11/06/04Supervision and Assessment1 Friday the 11 th of June: Supervision and Assessment 09.00:Cases on supervision (LK + LPJ) 11.00:Supervision - strategies and tools (LPJ) 12.00: Lunch 12.45: Assessment (AK) 15.00:Development of action plans – and peer review of action plans (AK) 15.30:Evaluation (AK)

11/06/04Supervision2 Role-play Six role plays illustrate supervising situations (meetings) Imagine that your group is working on the project from yesterday The group members assign roles between themselves, so that the outlined situation in the role play occurs Each role play lasts approximately 15 minutes Each role play is commented by 4-5 observers

11/06/04Supervision3 Supervision – strategies and tools Lars Peter Jensen Department of Control Engineering Fredrik Bajers Vej 7C, DK Aalborg East Phone: , URL:

11/06/04Supervision4 Forms of Supervision Process supervision Product supervision Control Supervision Laissez-faire Supervision

11/06/04Supervision5 Forms of Supervision - 1 Process supervision: Sees the project as a cognitive process Facilitates co-operation in the group Starts reflexive processes Asks facilitating (reflexive) questions in stead of pointing out solutions

11/06/04Supervision6 Forms of Supervision - 2 Product supervision: Focus on theoretical knowledge Focus on solutions, which are often given Project report must be coherent The product/construction (or part of) should be finished

11/06/04Supervision7 Forms of Supervision - 3 Control Supervision: The group is tested Thinks on the exam The project period is one long exam Is interested in the knowledge of the individual student

11/06/04Supervision8 Forms of Supervision - 4 Laissez-faire Supervision: The students are left to themselves Lack of engagement General and occasional comments Uses minimal time

11/06/04Supervision9 Forms of groups - 1

11/06/04Supervision10 Forms of groups - 2

11/06/04Supervision11 Characteristics for a well functioning group: Common goal or objectives Agreement about group standards The members ”play” all the necessary roles All group members respect each other

11/06/04Supervision12 Co-operation: group classification IntegratedInstrumentalHierarchicChaotic Role castingAllSome No Work sharingAllSome No Control/LeadershipAllYesFewNo PowerEqualEqual ?UnequalNo Personal EngagementHighFairDifferentLow Group identityHighLow Conflict solvingYesNo

11/06/04Supervision13 What might go wrong in the co-operation between supervisor and group ?

11/06/04Supervision14 Different expectations Students expectations Study guide objectives Supervisors expectations Project and documentation

11/06/04Supervision15 Students opinions on supervision Good Supervision: Overview in chaos Cut through in critical situations Solutions are not presented by the supervisor Ask facilitating questions The group is not controlled by the supervisor but by the group it self Supervisor is well prepared and well informed

11/06/04Supervision16 Students opinions on supervision Poor Supervision: Supervisor does not express opinions about affective questions Supervisor does not give constructive feed back/criticism Lack of interest in the project and/or the students The supervisor has poor knowledge about the students’ work and work process Supervisor takes ownership of the project and controls the students’ learning process

11/06/04Supervision17 Roles of the supervisor – good or poor ? The group member – discipline oriented supervision with focus on product –Takes over responsibility for the project work –Very active in choice of theory and methods –Gives answers in stead of asking questions The visitor – both discipline and problem oriented supervision with focus on process –Stands on the sideline, ready to kick or withdraw –Points out directions where to seek answers –The students own the project The consultant – discipline or problem oriented laissez-fair supervision –Only activated on request –Only answers the questions asked –leave all decisions, planning and control to the group

11/06/04Supervision18 Tasks of a supervisor Before the semester start: –Prepare project proposals –Plan project courses In the beginning of a project: –Help to find appropriate literature –Help establishing contacts with companies ect. –Discussing the project proposal with the students During the whole project period: –Commenting both oral and written presentations/memos/working paper –Continued assessment of the professional level of both group and individual At the end: –Examination

11/06/04Supervision19 Tools for supervision Learning objectives (Bloom)

11/06/04Supervision20 Levels of understanding - Bloom Knowledge –memorize Comprehension –translation,interpretation Application –Use, in new situations Analysis –uncover relations between entities Synthesis –Building something new of the entities Evaluation –Judging

11/06/04Supervision21 Tools for supervision Learning objectives (Bloom) Contracts

11/06/04Supervision22 Contracts Why ? Create common expectations Secure clear agreements

11/06/04Supervision23 Contracts How? Content could be: –Form of meetings –how often are you going to have meetings –how long meetings –where –agenda –chair of the meeting –students’ own objectives for the period –supervisors objectives for the period –areas of response to the “working papers” during the period: Language, structure, details, methods –external contacts –response to the group process

11/06/04Supervision24 Tools for supervision Learning objectives (Bloom) Contracts Students’ peer assessment

11/06/04Supervision25 Students’ peer assessment Students in the same group reviewing each others written material Students in the same group given small lectures for each other Two groups acting as opponents for each other at seminars and exams

11/06/04Supervision26 Tools for supervision Learning objectives (Bloom) Contracts Students’ peer assessment Process analysis

11/06/04Supervision27 Process analysis - content

11/06/04Supervision28 Process analysis – example

11/06/04Supervision29 Tools for supervision Learning objectives (Bloom) Contracts Students’ peer assessment Process analysis Facilitation

11/06/04Supervision30 Facilitation summarizing mirroring asking open-ended questions use why, how, what, where dynamic list of question feedback as rethinking loudly

11/06/04Supervision31 Tools for supervision Learning objectives (Bloom) Contracts Students’ peer assessment Process analysis Facilitation Questioning the team work

11/06/04Supervision32 Questioning team work - 1 Put on the students’ agenda when starting the project: level of ambitions how to share the work discipline of meetings how to solve conflicts social relations

11/06/04Supervision33 Questioning team work - 2 ask to the way the students organize the work and discuss the working process ask to special project functions discuss objectives for the organizational aspects give individual consultations feel the atmosphere - be present let the students discuss try to involve all the students

11/06/04Supervision34 A model for Supervision Present ”Normal”supervision Evaluate a focus with timeout’s

11/06/04Supervision35 Project supervision - preparation The Group (two days in advance) : What have we accomplished (working papers) What are we doing right now Requested supervision Agenda The Supervisor : Read the working papers Reflect upon and formulate questions to structure and details Prepare for input to requested supervision

11/06/04Supervision36 Project supervision – meeting The Group : Chairs the meeting Takes minutes Presents the points of the agenda All participate in the discussions The Supervisor : Facilitates the students’ own reflection by asking questions Involves all students in the discussions Secure reflections on: –Contracts, working processes, progress, time schedule

11/06/04Supervision37 Project supervision – follow up The Group : Sends minutes of the meeting to the supervisor Discusses and assesses the input from the supervisor Revises working papers, time schedule etc. The Supervisor : Reads the minutes and replies Follows up on requested tasks

11/06/04Supervision38 Lunch until 12.45