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Group Dynamics: Helping Groups to Work Effectively. Courtesy of Deborah Allen and Betsy Lieux. Session Objective. To explore and discuss strategies an instructor can use to maintain functional groups in the classroom. WHY USE GROUPS?. Committed to it based on research and observation

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Presentation Transcript
slide1

Group Dynamics:

Helping Groups to Work Effectively

Courtesy ofDeborah Allen and Betsy Lieux

slide2

Session Objective

To explore and discuss strategies an instructor can use to maintain functional groups in the classroom

slide3

WHY USE GROUPS?

Committed to it based on research and observation

Simulates the “real world” - use of teams

Learn better when actively involved

Peer instruction, teaching each other

Learn more fully and with less effort

Learn in context

Johnson, Johnson and Smith. ERIC ASHE

Higher Education Report No. 4

slide4

The Top Five Ways to Wreck a Group

List 5 behaviors or actions that

can undermine good group

Function.

Report out in 5 minutes.

slide6

Questions to Consider

What if anything is wrong with this group?

What could be done to help this group work better?

Could this situation have been prevented?

slide8

Questions to Consider

What if anything is wrong with this group?

What could be done to help this group work better?

Could this situation have been prevented?

slide9

Videotape Credits

Authors:

“I Want To Be in My Professor’s Group” – Jessica Horvath

“Dawn’s Eight O’Clock” – Harold White

Director: Nancy King

Producers: Deborah Allen & Harold White

Student Actors: Melissa Reddish, John Dueber,

Michelle Lyons, Eric Moskal, Crystal Mack,

Amanda Simons

slide10

Suggestions for Using Groups

Set the stage early.

Select heterogeneous groups.

Use permanent groups of about 4-6.

Rotate roles of responsibility.

Construct group-selected ground rules.

Use periodic peer evaluation.

slide11

Using Groups in Larger Classes

Strategies that can work:

Well-defined activities

Bring the class together for discussion and/or clarification at about15 min. intervals

Group products

Look for signs of behaviors that undermine group function

Use undergraduate (peer) group facilitators

slide12

nce upon a time...

A team of students had four members called Everybody, Somebody, Anybody, and Nobody. There was an important job to be done. Everybody was sure that Somebody would do it. Anybody could have done it, but Nobody did it. Somebody got angry about that because it was Everybody’s job. Everybody thought Anybody could do it but Nobody realized that Everybody wouldn’t do it. It ended up that Everybody blamed Somebody when Nobody did what Anybody could have done.

- Graham Gibbs, “Learning in Teams”