Literaturnachweis - Detailanzeige
| Autor/in | Kuehmichel, Shannon |
|---|---|
| Titel | Examining Small-Group Roles through Team-Building Challenges |
| Quelle | In: Communication Teacher, 36 (2022) 4, S.275-280 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1740-4622 |
| DOI | 10.1080/17404622.2021.2024866 |
| Schlagwörter | Leitfaden; Unterricht; Lehrer; Cooperative Learning; Teamwork; Group Dynamics; Student Role; Problem Solving; Learning Activities; Communication (Thought Transfer); Student Behavior |
| Abstract | This original teaching idea uses an adaption of the STEM activity the Paper Tower Challenge to have students examine task and maintenance roles as well as non-functioning behaviors in small groups. While problem solving as a small group, students navigate conflict and frustration, assume various small-group roles, and then reflect on their own and their group members' performance. The activity includes the challenge, a set of reflection questions, a discussion procedure, and adaptations for virtual students and for diverse classrooms. Courses: Introduction to Public Speaking, Small Group Communication, and Oral and Interpersonal Communication. Objectives: Affective: Students will persevere through frustration and conflict in small-group team-building challenges. Behavioral: Students will perform various task roles, maintenance roles, and non-functional behaviors (see Appendix for descriptions) that affect the outcome of group work. Students will collaborate to solve a problem. Cognitive: Students will increase their knowledge by identifying and applying group roles and behaviors. Students will assess their own performance with a series of reflection questions. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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