PRE-PUBLICA TION EDITION - Nelson Education

• Take responsibility for your own learning bymaking notes and contributing to any discussionsabout the activities. Make your own observationsand compare them with the observations of othergroup members (Figure 1).Figure 1 When you are working with one student or several,you can share and compare your results.7.A.4. Explore an IssueFollow these guidelines when you are conductingresearch with a group:• Divide the topic into several topics and assignone topic to each group member.• Keep records of the sources used by each groupmember.• Decide on a format for exchanging information(such as photocopies of notes, oral discussion,electronically).• When the time comes to make a decisionand take a position on an issue, allow for thecontributions of each group member. Makedecisions by compromise and consensus.• Communicating your position should also be agroup effort.7.A.5. Evaluating TeamworkAfter you have completed a task with your group,evaluate your team’s effectiveness using these criteria:strengths and weaknesses, opportunities, andchallenges.Reflect on your experience by asking yourself thefollowing questions:• What were the strengths of your teamwork?• What were the weaknesses of your teamwork?• What opportunities were provided by workingwith your group?• What challenges did you encounter as a memberof a group?7.B. Setting Goals andMonitoring ProgressThink back to your last school year. What classesdid you do well in? Why do you think you weresuccessful? In which classes did you have difficulty?Why do you think you had difficulty? What couldyou do differently this year to improve yourperformance? Use your answers to these questionsto reflect on your past experiences to make new andpositive changes. Things that you want to accomplishtoday, this week, and this year are all called goals.Learning to set goals and to make a plan to achievethem takes skill, patience, and practice.7.B.1. Setting GoalsAssess Your Strengths and WeaknessesThe process of setting goals starts with honestreflection. Maybe you have noticed that you do betteron projects than you do on tests and exams. You mayperform better when you are not pressured by time.Inattention in class and poor study habits may beweaknesses that result in poor performance.Realistic Goals That You Can MeasureDo not set yourself up to fail by setting goals that youcannot possibly achieve. Saying, “I will have the bestmark in the class at the end of the semester” may notbe realistic. Setting a goal to increase your test marksby 10 % this semester may be achievable, however.You will find it easier to reach your goals if you cantell whether you are getting closer to them. A goalto increase your test marks by 10 % this semester iseasy to measure. When you are thinking of settinggoals, remember the acronym SMART: Specific,Measurable, Attainable, Realistic, and Time-limited.638 Skills Handbook NEL