Page 39 - International Journal of Process Educaiton (Special Issue)
P. 39
they were doing, answering questions focused using the Holistic Rubric for Performing in a Team.
on team success, feeling like part of a team, roles They then answer one of two questions: 1) How
that were effective or ineffective, the importance important is it to understand every team role so that
of common goals, and common practices that can you can play your role more effectively by helping
improve teamwork. Students then answer the same others play their roles more effectively? OR 2) What
questions, this time with respect to a community and makes a community effective, and what obligations
membership in it, instead of a team. do community members have to help strengthen their
communities?
TEAM DESIGN COMPETITION Teams design
and build a tower using paper and tape; they then MY LIFE VISION The final prompt for this
report on the teaming aspect of the activity, using experience asks each student to write a minimum of
the reflectors’ and recorders’ reports, and answering two pages either analyzing a community he or she
a series of critical thinking questions about the roles came from or describing the type of community he or
and efficacy of their team as they worked on their she wishes to be part of in the future.
tower.
Team and community learning has become an integral
PROBLEM Students select one team and one part of Process Education learning environments, with
community of which they are a member and identify practitioners striving to make the techniques, tools, and
areas in which they feel that they are not contributing processes that support learning communities ever more
enough value. They are prompted to perform a
formal SII self-assessment of their performance, effective.
References
Apple, D. K., Morgan, J., & Hintze, D. (2013). Learning to learn: Becoming a self-grower. Hampton, NH: Pacific
Crest.
Ashe, S., & Romero, V. (2007). Introduction to learning communities. In S. W. Beyerlein, C. Holmes, & D. K. Apple
(Eds.), Faculty guidebook: A comprehensive tool for improving faculty performance (4th ed.). Lisle, IL: Pacific
Crest.
Carroll, S., Beyerlein, S. W., Ford, M., & Apple, D. K. (1997) The learning assessment journal as a tool for structured
reflection in Process Education. Paper presented at the Frontiers in Education Conference.
Duncan-Hewitt, W., Mount, D. L., & Apple, D. K. (1994). Cooperative learning. Corvallis, OR: Pacific Crest.
Duncan-Hewitt, W., Mount, D. L., & Apple, D. K. (1996). A handbook on cooperative learning. Corvallis, OR:
Pacific Crest.
Gabelnick, F., MacGregor, J., Matthews, R. S., & Smith, B. L. (1990). Learning communities: Creating connections
among students, faculty, and disciplines. New Directions for Teaching and Learning, 41. San Francisco: Jossey-
Bass.
Hanson, D. M., & Heller, J. (2009). Learning communities as a strategy for success. International Journal of Process
Education, 1(1), 19-24.
Hare, P. (2007). Team reflection. In S. W. Beyerlein, C. Holmes, & D. K. Apple (Eds.), Faculty guidebook: A
comprehensive tool for improving faculty performance (4th ed.). Lisle, IL: Pacific Crest.
Klopp, B. (1996). Taking the helm: Targeting student learning. Paper presented at the Speech Communication
Association National Conference.
Knowles, C. (1995). A learning communities program proposal. Raleigh, NC: St. Augustine College.
Pacific Crest. (2011). Student success toolbox. Hampton, NH: Pacific Crest.
Pacific Crest. (2015a). Structure and organization of learning to learn camps. Retrieved from http://learningtolearncamp.
com/
International Journal of Process Education (February 2016, Volume 8 Issue 1) 37
