Group 1

Academic Behavior of Senior High School Grade 12 ABM Students in Peer Collaboration with their
fellow students in Bagumbayan National High School, A Phenomenological Study

Group Members:
Malabanan, Nohriel John L.
Celzo, Nerrisa Mae
De Sagun, Cian Mariel
Mandigma, Jhoana Mae H.
Oracoy, Jillian V.
Sido, Allyson Cryztal

Review of Related Literature

Working Collaboratively - Teaching Collaboration

The lived experienced of group works is sometimes describe by students as messy,

occasionally unfair, and inefficient.(author) Students would prefer to do their tasks by themselves

rather than forming a team. As stated in the article, the students become more unenthusiastic to be

on a group after arriving at college. Groups are formed with different methods, it could vary by

dividing the class alphabetically, random numbers, and if the adviser permits the students can choose

their own group mates. On the latter part being the most comfortable to be with, also comes with

great trouble. Dealing with your friends while working may seem exceptional, but it would not change

the fact that they are your friend. When one asks for an exception, it will be granted. The practice of

this, results to uneven parts in the group, having one lesser and other one greater. This does some

what become one of the roots why students favor working by themselves. Teaching students to have

the proper techniques while working on a group will be thoroughly discuss. Allowing the students to

learn how to work effectively and efficiently in a teamwork will result in more enthusiasm for to

students to join collaboration groups. With the proper dynamics and techniques, students will be able

to act accordingly in these situations. Helping the students to overcome this “resistance” in group

work is very essential to improve their collaboration skills. Maria Doren offers a numerous approaches

shared by her co-teachers through specific descriptions from their own classrooms on different ways

to teach students the proper actions when collaborating in a group.

 As an art teacher, there were confusions on both parts of Maria Doren and Johanna Pass.

They are considered to be more creative and visually inclined personas. The two did find a way by

looking for common grounds. There are differences and similarities. Maira focuses more on alteration

of landscape photo while Johanna immerse in images that share the same colors or story line. Aside

from their differences, both Maria and Johnanna both uses natural forms as leads of their works.

From their common ground, they had decided to strive to work collaborative as possible. The two

worked collaboratively-”To work together jointly” (Davidson and Howell Major). As they are

considered a two, some of there colleagues would asked who did what questions and they instantly

give answers. Maria and Johanna both worked on a rule to collaborate effectively. There, rule acts as

a barrier. The rules required us to delegate the decision making in their studio. Allowing both the

teachers to briefly measure their decisions against the rules made.

Parson School of Design aimed to be an institution that values the work of collaboration.

Such institutions implement team work to build the learners, critical thinking skills, communication

skills, socializing skills and even negotiating skills. Working in a team work, one’s shares their own

ideas. Sharing of ideas leads to communication - a setting where exchanging of ideas occur.

Negotiations in a team happens when we are narrating our ideas to present it in a convincing way.

The institutions acts as a base of all knowledge. They nurture students not just, those whose ac

academically inclined but they provide an approach to also build students self esteem by doing all

these collaborative team works.

(Maria Doren) A 2013 revision of our first-year curriculum included a paired set of courses

called “Integrative Studio”, a hands-on studio and “Integrative Seminar”, a liberal arts writing course.

This meet allows students to generate a written and visual artwork which includes the key words

present on both courses. This pairing aimed to shift emphasis from a “toolbox” of capacities to a more

integrated, comprehensive approach to student learning stepping away from the concept of basic

knowledge as an array of talents. In a students education, approaches and methods are likely to take

primacy over facts of discipline-specific material. For Prensky, essential component includes empathy,

collaboration and clear communication. The two courses have different objectives, yet the academic
affiliates works in pairs. During the semester, there are “bridging” period across the courses when an

activity is conducted over two courses and the assigned task results are presented both in oral form

and writing. Working collaboratively is essential in the two courses. There are several sections in each

courses with very supportive advisers. One of the advisers goals was to help students improve their

collaboration skills. Maria Dobren asked some faculties who teach Integrative Studio and Integrative

Seminar to share how they teach the students to work collaboratively.

Along with the narratives, Maria also study the review of literature that discusses the

beneficial effects of these methods. The author’s intention was to contextualize the importance of

group work in the field of art and design and to think of narratives she had collected from the teacher

explaining numerous ways of how they teach students to collaborate.

Collaboration in Art classes. Typically, when we say “art work” we immediately look up to the

only artist that made it. We thought of artist, as one. Like how painting are distributed on a museum.

Each art work has its very own artist. In other academic settings, teaching collaboration is quite

common. Even less common is the process of teaching students how to collaborate as a academic

goal in and of itself. In spite of that, teacher, who is supposedly to help the students, could cause the

resistance of students to collaboration as they find difficulties when assessing colllective results. Three

common reasons cited for students’ resistance are (1) earning the same grade for unequal work when

some students feet they did more work that the others, (2) s disparity of expectations when some

students don’t care about grades as much as others, and (3) varying schedules that make it difficult to

find time to meet outside the class (Michaelsen, Kinght, and Fink 5). Additionally, the non verbal

component of artistic creation is a barrier to collaboration in a visual art techniques. Traditionally, in

our culture making art is considered to be highly perosnal. When we make art, we think based on our

own thoughts and feelings. Artist were drive by their own perspective and make an art out of it.

Students distinct styles and voices are given the opportunity to improved via art education.

