Ccse Student Students Retreat

Developmental Sequence in Small Groups. The article focused on two realms of group development: interpersonal relationships and task activity. He hypothesized a four stage model in which each stage needed to be successfully navigated in order to reach effective group functioning” (Bonebright, 2010, p. 113).

A useful theory to explain our processes and development as a group is Tuckman’s theory of group working which explains the stages that a group will progress through in order to achieve an objective, including the Forming, Storming, Norming, Performing and Adjourning stages (Mindtools, 2016). The forming stage was pre-established for our group because we had been allocated together prior to the task and we had already managed to build relationships with one another. It was at the storming stage we began to establish our roles within the group and allocate tasks for

However, if we spent a few moments to get to know each other a bit better, we might find that bonding a positive component in working together in this group and completing assignments. Individuals in group G have expressed their concern with another class group they have and how the communication is not flowing as it does in this group. They are frustrated and overwhelmed with the issues that are problematic in the other groups. There has been descriptions of social loafing and levels of conflict in discussing some of the issues the individual group members have expressed. One of the main complaints is based on how they communicate which is a slow process if only done via email, which one of the group mates has express of how they

The teacher prepares the students to operate in a small group together. This practice can enhance the student’s cooperative learning skills.

Throughout middle school and my freshmen year of high school, I was never extremely comfortable in large group projects. For most of my life, I preferred to work alone or do most of the work in group projects. There was a time, however, in my sophomore Project Lead the Way class where my teacher was explaining to us the grave importance of group work and how it translates into the real world of engineering. After the speech, we were put in groups of eight to solve simple engineering problems, and I began to push myself to interact with my unknown peers. Slowly but surely, I grew more comfortable in group scenarios and kept pushing myself forward. Looking forward to today, I am a captain of my soccer team and a constant leader in group projects

Small groups require active teaching with much teacher guidance or involvement. Small groups can teach the context better than a larger group, allowing for no child to be struggling and left behind. Reading, math and science can benefit from small group interaction. Each student has a chance to be heard, voice his opinion or conclusion, get a response from the teacher and the other group participants, and close the gap for error. The key for successful learning is when the teacher involves himself and gets excited about what the children are to be taught. This is also true in group study as

In Case Study 5.1, Mrs. James not only effectively started her class with sharing her own experiences and building relationship with her students but also emphasized the importance of group work, which is in helping and learning from each other. She illustrated the following strategies and routines that supported cooperative learning: room arrangement, talk and movement procedures and individual accountability by building students’ social, explanation and sharing skills.

Seeing what these students struggled with has inspired me to teach and try to incorporate into my future classroom the educational skills students will need. These skills include learning to think critically, efficiently reading and writing, and developing arguments with backed up evidence. When students are exposed to these skills, they will enter the university level, and their future career paths prepared. Also, in my classroom, I want to challenge students and watch them grow to their full potential. I want to take students at different levels and see them develop together for the betterment of each individual. Therefore, group work is essential to having a thriving class. The impact of group work, when students help fellow students, changes each person and transforms the atmosphere of the class as a whole. Thus, I believe it is crucial to help students develop their social and interaction skills through group work and

Our class was grouped in clans of eight to nine students. These groups were varied so that we weren’t paired with the people who we usually hang out with. We participated in events that challenged us both physically and mentally. Some of the more physically demanding activities included an all day hike and a set of challenge courses to push us to try harder. Events like the night hike and the blindfolded activity improved us mentally. We also got to do fun events like playing games and have a bonfire. The best part of our trip to Westminster Woods has to be the blindfolded

The first was getting a scheduled time that worked for absolutely everyone. I don’t believe I was till the last two or three weeks that we had a group meeting that worked for everyone to show up. Most of the time people were going to come late or couldn’t make it because of previous commitments like a job. Thankfully in the end the project became more of a priority. As we all learned and memorized our lines by ourselves, we put attitude and movement to it as a group. One time there was class time of almost an hour to work on our plays and every group left expect for ours. We took it upon ourselves to practice in the space we were to eventually preform in and you gave us helpful feedback to each character that allowed us to make the play even better. The second hardest part of our group meetings were that because we bonded so well together we always had a rough time of getting down to work. The first 45 minutes of every group meeting was spent just catching

The orientation weekend served many different purposes for the students in both Recreation Management and Therapeutic Recreation. The first purpose of the retreat was to help students gain a better understanding of recreation. Many people, including myself before this orientation, believe that recreation is solely sports. However, that fact is far from true as recreation encompasses many different aspects such as art, music, photography, knitting, and running. Once students understood the different aspects of recreation they were able to learn more about their programs. This was done through having older students interact with new students, and by having professionals speak to the new students. The professionals were in both the Recreation Management and Therapeutic Recreation fields. Since my program of study is Recreation Management, I got to hear all about that field. In the speeches I learned how to get involved in recreation early on, how important managing recreation is, and about the

As a “ritual”, new hires, interns, and current employees go to Deloitte University for training at least once a year. Some specific groups also host their own trainings in Chicago or Miami. All interns attend the annual intern conference at Deloitte University regardless of the semester they interned. For example, I interned during summer 2016, but there were interns from fall 2015 and spring 2016 present at the same intern conference. At the intern conference, interns participated in team building events and simulations. The keynote speaker was Mallory Weggeman, a Paralympic swimmer. I liked that this process is relevant to all Deloitte employees at every level of seniority. When I participated in team events, the group looked and felt cohesive and special.

Tuckman proposes that groups develop via five stages; forming, storming, norming, performing and finally adjourning (Archee, Gurney, & Mohan, 2013a). The first stage, known as forming, involves clarifying the task and purpose of the group, and identifying boundaries of both the task and interpersonal behaviour (Archee et al., 2013a). For the presentation task we were randomly allocated into groups. This worried me greatly as I have struggled in the past with group members who do not contribute equally or see the task as important as other group members. To avoid this problem, the group collectively determined and agreed upon a number of ground rules. For example, we decided that all group members were expected to contribute equally to the presentation, all group members were expected to attend and contribute at all group meetings, and all group members would adhere to agreed upon deadlines. Having failed to do this in previous group assignments, this clarification stage

When doing so the other group members were active listener, by using their whole body verbally and nonverbal. Like facing the speaker and giving eye contact and try to avoided interruption. The group also acknowledges the thoughts of the speaker by giving constructive feed back. Due to the effectiveness of the group communication, we were able to build trust, respect and understand the issues and make decision for effective change. We illustrate this by coming together as a group one again to accomplish the goal we initially wanted to accomplish. Since the first organization that we had chosen was incorrect, so we had to make the necessary changes to accomplish our goals. The other effective feature is the purpose of the group. Kozier et al (2010) stated that the effective group purpose is when “goal, task, and outcomes are clarified. Understanding and modified so that members of the group can commit themselves to purposes through cooperation” (p.401). For instance, each individual was assign a task and knew what was to be accomplished. As group we all decided to meet at suitable day and time which was beneficial to all team members, because we could commit to the group and focus on what needed to be achieved.

“Group work is a form of voluntary association of members benefiting from cooperative learning that enhances the total output of the activity than when done individually”.