Presentations and reports might be about the key issues and findings associated with the group task or research project, or the processes of group work—what worked, what didn’t work, and how the group could improve next time—or they might involve a combination of the two.
Writing a group report requires effective organisation, time management and communication skills. Students often find report writing on their own challenging, and group writing can be even more intimidating if students are not given some guidelines as to how to approach it. Without guidelines, one or two students in a group often end up writing the group report, and this can create workload issues, and resentment when marks are distributed.
Allow your students to learn from the experience and findings of other groups by having them share the results of group work with the rest of the class. They can share through group oral presentations, poster presentations and group reports. If you use group writing, you can ask students to provide feedback on the reports of other groups, based on the specified marking criteria.
Support students in writing a group report by providing guidelines for structuring the report and dividing the workload—who will write what sections and take responsibility for editing, proofreading, publishing.
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This option can result in the writer taking on too much of the workload. It may be suitable, however, if the non-writing members of the group have been given responsibility for other major tasks. The advantages include:
However, it does not require students to work collaboratively on the report in terms of developing ideas and shaping its overall structure. Also, it may be difficult to link the sections together and make the report flow, some sections may require more time and effort than others, it may be difficult to coordinate, and students do not get the opportunity to explore other sections through the writing process. Like Option 1, this approach does not allow students to draw on the collective ideas and diverse experience of the group.
Actually, millions of human beings have had a hand in my creation, no one of whom even knows more than a very few of the others. Now, you may say that I go too far in relating the picker of a coffee berry in far off Brazil and food growers elsewhere to my creation; that this is an extreme position. I shall stand by my claim. There isn't a single person in all these millions, including the president of the pencil company, who contributes more than a tiny, infinitesimal bit of know-how. From the standpoint of know-how the only difference between the miner of graphite in Ceylon and the logger in Oregon is in the of know-how. Neither the miner nor the logger can be dispensed with, any more than can the chemist at the factory or the worker in the oil field—paraffin being a by-product of petroleum.
You can ask students to write their report as individuals or as a team (or perhaps a combination of the two). Encourage them to draw on specific incidents and examples and take an analytical approach (rather than an overly descriptive one). Rather than focusing on content, students should consider the group's methods and processes and assess their effectiveness. They should concentrate on how the group worked as a whole rather than on individual members' actions.