Small Group

1. Social group
2. Task group
3. Ad Hoc groups
4. Task leader
5. Information seeker
6. Information giver
7. Evaluator-critics
8. Opinion giver
9. Energizer
10. Coordinator
11. Laissez-faire
12. Democratic
13. Authoritarian
14. Commit group members to the goals of their group
15. Fulfill individual assignment
16. Avoid interpersonal conflicts
17. Encourage full participation
18. Keep the discussion on track

Tuckman’s Five-Stage Model                 Fisher’s Four-Phase Model

Ⅰ     Forming                           Ⅰ   Orientation         

↓　　　　　　　　　　　　　　　　　　　　↓

Ⅱ     Storming                         Ⅱ    Conflict           

↓                                        ↓

Ⅲ      Norming                          Ⅲ    Emergence         

↓                                        ↓

Ⅳ       Performing                       Ⅳ     Reinforcement     

↓

Ⅴ      Adjourning       

Day 5

Topic: Analysis of a small group

Objective: Students analyze a small group in a video through the traits that they learned in classes.

Materials: Students- PowerPoint Day1 to Day 4  A teacher-a video (Ocean’s Eleven), activity sheets

Time                             Activity

9:00                 Describe today’s activity

Students analyze a small group in a video entitled Ocean’s Eleven and write its traits down on a piece of paper and do an activity sheet

9:05                 Hand out the activity sheet

Start to watch the short part of video and take a memo about the characteristics of the group (10 minutes)

9:20                 Students work on the activity sheet

9:35                 Make a circle and share students’ analysis about the group

9:45                 Finish up the activity

Collect students’ work sheets

Announce a topic of the next week

Day 5                       An activity sheet

                                       Name:                    

Which dimension is stronger: social or task? Why?

What kind of task roles did you find?

What type of leadership does the group possess?

What responsibilities do the group members have or lack?

   (You can choose one character in the group and describe him or her)

In which stage is the group? Analyze the group through either Tuckman’s Five-Stage Model or Fisher’s Four-Phase Model

Yuriko Onishi
Speech 400

Tasks and Teamwork

Task Needs in Groups

Objective: Students will identify and fulfill group task roles while participating in a mock group meeting/discussion.

Materials: Group task roles handout

Steps:
1. Introduce the subject of group presentations by asking students about their past experiences in doing group projects or presentations.

2. With the students taking turns reading roles aloud, discuss the handout of group task roles and ask the following questions.
A. How well would a group function if everybody wanted to do the same role? What might be some problems with that situation?
B. Do these roles happen unconsciously or are they assigned?
C. Have you ever been in a group in which members assumed any of these roles?
D. Do you think implementing these roles in your next group project would be helpful?

3. Read off the list of group task roles and ask students to raise their hands when a role description appeals to them. Discuss with students that different roles will appeal to different people, so these roles give group members the opportunity to participate in a way that is comfortable to them and that utilizes their abilities.

4. Tell students that they are now going to practice group task roles. Divide students into groups of 5-8 students.

5. Explain that the students are going to be assigned a discussion topic (see below) and will then create a “script” for a group discussion. Each participant will be assigned a different role and must have at least four lines that show their understanding of role responsibilities and that clarify for the whole class which role they are fulfilling. Depending on the size of the groups, instruct students to choose the roles that they feel are most crucial or to combine certain roles.
NOTE: If you are teaching other group roles at the same time, groups could integrate those roles into the skit as well.

6. Depending on how much time you want to spend on this project, students could be given two to several days to write, practice, and perform their skits for the class. After the groups present their skits, their classmates will guess which role each student had and give evidence to support their reasoning.

Results: The next assignment that students will be involved in will be a group presentation about a topic they choose, using the roles that they learned about to facilitate the discussion, search for information, and to create the presentation. If time is limited, the skit could be extended for several days, as mentioned above, and fill the need for a group speech presentation; in this case, each group should definitely combine both task and maintenance roles into their groups to show a more realistic group example.

Possible Topics
*Be sure to tell your class that these are all theoretical situations!

1. A new class is being added to your school’s curriculum. Which class should be added? Why? What are the problems or benefits of this class? How would you establish this class into the curriculum?

2. Your school has just received a $10,000 grant. How should this money be spent? Why? What are the pros and cons of spending the money this way? How would you convince others to agree with your idea? How would you get started on this project?

3. Your group must complete a community service project for class. What project do you want to complete? Why? Who would this help and what problems might you run into? How would you get started on this project?

Group Task Roles

DISCUSSION LEADER develops the meeting agenda; leads group meetings; keeps the group on task; makes sure everyone can and does participate; proposes goals, new ideas, and solutions; suggests procedures

COORDINATOR clarifies the various suggestions, ideas, and opinions and coordinates them

INFORMATION SEEKER seeks clarification of suggestions based on facts relevant to the problem

OPINION SEEKER asks for clarification of values which the group holds in relation to the problem

SUMMARIZER clarifies and summarizes information for the group; draws members’ activities together; offers conclusions

EVALUATOR subjects the groups activity to some criterion, for example, practicality, logic, etc.

PROCEDURAL TECHNICIAN performs routine tasks for the group such as secretary/treasurer; timekeeper

ENERGIZER stimulates the group to action, leading to closure

*ALL participants should fill the roles of contributing ideas, information, and opinions.

Nicole Peters
Fall 2009

A Look through the Fish Bowl

Roles in a Group

Objective: After completing the lesson, students will be able to identify roles in a group and their significant behaviors.

Materials: Desks, Observation forms

Steps:
1. There are many roles a member can play in a group. Take a moment to talk and ask students what roles they have played before.

2. Form groups of 8-10 students. One group will be designated as Group A and the other as Group B. Group A will be the participants while group B will be the observers. Designate one person in Group B to keep time.

