OK Tipsters, maybe you can help one of my colleagues to whom I forwarded the discussion items on student attitudes towards what they want to get out of a college education. She raises a good point in her response and solicits thoughtful comments from you--since I have told her how wonderfully thoughtful you all are (but she isn't ready to deal with the 'd' key on a regular basis--I have 45 pieces of mostly tips mail in my box in less than 24 hours!) annette Annette Taylor, Ph. D. Department of Psychology E-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 ps you can reply to her directly at: [EMAIL PROTECTED] ------------------------------------- The TIPS comments were down my ally! I have look at learning(mastery) and performance orientations over time and it's not PRETTY! I have a question for your tipsters if you don't know the answer yourself: I often have students work in groups (e.g., to critic an article, answer questions about a video) for a "group grade". After both a recent experience with "The Rider Effect" and a brief reading of an article by Good, I'm concerned with how EASY it is to do "groups" poorly and about the potential for poorly conceived group work to have NEGATIVE effects on student learning. Specifically, I'm concerned about students' becoming MORE passive and dependent in groups than in whole group settings. How do you deal with: The Rider Effect/Social Loafing, students perceiving group work as unimportant because you discuss the main points/answers before the exam anyway, the type and degree of cooperation you expect from students and communicating those expectations, having stable vs. unstable group configurations, worring ABOUT configurations in the first place! Patricia Kowalski [EMAIL PROTECTED] ------------