Maria Doren and Johanna Paas were able to develop a three major discoveries that they can

transfer to their teaching. They set this instructions to support the way they guide students in
collaborating. Taking notes while you brainstorm makes it simpler to participate in decision making

process. Both teachers believe that finding common grounds among your group helps in expanding

possible solutions or ideas. They believe that the work must be done together. For the final work to

be more of a product of collaborations, all the steps must be done together. While working with

different people, in order to come at a common grounds, there is a need for regulation. Conflicts and

and having different ideas are normally occurring when working with numerous people, students can

on the regulations made.

Artists and designers are usually professional that are familiar in the environment of

collaboration. There are various roles need for a group work to work such as the leader, naysayer, the

note taker, the organizer, etc. To make the dynamics worked, students must learn to make up for

their role, doing it with all sincerity hoping for only the team’s success. External rewards for beneficial

team works are required to sustain group coherence. Proper task dissemination must also be

observed. Maria believed that each student should be responsible and must be held accountable for

their every tasks in a group. (Davidson and Howell Major, 29) Collaborative groups are more likely to

divide tasks within a larger shared project and therefore are less focused on the specific role eache

member plays.

Three Persons-Collaborations. “Threeing” is a three person group interaction policy.

Accordng to Ryan, “firstness” is the actual fact, “secondness” is two sided consciousness, “thirdness”

involves the development of habits, governing rules, or ways of working. When there is a three

member group, the first one must be the initiator. According to Maria, the second person plays the

devil advocates as he or she must challenge the immediate ideas by offering opposite sides. The third

one, bring everything together.Summarizing all the ideas, and making a successful output form it. The

most successful project have been generated by the most drama and argument (Dobren, 2017).

Groups that are dominated by only one person tends to be the weakest. In a group where the

members agrees immediately, exchanging of ideas are not happening, thus making the outcome

weak.
Collaboration works best when the connection between the group work and larger project goals is

made clear and when feedback-on the work as well as the success of the group interaction- is offered

as immediately as possible (Michaelsen, Knight, and Fink, 17). Maria’s research led her to a conclusion

the the pleasure she finds in teaching, extends beyond an individual satisfaction. From this research,

she inquired her co-teacher on their practices about how were they able to teach collaboration,

particularly in a art course. This systematic teaching, revealed three interpretation: (1) being able to

handle social complexity, (2) integrative thinking, and lastly, building stronger community. The journal

article focuses on the approaches made by the faculties to guide student n a effective collaboration.

They do not just teach the students the proper method to do so, but they allow them to have a

guidance and help them in nurturing their individuals skills. The article stated benefits of collaborating

not just in students’ academically performance but also to enhance out community. By doing so, we

are allowing our self to socialize, share ideas, and make innovations that are one of the components

of a competitive and advanced community.

Narrative:

According to Peirce, students who learn to collaborate gain a deep understanding of the way

the mind works as they are asked to the group and to understand the similarities and difference to

that of their peers. When students work together, they develop themselves by increasing their

confidence to interact with other people, their communication skills improve. The study's findings are

expected to provide understanding into the academic behavior of Senior High School Grade 12

students in collaborative settings, with a focus on Negoshow. Additionally, the study's results will be

valuable to educators and policymakers in developing programs and initiatives that promote effective

collaboration among students and support the development of entrepreneurial skills in the education

system.

A student's education might start to place more emphasis on methods and approaches than

facts or discipline-specific content. Essential components might include empathy, collaboration, and

clear communication (Prensky 22). Grade 12 students in Collaborating with their fellow Students in
Negoshow, they must have a method or strategy like sales talk to sell their products, so that it can be

buy and they must also have discipline and proper communication and cooperation with each other.

Three common reasons cited for students' resistance are (1) earning the same grade for

unequal work when some students feel they did more work than others, (2) a disparity of

expectations when some students don't care about grades as much as others, and 3) varying

schedules that make it difficult to find time to meet outside of class (Michaelsen, Knight, and Fink 5).

For example, the members who don't do anything while their group does but the ones who don't do

anything still get high grades. Students who study hard but there are other students who don't care

about grades. Student who prioritizes important things and doesn't waste time. They have an activity

that needs to be finish and there is a cheer dance and they have another activity in another subject,

they need to talk about how they will give it time.

This review of related literature will show the teaching of collaboration with fellow students, because

it will further expand the thinking of each student in cooperation. A task will be easier if they work

together to perform an activity or project. each individual must have a role in a group so that they can

better understand what they are doing.

Although the narratives I have included focus on the benefits of collaborative work, we

should not lose sight of the complexities. Causing students to work in groups is not the same thing as

teaching them how to do so. When we take for granted that they will simply "figure it out," we allow

all the dynamics of privilege and authority at play in the larger society to simply be replicated on a

smaller scale. The lived experience of group work is sometimes described by students as messy,

occasionally unfair, and inefficient. Many educators I have met acknowledge that although peer

learning is an important component of a good education, they have very little sense of the mechanics

of how to teach it My hope here is to offer concrete examples of how instructors teach students to

collaborate. In doing so, I believe that we can mitigate some of the negative effects of inequity that

are played out in group dynamics (Doren, 2017).

In conclusion, the communication and interaction of each individual student has improved. Grade 12

Students in collaborating with their fellow Students in Negoshow they have an understanding of each

other, how to handle many people because they are buying products. The result was that they

successfully completed their Work Immersion. In this activity, they already have experience, so if the

same activity is repeat in college, it will be easier for them because they already have experience in

how to have a business.

Manging Group Work