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Group Work
Group Work
Group Work
Group Work
Group Work
Group Work
Group Work
Group Work
Group Work
Group Work
Group Work
Group Work
Group Work
Group Work
Group Work
Group Work
Group Work
Group Work
Group Work
Group Work
Group Work
Group Work
Group Work
Group Work
Group Work
Group Work
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Group Work

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  • Group size may vary Easier to manage one large group Smaller groups lead to focus away from teacher and toward the topic DO AN ACTIVITY WITH GROUP APPROPRIATION- IT ENCOURAGES THEM TO TEACH EACH OTHER. BE SURE TO NAIL THEM ON , STOP ETC.. POOR BEHAVIOR TO HELP THEM USE PEER PRESSURE TO COOPERATE
  • The mix of students is important to the social-emotional climate of the group
  • Be sure students have a clear picture of what is expected Group members should know one another- may need to do some icebreakers
  • Be sure students have a clear picture of what is expected Group members should know one another- may need to do some icebreakers
  • Be sure students have a clear picture of what is expected Group members should know one another- may need to do some icebreakers
  • Every group has to learn to work together
  • Every group has to learn to work together , some groups start at higher stages and it is not essential that all stages are met.. Do an activity related to building group- encourage them, nail group members who are in stage 1, keep moving the group up the stages
  • Every group has to learn to work together , some groups start at higher stages and it is not essential that all stages are met.. Do an activity related to building group- encourage them, nail group members who are in stage 1, keep moving the group up the stages
  • Every group has to learn to work together , some groups start at higher stages and it is not essential that all stages are met.. Do an activity related to building group- encourage them, nail group members who are in stage 1, keep moving the group up the stages
  • Every group has to learn to work together, some groups start at higher stages and it is not essential that all stages are met.. Do an activity related to building group- encourage them, nail group members who are in not “in line”, keep moving the group up the stages
  • Every group has to learn to work together , some groups start at higher stages and it is not essential that all stages are met.. Do an activity related to building group- encourage them, nail group members who are in stage 3, keep moving the group up the stages
  • Every group has to learn to work together , some groups start at higher stages and it is not essential that all stages are met..
  • Every group has to learn to work together , some groups start at higher stages and it is not essential that all stages are met..
  • Transcript

