Formation Of A Group Essay

“When groups are planned so that each member's strengths have authentic importance to the ultimate success of the group's activity, this creates a situation where individual learning styles, skills, and talents are valued, and students shine in their fortes and learn from each other in the areas where they are not as expert.”(Willis)

group is a beneficial way to bond with others, feel a variety of different emotions, and learn new

In a world for teenagers, there is high school. Attending these high schools are millions of students who are all so diverse. In the U.S. today, the adolescents are more isolated from adults and children outside of their age group than ever before. Age segregation has created a youth that is different from adult culture in its values and attitudes. Society is constantly changing from generation to generation causing teenagers to rely on one another to teach them things that adults cannot. Adolescents have survived by creating groups and growing with each other as people.

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

With the heterogeneous groups the level of discussion and cooperative work is increased, providing benefits for every student partaking. According to Paul Burden and David Byrd (2012), “Having students work in groups generally has a positive effect on their achievement when compared to their work as individuals.” Small-group work and discussions allows for students to improve their communication skill, cooperation skills, and gain new insight and understanding from their peers in a way that could not be achieved working alone.

Humans are social beings who organize themselves into groups that share a common interest and are essential for discovering, developing meaning, and self-worth. Groups are important for everyday work, and they work toward achieving a goal. Groups increase the information of one person by combining ideas and knowledge. They can also help people in their social life through interacting with other people and bypassing their comfort zone. Not much work can be done alone, whereas a group can help solve problems and assist each other in work. Our group shows example of docile, zealous, humble, and diligent whether it be in our group or each members and everyone contribute to keep the group working.

The Group Project was about recycling and how we should approach and make sure to recycle what we have to have a better economy and make sure to reduce the pollution levels that are caused by the trash we throw on the ground and how it would affect other person’s pleasure. The project was expressed in a non-verbal communication we set out a play which sends a point to the importance of recycling through silent acting.

The small group that is being proposed is designed for adolescent boys, ages 13-17, who have been recently diagnosed with a mental illness. The focus of the treatment group is for the boys to come to accept their mental illness using the seven stages of death designed by Elizabeth Kubler-Ross. While in group, they will not only come to terms with their mental illness but also become comfortable expressing emotions they may be experiencing, as well as build self-esteem due to the stigma of mental illness.

This semester I was involved with two uniquely different groups for presentations, The Rule of Three and FlixList. The first group had a total of three members while the second group started off with five members, but grew to six during the course of the project. Both groups shared similarities such as they both experienced the establishment of roles within the groups, both experienced group cohesiveness (albeit in different ways and on different levels of cohesion), both groups picked topics and executed plans to be successful in the desired outcome of both groups and attainment of group goal which, in both cases, was ultimately earning a good grades on our presentations. On the other hand, the groups in which I was involved in were

Interestingly, other studies support the perceived barrier of the lack of face-to-face interaction noted above in social theory of learning. Daniel, Schwier, and McCalla (2003), noted that the concept of community as a learning organism provides the framework for investigating learning concepts as it relates to individuals and groups and serves as the basis in analyzing and understanding learning as a social process (Masika, R. & Jones, J., 2015). Tinto (2003) goes on to support this by concluding that students learn better together and build support groups that go beyond the classroom when they

In this Memo, I wanted to highlight some key points in regards to the group work that we will be performing in the incoming weeks. Everybody has specific strengths and weaknesses, and hopefully this will allow us to recognize specific strengths and weaknesses, along with any possible concerns.

The second “best practice” for group work is to look for the best in people. Refrain from going into the project with negative expectations of the assignment or members of the group. In addition, bar yourself from masking your own insecurities by pointing out faults in others. Look for and expect the best from every member of the group, including yourself. Ask yourself how what each person’s strengths are and what makes them a valuable contribution to the group (Hunter,

Middle school students, also known as adolescents, aged ten through fifteen go through a massive change of life. These students are transitioning from being a child to being a mature adult. Development will range depending on the student. Some fifteen-year-old students may act and look like a ten-year-old student, while some ten-year-old students may act and look like a fifteen-year-old student. The main areas of development at these ages include Intellectual, Emotional, Physical, Sexual, Social, Personal, and Moral Development. While the adolescent develops in these areas, we as the teacher must promote harmony inside and outside of the classroom. Some teachers today tend to promote discord in the classroom. The best ways to promote harmony inside and outside of the classroom is discussed in David Strahan, Mark L’Esperance, and John Van Hoose’s book titled Promoting Harmony: Young Adolescent Development and Classroom Practices Third Edition. The book consists of five chapters. Chapters Two through Four focus on the development areas while Chapters One and Five directly focus on ways to promote harmony inside and outside of the classroom.

Being a member of a group helps develop interpersonal skills, such as speaking and listening, working with and motivating others and leadership. “ The interpersonal and organizational skills needed for managing a group project need to be highlighted in any assignment, so that students recognize the importance of such things as: listening, clarifying statements and providing good feedback; keeping discussions on task; probing assumptions and evidence; eliciting viewpoints and perspectives; mediating conflicts; and summarizing and presenting findings.” (Bosworth, 1994) These skills are very important to learn while in highschool, so that a strong communicational foundation is built for later in life, such as college and career opportunities. These communication skills also help with good team building skills, if one can communicate his/her thoughts more clearly to their peers then the team will be more fluid and able to solve the tasks at hand in a more timely fashion. This brings the argument to the need for a development in team working

I used to believe that I did not perform very well in groups. I am an observer who likes to learn alone. I thought I learned best when I worked on my own. Even though I always knew group work had many positive values, I was more comfortable with the lecture-based approach and resisted group work merely because it involved change, not because it had a collaborative learning approach. However, during the learning community project, I came to realize that I learn more effectively when I work in groups. Working in a group was like an adventure for me; there were both exciting and challenging times while preparing for the learning community project.