#  Step 6: Using Contracts to Foster Inclusive Teams 

 



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**Effective teamwork can be challenging and often requires careful planning and effort.** Eric Mazur and his teaching team use a variety of techniques to help individuals come together to create a high-functioning team. At the beginning of each project, individuals share what has made for effective team experiences in the past, and students build on these principles to create a contract of how the team pledges to interact. At the end of each project, each team member evaluates the performance of themselves, their peers, and the group as a whole. Mazur’s teaching assistant explains that this feedback keeps team members accountable to each other while also building their self-efficacy by showing them “what kind of things they can work on, and what they did really well.”

*Profiled:* [*Eric Mazur*](https://prod-instructionalmoves.drupalsites.harvard.edu/eric-mazur)*, Balkanski Professor of Physics and Applied Physics, teaches "Physics as a Foundation for Science and Engineering" to 60 students at Harvard College.*



 



 



 

 Takeaway Tips Related Resources Reflection Questions 

## Takeaway Tips

 

 

 Remember that there’s a difference between simply putting students into teams and helping students learn how to work in teams. Aim to scaffold team-based learning experiences so that students can develop the skills to support each other in their learning.

 Be intentional about creating conditions for students to get to know each other. Think beyond simple “icebreaker” games as introduction activities; and facilitate intentional discussions about team norms and expectations. Help students do this by having them reflect on their previous team experiences with conflict and workflow management.

 When designing the peer-assessment process, consider the advantages and disadvantages of asking students for anonymous or identifiable feedback. If feedback is provided anonymously it may be more honest; however, if there are serious concerns then it may be difficult to follow up.



 



 

 

 

## Related Resources

 

 

A Faculty Focus blog post provides [approaches for working with students who don’t enjoy working in teams. ](https://www.facultyfocus.com/articles/effective-classroom-management/dealing-with-students-who-hate-working-in-groups/)

Emerging online platforms, such as CATME, provide [tools for instructors to gather peer feedback and deliver this feedback to students](https://info.catme.org/).

This University of Waterloo tip sheet focuses on [how to be an effective team member](https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/being-part-team/teamwork-skills-being-effective-group-member).



 



 

 

 

## Reflection Questions

 

 

 How might your classroom benefit from using student teams?

 How can you create more structures that help teams function well and support learning for all students?



 



 

 

 

 

 

 Teamwork can help students learn the course material, but successful team work doesn’t just happen organically. Help teams work well by giving students the opportunity to set ground rules before they begin work, to reflect on their experience, and to provide feedback to their peers. Continue to the pathway conclusion for some key takeaways and resources.



 

 [Back to Step 5](/inclusive-activities/step-5-using-project-based-learning-to-engage-students)

 [Continue to Conclusion](/inclusive-activities/conclusion)