In this teaching tip, we describe our approach to elevating the quality of group work in an information technology (IT) project management course by implementing three practices of experiential and peer learning that work more effectively when combined. The first practice addresses slacking in group work by applying a flipped classroom style that allowed students to acquire individual skills and then reflect on those skills in pairs with the instructor's support and supervision. The second practice uses concept maps to deepen the understanding of relevant tools and concepts and to foster the synthesis of topics and big-picture composition. The third practice addresses the prevalent divide-and-conquer culture in group work, in which we structured intense work sessions in the classroom with instructor guidance and supervision to complete group projects. In this proposed framework, the work sessions mimic the concept of a dojo that is widely used in martial arts. Even though it is still rare in information systems (IS) education, this concept has been applied in the context of software engineering and IT projects--both in higher education and in industry for employee training. The three-pronged approach described in this paper is intended to provide students with an experiential learning experience that transforms group work from an inefficient process to an intense and focused short-term period of work. Based on our observations and student feedback, the approach is effective and can positively impact group experience by countering common pitfalls, such as the divide-and-conquer mentality and social loafing, and by enhancing peer learning efficacy. We also provide suggestions for its application in the context of an IT project management course.