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Adoption(Week2 andWeek3)Implementation(Week4 toWeek• Suggest that theythink aboutpotential andfavourable groupmembers• Ask students totalk about theirexperience andexpectation ofgroup work• Tell students weare a big familyfor a termtogether; and yourteam is your smallfamily in thissubject.• Form groups andassign groupmembers (4 or 5students in agroup), andinform studentsthat formedgroups are forboth in-classactivities and Ass2.• Tell students thatgroups and groupmembers mightchange afterWeek 3 since theclass will not becompletely stableafter Week 3• Start in-classgroup activitiesand case studiesin Week 2• Survey students’feedback ongroup formationand groupactivities in Week2 and Week 3.• Work onestablishingenvironment (i.e.,encouragement,education,motivation) forteam work andfacilitating groupdiscussion• From Week 4,students should beready for thegroup work andcan be expected toget used to itnegative impacton individuals’performance,etc.• Overseasstudents tend togroup togetherwith their mates.• Issues andconcerns willnormally surfaceapprox. a weekbefore thepresentation and• Identify with team membersa project/team leader foreach group• Form groups by taking intoconsideration multiplefactors, i.e., background(including culture, languageability, gender), knowledge,experience, personality,work and familycommitments, students’suggestions and requests,travel distance to campus,size of group, etc.• Design a balanced (focusingon the balance of individualvs team performance andin-class participation vs offclassreport writing) marksallocation system, i.e., 20for individual assignment,7% for class participation,3% for group work journey,10% for group presentation,20% for group report, 40%exam, etc.• Ask the project/team leadersto give me weekly reportsof their groups’ progressverbally or via email fromweek 6.• Address any emerging135