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From this week’s classes and discussions, I received a strong sense of the importance that teams will have on this course. This week we were faced with what I felt at the time were tough and important decisions that needed to be made when completely our C.V’s. This was firstly because of the lecture on Tuesday reinforcing the importance for goal alignment and its impact it could have on our experience of this course. This was further reinforced by the readings which also emphasized the importance of teams and the benefits they have in helping to improve our own abilities as individuals. This caused particular difficulties for me when selecting the criteria for which team I preferred to be in, as I wanted to be in a team which was a bit easy going, but still wanted to achieve a good grade. I thought back to the reading about turning student groups into effective teams, and amongst the discussion presented by Oakley, B., Felder, R. M., Brent, R., & Elhajj, I. (2004) about how to change groups and the positives this can have, the point that stuck with me was how being apart of a ineffective or dysfunctional team can lead to extreme frustration, resentment and becoming disinterested in the course. And I thought how in previous situations involving a team where I have encountered this.

 

I came to Thursday class some what worried with the criteria that I had selected, and whether Id be placed in a team that had similar objectives. By the end of Thursdays lecture my worries were all but gone and the members of our team seemed friendly and I think we will work together well.Therefore from the lectures, reading and discussions I have learnt this week that in order for our team to be successful we will need the ability to adapt to working cohesively and providing useful input to help establish decisions.

 

Oakley, B., Felder, R. M., Brent, R., & Elhajj, I. (2004). Turning student groups into effective teamsJournal of student centered learning, 2(1), 9--34.

4 Comments

  1. I felt the exact same way during the C.V process. I spent a good 10 minutes looking at the page trying to decide what to pick for what kind of team I wanted to be placed in after the lecture on goal alignment, so this I can completely relate too.

    The overall idea in your reflection I totally agree with and think that you've looked at it in a positive and healthy way. My only advice would be to explain your ideas a little more, especially the part where you have incorporated the resource. This seems a little 'jammed' in (if you will), where it could have been used to back up and support an experience you had, in order to create a stronger link, rather than just slipped in order to have a source in there. I.e. what kind of previous situations have you encounter that made this theory important? How has the theory helped you understand this situation? and what did you do differently than you did other times? I know you kind of answered some of those at surface level, but the depth that these may help create, would make your learning journal a little more analytical I think.

    Also, a few grammatical errors but still easy to read.

    Other than that, I really enjoyed reading your learning journal and wish you the best of luck for the rest of the semester!

     

     

     

     

     

     

  2. I will start this feedback process by saying that I can relate quite strongly to your experience/stress with your CV. I thought the structure of your reflection showed quite clear evidence of following the guidelines set out by Daudelin, so there is nothing to improve in this area. My suggestions are reasonably similar to the previous feedback you have received so its effect may be limited. I would recommend elaborating on points you have made in order to show higher levels of learning. For example, you talked about how you you thought your new team would work together. In this example, it may have been useful to say why you thought that, e.g because you all have similar aspirations for the teamwork, or you all seemed committed to collaborative teamwork. In terms of reading style, I thought it read reasonably well. There were a couple grammar mistakes, for example, this use of the word 'completely'  in the second sentence rather than 'completing.' However these do not seem major and proof-reading will be an easy remedy for them. I hope this feedback is of some use. Good luck for the rest of your reflections.

  3. I myself also found some difficulty in choosing which goal was most important to me in the CV process for the exact same reason as you. I like how you have brought in your thoughts and own experiences into this journal, although I felt as if you could elaborate more on what those experiences actually were as you only state that you had previously encountered difficulty with team work, which is very broad, so that could be explained further or an example given. There are also a few grammatical and punctuation errors which thorough proofreading will fix in the future. Your referencing was good, and overall I found this an interesting and succinct journal entry. 

  4. Hi Julian,

    It's good to hear that you understand the importance of teams from the class discussions and readings, and are happy with the team you have been put in. Your journal is also easy to read.

    You reflected on the importance of goal alignment - but could bring depth to your journal by analysing why this is important? You also mentioned how teams improve our abilities as individuals - however you could have gone further with this point and talked about how? This left me a little unconvinced that you had engaged in a proper reflection about the importance of teams. I was also a bit confused about the relevance of the reference you used - you probably had a good reason for using it, but didn't really explain how this related to your experience which was why I didn't understand how it tied in.

    Your journal discussed some interesting things, (and I could definitely relate to your experience with the CVs), but could be improved by further analysis which will allow you to reach higher levels of Blooms Taxonomy.