Participating in the Problem Mapping Dialogue project gave me new insight into how groups function. I believe this experience will serve me well as I go through my college career and work on various group assignments. My group for this project excelled in some areas but faced some obstacles in other aspects of the assignment. This activity provided us with solid feedback about what parts of group work we do well and what we need to improve for the future. One strength that I observed among my group members was that we seemed to have the ability to piggyback off each other’s comments. On multiple occasions, I remember our group building from another member’s comment to create a more refined idea. For example, I recall Alex A. discussing specific
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On the first day of discussion, I think we naturally fell into the trap of trying to come up with a solution instead of focusing on understanding the problem. When the entire class came back together to converse about the types of questions between the first two subtopics, we realized that we had been sucked into trying to formulate a solution. During the second subtopic of the first day, we attempted to self-correct our issue to by focusing on asking questions about the deforestation itself, instead of ways to fix it. My turn to facilitate was on the second day, so I combed through my premade questions and tried to choose the ones that would help us understand the problem better. Questions like “Should the Brazilian government make an effort to replant trees that have been cut down or instead focus their efforts on preserving what is left?” were omitted in favor of questions similar to “How important is the biodiversity in the Amazon?” Even though we knew that the goal was to grasp the issue of deforestation, we still kept reverting back to talking about how deforestation can be stopped. I believe that more experience with conversations that are oriented solely towards understanding the problem will be necessary for us to train ourselves not to focus on the
On the first day of discussion, I think we naturally fell into the trap of trying to come up with a solution instead of focusing on understanding the problem. When the entire class came back together to converse about the types of questions between the first two subtopics, we realized that we had been sucked into trying to formulate a solution. During the second subtopic of the first day, we attempted to self-correct our issue to by focusing on asking questions about the deforestation itself, instead of ways to fix it. My turn to facilitate was on the second day, so I combed through my premade questions and tried to choose the ones that would help us understand the problem better. Questions like “Should the Brazilian government make an effort to replant trees that have been cut down or instead focus their efforts on preserving what is left?” were omitted in favor of questions similar to “How important is the biodiversity in the Amazon?” Even though we knew that the goal was to grasp the issue of deforestation, we still kept reverting back to talking about how deforestation can be stopped. I believe that more experience with conversations that are oriented solely towards understanding the problem will be necessary for us to train ourselves not to focus on the