Group Dynamics Teacher Resources

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Third graders practice teamwork. In this group dynamics lesson, 3rd graders play a team game that requires them to determine strategies of play as they work as unit to achieve their goal.
Young scholars practice tools of observation and action to become a more effective leaders and facilitators. They engage in group exercises, one-on-one, and journal writing. In addition, they create base groups that to experience group development and process.
Students experience leading and facilitating in a group setting and to observe what roles they play in a group. They apply tools tools for observation and action to help them to be a more effective leaders and facilitators.
Students ask essential questions and problem solve. In this science lesson, students investigate problems solving models, strategies, group riles and group dynamics. They explore group problem solving as they complete their assignment.
In this group dynamics and leadership lesson, 11th graders watch a video and complete a worksheet based on group dynamics and leadership, they then discuss how the video has impacted them.
Students identify the many groups to which they belong and consider how groups are formed. They explore group dynamics and how group rules influence individual choice and develop strategies that might influence their groups.
Research how DNA, the genetic blueprint of living organisms, plays an essential role in the continuity of life. High schoolers will summarize how their influence may very well effect the destiny of the population from one generation to the next. Using interactive learning, group dynamics, and critical thinking learners will use critical thinking to participate in a bean activity to understand the big ideas.
Students play a game. In this communication and loco-motor skills lesson, students are dividend into teams to play tag. Each team devises a plan and specific strategies of how they will tag the players on other teams. Students assess their strategies and how effectively they worked.
Students identify the various forms of bullying in a class discussion and to sort out the situations that can hurt outside and inside. They count the number of bullying incidents posted on the bulletin board to find which occur most often. Finally, students create a Fishing for Feelings display by coloring fish and pasting them on the colored water.
Young scholars take an international trip to explore global issues and problems. In preparation for the trip, groups of students participate in a role play of situations they may face overseas. They discuss the outcome and problem solving for each situation.
Students conduct controlled practice in ten frequently used multi-word lexical items and engage in speaking practice to activate personal engagement with the target language.
Students discover the group dynamics necessary to produce an American musical in this six day lesson. Themes and characterization techniques are explored during collaborative small group research projects.
Students explore stress and strength in engineering design. In this engineering lesson, students become familiar with terminology associated with stress and strain on building material. They will have a class discuss about how their beam designs handle stress and strain.
Students identify and categorize knowledge needed to design an experiment. They observe, recognize and describe the motion viewed. They document any changes caused by various solutions.
Students make a tight shoulder-to-shoulder circle. They are asked to turn to his or her right. Students squeeze in tight, they are explained that on the count of three, everyone slowly sits down. Once they are successfully seated, they are asked, what if each one of them in the circle represented a plant in an ecosystem? What would happen if one of us was killed because a new mall was being built or if one of us died from too much pollution?
Students study the role of the U.S. Supreme Court in U.S. history. They explore current events about the U.S. Constitution and discuss the Marbury v. Madison case from 1803. They identify the term "judicial review" and judicial philosophy.
Fourth graders go on a challenge course to explore how individual behavior affects individual and group goals. Objectives and guidelines be given for the activity (rappel-tower). A group discussion occurs afterward on behaviors vs. outcomes.
Students consider how to internalize group norms. They descirbe a situation where people internalize group norms and a situation where people do not internalize group norms. They brainstorm examples of group norms and define internalize. They write an essay including one example of a group norm at school they follow and one they do not follow.
Students list the qualities of a good leader as well as the various roles of group members. They discuss how good leaders help make the group more successful and identify people in their community who are good leaders. Students offer suggestions for how to work successfully in a group.
One-third to one-half of the population are introverts, yet they are increasingly subjected to a culture where being social and outgoing are prized. And as author Susan Cain argues in this video, "When it comes to creativity and leadership, we need introverts doing what they do best." Support your learners who thrive on solitude and greater autonomy, and encourage them to generate ideas free from distortions of group dynamics. Cain eloquently emphasizes that as much as we emphasize group work and collaboration, it is just as important to instruct learners how to work on their own.