 'how' roles are 'facilitator'(this might be considered a leadership role), and 'reporter'. These how roles help to ensure positive and efficient group dynamics and the likelihood of a successful outcome in terms of learning and final product - in other words, the 'what' of the group work (the actual activities and learning taking place) are facilitated by good assignment and clarity of the 'how' roles.
Whilst these chapters are undoubtedly useful to read, in the context of the credential program I find myself not having enough time to do a thorough enough job of reading them. I don't think it helps matters that the readings are completely disconnected from our own content areas. They are often too general, and too idealized. It seems to me like we should be getting into the details of groupwork after a period of sustained student teaching, where we can have have better insight through actual examples from our own content areas.
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