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using scheduling tools that link to each member of the group (shared outlook calendar)

flexibile scheduling

digital workspaces that you can add to/edit from on your own time and see other member's contributions.

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get a scheduling app to collaborate on times

working synchronously and asynchronously

discussion and clear communication on timing.

get committed and set expectations early on

noting in your personal calendar.

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Giving in-class time to work on assignments, instead of outside of class-this can take away scheduling issues. Some students may only be taking classes remotely which may cause an issue, but staying in touch on a regular basis may help, as well as bringing a laptop to in-person meetings

Sharing their schedules - look at what common times they'll be available, via Outlook or Teams, which can be easier to access and find common availability

Using a variety of contact methods to ensure that they can share information easily

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Ss record their meetings in case one group member can't attend. Also if they know they'll be absent, they have to email me AND their group members.

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determining the consensus

scheduling class time for group work

so many different way to be interactive

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Give people the opportunity to speak.

Build trust by creating a bond

find common ground

being non-judgemental when people contribute

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Ensure UDL considerations are followed and group assignment/activity instructions are presented in multiple different formats

Set check in times to ensure everyone is on the same page.

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having ground rules before the group's meeting about ability to share what they think/feel

show empathy and understanding

having different ways to share (audio, through written documents/chats/texts)

translator/accessibility for those individuals with social learning needs/langage barriers

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Giving a task, establishing rules to share said task

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set ground rules and expectations

respectful conduct

udl guidelines

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establishing an understanding of what the main goal is, what is the role, how the tasks are to be divided (like a contract)

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establishing a rubric so students know where to focus their time

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We can use different tools if they're not confident with sharing their ideas, such as a shared doc such as Padlet or another sharing app, or they can use a video or recording tool

Provide ideas through anonymity

Trying to ensure and prove to students that this is a safe environment from the beginning of the class

Talking individually to the students who do feel unsafe and making sure that you have an open empathic communication with the student in order to change the situation at hand

Having the groups work altogether in a class and visiting each group to see the dynamic and observe any potential issues

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Having a type of algorithm already in place for when conflict occurs and perhaps having an advocate in place to help diffuse any situations

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Groups choose whether they are aiming for an A, B or C level project. An A project takes more work than a B project, etc.

Groups establish their project ground rules, e.g. how will they collaborate, manage conflict, etc. at the beginning of the project.

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Schedule check in periods with the groups to ensure everyone is on track to complete the project/work within an appropriate time frame.

Have the students schedule working meetings/stand ups to try and stay on task

Make use of time management apps/tools that the whole class could have access to.

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Instructor sets up a TEAMS channel for each project group where they can monitor each group member's participation, e.g. did they attend meetings, add to shared files, etc.

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identify the issues and talk to the individual personally (email, confidentail)

look back at the expectations of the collaborative project

defining clear rules in a contract prior to the work

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Set time aside for everyone to contribute

, and set a timer.

Instructions for contributions and sharing ideas

set guidelines for contributions

prepare weekly reports to ensure everyone is contributing - to accountability

assigning tasks - throughout.

check-in

asking for the instructor or mediator (third party involved

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evaluate the use of time and make changes/adjust from there

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Have the students create and share a working log of their group meetings. Putting it in context on paper will help illustrate who is doing what tasks in the group.

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establish group logs...write down their expectations.

creates group accountability

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bring in a third party/ involve the instructor

conflict resolution steps through the college (look at policies).

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Set guidelines and reporting through the project.

Accountability

Schedule time to do project

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Have an online space for each group to do work, so when students work on projects and share their work online to you, one student will present what's been done so far - and if they can't present properly, the group is asked to work together more closely

Students can prove their part of the work for their marks - breaking it down into a group score and individual score. Attaching marks to the individual score give more impetus to complete their share of the workload

Students can reflect on their role in a group and the importance of group work before groups are formed in order to establish their intents and prove them