team reflection (1)

A. Teaching and Feedback :

         - Does each person take turns and rotate responsibilities                     regularly in teaching?

§          Yes, each person in our group teaches every single week.

         - Does each teacher come to class prepared?

§  Yes, we usually make our presentations at home the day before, or sometimes, before that.

         - When introducing a new concept, does each person

           discuss the topic with the facilitator/the team to gain full

           understanding about the topic?

§  Sometimes, depending on how much understanding we’ve gained by ourselves.

         - Does everyone assess each other while they teach and

           give supportive feedback to the teacher?

§  Yes, each time after a person teaches, we would tell them what they should improve on and what they did really well.

         - Does your team seek help from the facilitator when the ZTD

           has been reached by the group?

§  Yes, either at school or through BBM.

B. Engagement:

         - Does your team generally have lively and spirited

           discussions RELEVANT TO THE CONTENT STUDIED for

           for that day?

§  Yes, during our skype calls, sometimes we would have small arguments to show who is right or who is wrong.

         - Does everyone regularly communicate with each other and

           the facilitator via Google Chat or BBM?

§  Yes, if any of us have questions, either they will contact the scribe to ask the facilitator, or they will directly ask the facilitator themselves through BBM.

         - Does everyone work well AND NETWORK through the

           required technical requirements such as Drive, Chat and

           Google Docs in doing the assignment?

§  Yes, almost all the time, our assignments would be done through Google Drive.

C. Planning:

         - Does everyone on the team understand the syllabus and

           SoW?

§  Yes, everyone on the team has understand the syllabus and SoW.

         - Can team members effectively use the syllabus and SoW to

           develop a semester and term planner?

§  As effective as we understand the syllabus and SoW, we don’t think that we can actually build a term planner, yet a semester planner.

         - Can each member find text and other resources easily for

           each syllabus topic?

§  Yes

         - Can the team set realistic goals in terms of the division of

           coursework and plan the time necessary to have live

           engagement and reflection for these topics?

§  Yes, each of us has made a goal that we need to achieve by the end of the semester and if we don’t, consequences will be paid.

         - Using the Semester Planner and Schoology, does

           everyone on the team know their homework well ahead of

           time, as well as assessment activities?

§  Yes, Schoology send us an email if someone has posted an assignment or an update, reminding us that we have work to do.

D. Accountability and Collaboration:

         - Does each team member complete their homework and

           coursework assignments on time and hold each other

           accountable to see it done?

§  Yes, because if they don’t, they will have to pay 2.000 rupiah as a consequence.

         - Does each team member use Schoology easily and

           regularly to submit their work and update themselves with

           new assignments and activities

§  Yes, Schoology is a very easy website to use and everyone on the team understands how it works, so they are able to submit homeworks/assingments.

         - Does each person on the team feel an ‘interdependence’

           on each other to reach deeper understandings of concepts

           and course knowledge?

§  Yes, if one of us doesn’t understand something, immediately, we would ask another team member. If no one understands it, we would ask the facilitator.

E. Ownership:

       - Has your team fully adjusted to taking ownership of the

           learning experience and shifted to a fully active role in

           learning?

§  Yes, all of us know what to do, when to do and doing it properly.

         - Has your team developed the ability to REFLECT,

           ASSESS, ANALYZE and INTIATE CHANGE to improve

           the team’s performance?

§  Not all of us has developed this reflect, assess, analyze and initiate change, meaning that only on some occasion, will the team’s performance change.

         - Has your team’s understanding of learning and teaching

           grown deeper over the past term?

§  Yes, we’ve noticed that gradually, each member’s performance has improved drastically ever since the first term.

F. Our team’s BHD (What we’re stuck on and need

    need help with) :

         - Often, our team gets stuck when it comes to the exams and

           coursework files because classes we missed due the

           frequent flooding and holidays this semester, but our team

           is trying their hardest to try and overcome this problem.

G. If you have team members that habitually fail to do

     their work, prep for LdL, or engage to hold up their

     end of the team, can you and the rest of the team

     manage to motivate them to change or would you

     need intervention from the facilitator?

         - Usually, if someone doesn’t do their work, a simple “threat”

           such as ‘you’ll get a zero if you don’t do it’ works for them.

           After that, they’ll do their work and if they fail to do so again,

           another reminder will go up. If this keeps going on for the

           same person, we will literally give them a zero but

           thankfully, no one in this group has underwent this process.