    • 1. No, not groupwork Planning for Effective Group Interaction
    • 2. Why use groups? <ul><li>Focus is on topic rather than teacher </li></ul><ul><li>Peer teaching increases retention </li></ul><ul><li>Strengths are: </li></ul><ul><ul><li>Everyone has the chance to discuss </li></ul></ul><ul><ul><li>Individuals </li></ul></ul><ul><ul><ul><li>Assume responsibility for own learning </li></ul></ul></ul><ul><ul><ul><li>Participate in decision making </li></ul></ul></ul><ul><ul><ul><li>Practice interpersonal communication </li></ul></ul></ul>
    • 3. Arranging for Groups <ul><li>Environment </li></ul><ul><ul><li>Conducive to interaction </li></ul></ul><ul><ul><li>Attractive and pleasant to work in </li></ul></ul><ul><ul><li>Good lighting and ventilation </li></ul></ul><ul><ul><li>Room to circulate to groups </li></ul></ul><ul><ul><li>Relaxed and supportive </li></ul></ul>
    • 4. Arranging for Groups <ul><li>Seating </li></ul><ul><ul><li>Arrangements that have each member facing the rest are best </li></ul></ul><ul><ul><li>Try to provide table space for writing </li></ul></ul>
    • 5. Arranging for Groups <ul><li>Seating </li></ul><ul><ul><li>Arrangements to share among groups </li></ul></ul><ul><li>Problem-solving groups </li></ul><ul><li>Report groups </li></ul>A1 A2 A3 A4 A2 B2 C2 D2 A3 B3 C3 D3 ETC… A1 B1 C1 D1 B1 B2 B3 B4 C1 C2 C3 C4 D1 D2 D3 D4
    • 6. Arranging for Groups <ul><li>Group size </li></ul><ul><ul><li>Type of task will dictate </li></ul></ul><ul><ul><ul><li>Conveying info: large groups [25-30] </li></ul></ul></ul><ul><ul><ul><li>Open-ended discussion [10-12] (ensures enough diversity of opinion) </li></ul></ul></ul><ul><ul><ul><li>Problem-solving [4-6] </li></ul></ul></ul><ul><ul><ul><li>Laboratory problems [2-4] </li></ul></ul></ul><ul><ul><ul><li>Short discussion [pairs] </li></ul></ul></ul>
    • 7. Arranging for Groups <ul><li>Grouping </li></ul><ul><ul><ul><li>Self-selected </li></ul></ul></ul><ul><ul><ul><ul><li>Can be time consuming </li></ul></ul></ul></ul><ul><ul><ul><ul><li>May lead to a homogenous mix </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Could leave someone out </li></ul></ul></ul></ul><ul><ul><ul><li>Teacher-selected </li></ul></ul></ul><ul><ul><ul><ul><li>Balance groups by </li></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Sex </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Interest </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Ability </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><li>Be sure that at least one group member has the skills needed for the task </li></ul></ul></ul></ul>
    • 8. Establishing Groups <ul><li>Expectations </li></ul><ul><ul><li>Role of the activity clearly stated </li></ul></ul><ul><ul><ul><li>A research team approach should be developed </li></ul></ul></ul><ul><ul><li>Highlight cooperation and commitment to do one’s share </li></ul></ul>
    • 9. Establishing Groups <ul><li>Initial leadership </li></ul><ul><ul><li>Many activities do not require a leader </li></ul></ul><ul><ul><li>Groups > 3 need a leader for </li></ul></ul><ul><ul><ul><li>Accountability </li></ul></ul></ul><ul><ul><ul><li>Establishing responsibility </li></ul></ul></ul><ul><ul><ul><li>Recorder must be selected for any task to objectively report group’s contributions </li></ul></ul></ul>
    • 10. Establishing Groups <ul><li>The charge [purpose for being] </li></ul><ul><ul><li>Must be a clear picture of what students are to do </li></ul></ul><ul><ul><li>This should be stated early and clarified as needed </li></ul></ul>
    • 11. Group Interaction <ul><li>Every group has to learn to work together </li></ul><ul><li>Takes time to fit into and contribute to the group </li></ul><ul><ul><li>Member may become discouraged, disturbed or angry at each other </li></ul></ul><ul><li>Follows a Predictable Progression </li></ul><ul><ul><li>Some groups may start at stage 3 or 4 </li></ul></ul>
    • 12. Stages of Group Interaction <ul><li>Teacher’s Role </li></ul><ul><ul><li>Try to identify the stage </li></ul></ul><ul><ul><ul><li>Note the stages represent feelings , not the content </li></ul></ul></ul><ul><ul><li>Facilitate movement to a more productive stage </li></ul></ul><ul><ul><li>Make sure all feel included, accepted </li></ul></ul><ul><ul><li>Realize this may be gradual process for some groups </li></ul></ul>
    • 13. Stages of Group Interaction <ul><li>Teacher’s possible actions </li></ul><ul><ul><li>Suggest procedures </li></ul></ul><ul><ul><li>Focus and refocus group attention on the task </li></ul></ul><ul><ul><li>Clarify tasks, ideas </li></ul></ul><ul><ul><li>Give/repeat directions </li></ul></ul><ul><ul><li>Summarize progress </li></ul></ul><ul><ul><li>See group discussion PowerPoint for more </li></ul></ul>
    • 14. Stages of Group Interaction <ul><li>Stage 1: Groping </li></ul><ul><ul><li>When first grouped, they may not know each other </li></ul></ul><ul><ul><ul><li>May not know how to work together </li></ul></ul></ul><ul><ul><ul><li>May not trust each other </li></ul></ul></ul><ul><ul><ul><li>Still need to identify other’s skills, knowledge etc.. </li></ul></ul></ul><ul><ul><li>Some icebreakers and other activities to build group may help </li></ul></ul>
    • 15. Stages of Group Interaction <ul><li>Stage 2:Griping </li></ul><ul><ul><li>Discouraged when progress is slow </li></ul></ul><ul><ul><li>May attack each other verbally </li></ul></ul><ul><ul><li>May play negative roles, block group interaction due to discomfort </li></ul></ul><ul><ul><li>Focus the group on working to do a good job </li></ul></ul>
    • 16. Stages of Group Interaction <ul><li>Stage 3: Grasping </li></ul><ul><ul><li>With patience… </li></ul></ul><ul><ul><ul><li>Ideas start to fit together </li></ul></ul></ul><ul><ul><ul><li>Agreement emerges </li></ul></ul></ul><ul><ul><ul><li>More comfortable as they see progress is being made </li></ul></ul></ul>
    • 17. Stages of Group Interaction <ul><li>Stage 4: Grouping </li></ul><ul><ul><li>Understand and appreciate how others operated and contribute </li></ul></ul><ul><ul><li>Begins to function well and roles of building and maintenance emerge </li></ul></ul><ul><ul><li>High level work </li></ul></ul><ul><ul><li>Sense of “my group” </li></ul></ul>
    • 18. Stages of Group Interaction <ul><li>Stage 5: Acting </li></ul><ul><ul><li>All members play constructive roles </li></ul></ul><ul><ul><li>Shared leadership </li></ul></ul><ul><ul><li>Sharing in all decisions, planning etc.. </li></ul></ul><ul><ul><li>Feel good about the group </li></ul></ul>
    • 19. Effective Groups…. <ul><li>Know why they were formed and what they are to do </li></ul><ul><li>Openly communicate feelings and attitudes as they see this helps the group function </li></ul><ul><li>Make sure all members express themselves </li></ul><ul><li>Listen attentively to ideas of all members </li></ul>
    • 20. Effective Groups…. <ul><li>Recognize all members and their ideas are important </li></ul><ul><li>Accept that each is unique and has personal needs that must be met </li></ul><ul><li>Recognize the unique talents and abilities of each member and uses them all </li></ul>
    • 21. Effective Groups…. <ul><li>Recognize that its success is the responsibility of all members </li></ul><ul><li>Share the responsibility for leadership with each member taking a turn </li></ul>
    • 22. Leadership functions <ul><li>Help each person feel at ease </li></ul><ul><li>Build and maintain group over time </li></ul><ul><li>Help set and define goals </li></ul><ul><li>Achieve a cooperative esprit de corps allowing group to work toward goals </li></ul><ul><li>Get a task done </li></ul>
    • 23. Effective Leaders Return to previous slide
    • 24. So… <ul><li>Good interpersonal communication </li></ul><ul><ul><li>Among selves </li></ul></ul><ul><ul><li>With other groups </li></ul></ul><ul><li>Comfort </li></ul><ul><ul><li>Physical </li></ul></ul><ul><ul><li>Emotional </li></ul></ul><ul><li>A group may begin at any stage </li></ul>
    • 25. So… <ul><li>As interaction becomes directed and constructive, the group will begin functioning at stage 4 or 5. </li></ul>
    • 26. So… <ul><li>Group leaders must know and practice behaviors that move the group forward </li></ul><ul><ul><li>Leadership can be shared with group and with teacher </li></ul></ul><ul><ul><li>Teachers should hold group accountable for their behaviors </li></ul></ul>

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