Group Evaluation

Group Evaluation
It is time to review your ‘mock’ project’ as a group.  You will need to discuss and answer these questions on your group wiki/blog/webpage.

The Project

1.     What area of study did you choose?  Why?  (Rationale)          

     Sustainability, because we think that the world needs to be more greener, and the least we could do is to start from school, hoping it would spread between school then if possible the news could spread more than just between us, the students.

2.     What did your groups hope to achieve?  What was your proposed outcome?
Our group outcome was to teach the primary students about the consequences of peak oil and the alternative sources that might be able to replace crude oil in the future.

3.     How could you critically evaluate the success of your outcome?

     At first, we were too idealistic to educate primary students of the alternate resource of peak oil. But then we realized that we can’t because it would disrupt our lessons and their lessons. We then thought about making a presentation slides for the teachers/other schools to teach the students.

4.   What were your specific group roles and responsibilities?  How did you organise this?  Was the allocation effective?

TEACHING Part of our Project:

Names	Task	given date	Dateline	Estimated time to finish	max dateline
Kai Song	Alternative sources	17/10	not yet	not yet	not yet
Ann	Consequences video	17/10	-	-	Half month November
Danial	Consequences video	17/10	-	-	Half month November
Ezwan	Proposal	14/10	16/10 night	17/10	18/10
Nadiah	Proposal	14/10	16/10 night	17/10	18/10

Besides actually teaching, we also decided to carry out other initiatives/activities. This is split into 3 parts (Teaching, Recycling Bins, & Activities):

Teaching- Kai Song

- Proposal to Mr. David

- Research on the consequences

- Make a video for the introduction (Danial And Ann)

- Research on 3 alternative sources- Wind, HEP and Solar power

- Think of activities/ models so that our teaching would not be boring

Recycling bins-  (Danial & Nadiah)

- Talk to MR. Evans/ student council.  

- Collaborate with them

Setting up a booth during an activity day-   Ann the Ninja, Ezwan

- Decide on a day before the End of term 1

- Talk to the teacher in charge

- Money

- What are we selling

- Permission? Proposal? - have to be very detail for approval

The names allocated for each part are just responsible for planning. At the end of the day, everyone will be contributing to each section.  We approached this by asking each individual what they wanted to do.

5.   Did your project have enough scope for every group member to play an active, full time part in the group work?  How could you improve this?

Initially we were unsure and the workload was a bit uneven. However, after spending a whole lesson on planning we managed to allocate each member to a job.

6.  Was the workload manageable in the time frame given?

Datelines were hard to keep as we do not have enough time to finish it. But we tried our  best to submit the work on time, though we could use some more extra time so that our work could be much more better and organise.

7.     How effective were your minutes and agendas?  How did they help you?  How could you improve them?

     Well, some of us did not check our minutes and agenda. Therefore we submitted it on facebook. We found this more effective because it was accessible by EVERYONE instead of having to open up a google document for EACH AND EVERY LESSON. We did tried to use wikispaces, but it was only use to submit finished worked.  For our real group project, we plan to use yAM.
The Perspectives

1.   How did you gather information and opinions/viewpoints from a personal, national/local and global perspective?  

    First, we did individual researches for a few weeks in class.  Then we each created a Vlog to summarise our personal perspective on peak oil.   Later, we merged all our ideas together in one lesson and started our mock group project together.  We went through a couple of websites as provided in Knowledge Net as a group and extracted the important information, mainly on the consequences of peak oil.  We compiled all our information in a fish bone diagram as it’s an easy way to categorise personal, national, global and future perspective.  However, I find that the ratio of those perspective were 1: 3: 6: 5.  Therefore, I think we should have an equal part of every perspective in our real group project instead of focusing too much on one of the perspectives.  

2.     How did/ could you ensure you consider all these perspectives in your project?

          We had made a few suggestions to ensure what we could consider in our project. For example;          we had discussed whether or not we are going to include a specific thing we were going to do for the ‘mock’ project and distributed tasks to each member of our group on what we were going to do. We mainly tried to organise our perspectives by recognising what each task has been completed and evaluate on it.

      3.     Would your outcome need to be accompanied by some additional explanation or

  evaluation?

  Yes.  This is because when we reflect back on our outcome, we just focused on the   

  consequences in the video (Global perspective) and alternative sources (Future

  perspective).  Therefore, I think it’s necessary to have additional information to

  show the examiner that we did consider about personal and national perspective.

  Perhaps an interview with NGOs or governmental officers about the peak oil

 in Malaysia might work out well.  For personal perspective, we believe that it

 might be possible if we add a Q& A session at the end of our teaching plan so

that we could share our personal perspective and discuss with the children their personal perspective.  

4.     How could you make sure you include cross-cultural views?

Our team members are from different schools.  Ezwan from India, Danial from Australia, Jia Ann from Sri Cempaka, Nadiah from Nigeria and I was from a national school.  Therefore, I think the easiest way is to get friends from the respective schools to get views from them.  Besides them, it’s also possible to get cross-cultural views from the Ms. Suzy’s contacts.