8c   rotation - group dynamics lesson plan and ub-d
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8c   rotation - group dynamics lesson plan and ub-d 8c rotation - group dynamics lesson plan and ub-d Presentation Transcript

  • Group Dynamics!Lesson 8c Included in GLTI Combined Training ResourcesLength: 60 minutes • Group Dynamics: Maslow’s Hierarchy of Needs • Arc of Group Experience/ Tuckman Stages of Group Formation (in manual)Materials Prepare before Session• Manual/Resource Binders • Create Maslow’s Hierarchy of Needs poster• Chart Paper and marker• Maslow’s Hierarchy of Needs posterEstablished Outcomes• GLs will systematically observe and consider their program groups’ behavior and needs in relation to Maslow and Tuckman’s theoretical frames.• GLs will use games to creatively make participant pairings on the first days of their programs.• GLs will monitor and maintain appropriate levels of intimacy and intensity in group activities on their programs.Flow!" Opening#" Maslow$" Tuckman%" Practical Tools&" ConclusionThis material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO PanimInstitute with support from Repair the World.
  • Group Dynamics!Lesson/Activity Plan Time/Materials Content Opening 1. Introduce objectives of the session 2. In groups of three, brainstorm a list of problematic individual and group behaviors. Record these on a poster. 8 min. 3. Ask: “What are your ‘burning questions’? What behavior would you like to discuss?” Blank poster on wall, marker Maslow 1. Introduce Maslow’s Hierarchy of Needs poster. Ask GLs to copy these needs into the pyramid on the “Group Dynamics” page of their manual. 15 min. 2. Ask GLs to name examples of how these needs may be negatively or positively met on our programs. Ask: “How can you plan ahead to create a structure to allow these needs to be positively met?” Maslow 3. Explain: “Our overall programmatic goals for participants are toward the top of the pyramid, meaning we must Poster, help satisfy lower needs in order to reach our goals. When problems arise for individuals or the group, GLs should Marker, investigate using Maslow’s Pyramid as a lens.” Manuals 4. Refer to the brainstormed list of problematic behaviors and ask the group to identify which neglected needs might be a cause in each case. Tuckman 1. Summarize Tuckman’s Theory of Group Development using the diagram in the manual. Highlight that: a. Groups may move in both directions through stages of group development. 15 min b. Groups cannot reach the performing stage without the storming stage. c. Storming can be a symptom of Maslow’s needs rather than group process. d. Our program goals are affected by group dynamics, but we largely support and facilitate these dynamics as a means, not an end. (Example: A GL may opt to teach or give tools for group process or help groups avoid problems rather than having them work through their own solutions and build skills through group work). 2. Review leader responsibilities as it relates to Tuckman’s Arc of Group Experience: a. Address how to support ideal group dynamics differently through each stage of the program. Practical 1. Review pairing games. Say: “During the first two program days, choosing their own partners for activities can be Tools stressful for participants and can reinforce cliques. Address both issues by creating pairs through games. a. Briefly demonstrate the following activities: Thumbs crossed, Matching shoes, Line Up, Hog Call. 20 min. b. Demonstrate how these games can create trios or two groups.This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO PanimInstitute with support from Repair the World.
  • Group Dynamics! 2. Spectrum of Intensity a. Have GLs form two parallel lines with partners facing each other. Describe the lines as symbolic of the timeline of the program week. One end represents the first day of the program and the second to last pair represent the last day of the program. The last pair represent “never on a program.” The time frames you want represented are the first quarter of the program, second quarter, third quarter, last quarter, last day. b. Instruct each pair to select appropriate sharing questions, topics or activities based on the time in the program they represent (i.e., at the beginning of a program, questions might be more superficial and become more personal as time goes on). c. The last group will come up with as many examples as possible for sharing questions, topics or activities that are never appropriate during our programs. d. Begin with the pair representing the first days of the program and ask each pair to share their questions. 2. If not mentioned, add these “never” activities: a. Truth or dare; b. Spin the bottle; c. Topics involving sex; d. Inappropriate touching (anywhere on the body one would wear a bathing suit or any way that suggests sexuality or violence). 3. Say: “Watch out for the group pushing through the arc too quickly (i.e., revealing too much too fast). Help participants by setting limits during activity instructions, modeling and channeling energy and ideas into alternative activities.” Conclusion 1. Point out all relevant resources in the manual. 2. Indicate that if GLs would like more skills on managing conflict, they should attend the session on managing 2 min. difficult group dynamics or discuss their concerns with other GLs or staff.This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO PanimInstitute with support from Repair the World.
  • UbD, Lesson 8c: Group Dynamics Stage 1 – Desired Results Established Outcomes • GLs will systematically observe and consider their program groups’ behavior and needs in relation to Maslow and Tuckman’s theoretical frames. • GLs will use games to creatively make participant pairings on the first days of their programs. • GLs will monitor and maintain appropriate levels of intimacy and intensity in group activities on their programs. Concepts to be Covered During the Session Key Questions to Ask Learners Big ideas presented: 1. How can a participant reach the ultimate goal of 1. Maslow’s Hierarchy of Needs self-actualization if a low-level need is not met? 2. Tuckman’s Theory of Group Development 2. What actions can leaders take to preemptively meet participant needs in the first 48 hours? Specific ideas/concepts to learn/remember: 3. What actions can leaders take to preemptively 1. Higher needs/functions can’t be realized if baser meet participant needs through the first week? needs are neglected/unfulfilled. 4. What activities/topics are never appropriate for 2. Group behavior follows a predictable arc. our programs? 3. Lots of structure is best during the first 48 5. How do you prepare a group for the end of the hours. program (and the end of the group)? 4. Communicate (tell and listen) expectations, scheduling, feelings in detail on the first day and revisit at least once every few days.. Predictable misunderstandings: 1. College students don’t need name games and pairing activities. Stage 2 – Assessment How Will We Check for Understanding at GLTI Field Work/Performance Assessment Methods Discuss: 1. GL Post-program report 1. What topics and games are too intense for a 2. Program debrief with supervisor group that lives, works and learns together 24/7? 3. GL log book or in-field tracking 4. Co-leader debrief Ask Direct Questions: 5. Cohen Center report 1. What are our individual needs in order of priority? 2. What do you anticipate the participants will feel during the first day of the program? Stage 3 – Lesson Plan Checklist • Materials and pre-session prep list. • Use 2-3 different modalities (not just • Each part of lesson has an assigned time limit. talk/listen/discuss; reflection/writing, small group presentations/poster making, theater games, • The presentation is significantly different from partners/smaller groups, art). past versions in order to maintain returning GL’s interest. • Check for understanding (e.g., ask direct questions, use group discussion to gauge, have • Taps into learners’ previous learners practice/demonstrate. knowledge/experience • Provides new content/information.This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership forJustice and BBYO Panim Institute with support from Repair the World.!