Group Work - Gender and Archaeology
Contributed by Madonna Moss, Anthropology
By the second week of class, you will be divided into eight groups of 4-5 students each. Group membership will remain stable throughout the term. The main functions of the group are to:
- facilitate productive, in-depth discussion of readings in a small, comfortable setting
- facilitate productive, in-depth discussions within the larger class
- plan a group-led presentation for class
- prepare a 5-page paper summarizing the substance and results of the presentation
- take attendance of group members at each class
- each group member provides peer evaluations of each other member at two points during the term (midterm and final).
Each group has its own folder and takes attendance of its members. The main purpose of the groups is to facilitate productive discussion of class readings. Most of our class discussions will take part in two stages: first within the context of the small group, and subsequently, with small groups contributing to the larger group. This structure is designed to allow each student's voice to be heard and acknowledged. Over the term, you will come to know your fellow group members very well! In the past, students have enjoyed the small group experience very much.
Each group will sign up for one date to make a class presentation/lead discussion in class. The available dates are: 2/5, 2/17, 2/19, 2/24, 2/26/ 3/3, 3/5, and 3/10. Each group with meet with me beforehand to discuss the topic for the day. Groups are encouraged to "think outside the box" and may consider some of the suggestions outlined in Conkey and Tringham's (1996) article that we read during the second week of class. For the presentation, I am happy to recommend outside reading that group members can summarize and present to class, with the objective of enriching class discussion. However, the presentations should focus on the content of class readings and not stray too far afield. Groups will have two class meetings devoted to internal discussions they can use to discuss their class presentations (2/10 and 2/12). I encourage you to make effective use of this time. After the presentation, group members will get together and collaborate on a reflective paper that presents the results of their experience leading class. The paper may summarize the content of class discussion, and the new understanding achieved of the topic after class. Group papers are due no later than one week after the presentation date.
In addition, group members are in an excellent position to evaluate each other's participation in and contributions to the class. For the midterm and final, group members will complete peer evaluations of each other. Each group member will rate the preparedness, helpfulness, and the quality of each other person's contribution to the collective welfare of the group. Peer evaluations are based on attendance and quality of contributions to group process and class discussion. Evidence of high quality contributions include: being prepared for discussion having completed the reading assignments, making relevant comments, drawing others into discussion, asking clarifying questions, moving discussion forward, using evidence to support a position, presenting factual information, making analogies, and recognizing and identifying contradictions. Negative behavior includes being unprepared for class, being late for class, making irrelevant comments, not paying attention, distracting others, interrupting, monopolizing a conversation, or making a personal attack.
We will discuss other aspects of group process throughout the term, as appropriate.
Address questions or comments about
TEP or this site to:
Georgeanne Cooper, Program Director,
64 PLC
Phone: 541-346-2177 Fax: 541-346-2184
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Last Modified:
05/22/08