3. Have students sit in a “fish bowl”, with the A’s in a close circle and the B’s surrounding them in another circle.

4. Have the B’s take a quick look at the Observation forms before the A’s see the group exercises.

5. Group A should choose one of the group activities listed below. After 10 minutes, the B time keeper will inform them that their time is up.

6. During the discussion B’s should use the observation forms and watch for evidence of different roles being performed by members of Group A. Jot down behaviors that seem to characterize various roles. Their job is to report observations, not evaluations, of group members or activities.

7. After the discussion, B’s will report their observations to the whole group.

8. Discuss the Group Questions with the entire group.

9. If time allows, switch each group’s role. A’s will now be the observers and B’s will be the participants. Repeat the following steps.

Results: Students will complete the individual summary sheet and hand it in to the teacher at the end of class.

Group Exercises

1. Hypothetical situation: The teacher is willing to add between 1 and 50 points (out
of 1,000) to students’ grades for notable class participation this semester. Devise a
plan to determine the number of participation points each student should receive.
Your job is to come up with a plan to assign points, not to assign them. The plan
should be a workable, fair plan that you can present to the teacher.

2. Money ($1,000) has been given to the school and is to be used for new technology.
You, the students, are in charge of deciding what is to be bought for your school. What pieces of technology would you buy? How would it help the school?

3. The school is thinking about getting rid of two different sports or organizations at school. Working with your group, how would you decide which two organizations and/or sports would be cut from the program. Explain your rationale. How then would you inform the students involved with those programs? What would you tell them?

Post-Observation Discussion Questions for the Whole Group
1. Which roles did each person fill?

2. Which roles were not filled?

3. Which roles were competed for?

4. Why might group members see their own behaviors differently from each other?

5. Why might observers and group members “see” behaviors differently?

6. Was there any role fixation?

7. For participants: Which roles were you comfortable in? Did you have to stretch yourself
to fulfill any roles that aren’t part of your usual repertoire? Which ones?

8. What decision-making method(s) was used by the group?
Observation of Group Roles
Task Roles in Groups Describe Behaviors Here
(Verbal/Nonverbal) (Include Names Of Participants Displaying Behaviors)

1. Initiator/contributor (proposes ideas, solutions, suggestions)

2. Information seeker (asks others for relevant information)

3. Information giver (offers facts, relevant evidence)

4. Opinion giver (states opinions and beliefs)

5. Opinion seeker (asks others for opinions/beliefs)

6. Elaborator/clarifier (expands ideas, shows how idea would work for group)

7. Coordinator (clarifies relationships among contributions)

8. Diagnostician (assesses group behavior, “We spend a lot of time . . .”)

9. Orienter/Summarizer (reviews and identifies themes in what’s been said)

10. Energizer (invigorates, enthuses group for task)

11. Procedure developer (attends to seating, equipment)

12. Secretary (keeps notes)

13. Evaluator/critic (constructive analysis of accomplishment)

Other comments

Social/Maintenance Roles In Groups Describe Behaviors Here (Verbal/Nonverbal) (Include Names Of Participants Displaying Behaviors)

1. Supporter/encourager (praises, accepts others, warmth and recognition freely given)

2. Harmonizer (mediates interpersonal conflicts and reduces tensions among group members)

3. Tension reliever (helps relieve anxiety and pressures in group)

4. Conciliator (offers options if his/her ideas are creating conflict, maintains cohesion)

5. Gatekeeper (keeps channels open; encourages interaction.)

6. Feeling expresser (makes feelings/moods of group and self explicit)

7. Follower (passive acceptance of group movement)

Dysfunctional Roles
1. Blocker (prevents progress by raising objections constantly)

2. Aggressor (aggressively questions others’ motives or competence)

3. Deserter (refuses to participate, take stand, or respond to others)

4. Dominator (interrupts, monopolizes)

5. Recognition-seeker (boasts, brags, and calls attention to self and accomplishments inappropriately)

6. Joker (shows lack of involvement by clowning or joking in excess)

7. Cynic (shoots down ideas, discounts chances for success)

Individual Summary
Roles that I am most comfortable with in most groups:

Why are these roles comfortable for you?

Roles that I am least comfortable with:

Why are these roles uncomfortable for you?

What would it take for me to feel comfortable with some of these roles?

Roles I may compete for:

In what circumstances?

Decision-making method that I tend to gravitate toward:
Why?

Decision-making method I’m most comfortable with:

Decision-making method I’m least comfortable with:

Stacy Laue
Fall 2009

What is the Agenda?

Agenda Setting

Objective: The students will be able to comprehend the difference between Agenda Setting and Agendas in Small Groups.

Materials: Use a projector or other technology to look at the “Agenda Setting Applied to the Civil Rights Movement” page. Internet access to YouTube is needed.

Steps:
Note: Both types of agendas are included in this lesson. The professor may choose to omit one of the following types depending on the content in a given course.

1. Provide the students with the following notes:
• Agenda Setting- how public awareness and salient issues are reflected by the news media.
o The press and the media:
1) Filters and shapes reality, but it does not constitute a real representation of reality.
2) Focuses on certain issues so that the public might view the same issues as more important than others issues.
o Different forms of media can influence the public differently.

2. Discuss with the class how Agenda Setting was used on the page that depicts two situations from the Civil Rights Movement.

3. Provide the students with the following notes:
• Creating an Agenda for a Small Group Meeting (Ties into Leadership)
o Responsibilities of the group leader:
• Prepare an agenda (goals; what one would like to accomplish in the meeting) for each meeting. Share this with the group members. Once individual members are able to understand the leader’s agenda, they will be more likely to share in the leader’s vision for the group and will be more effective.
• Analyze the group and each individual according to their characteristics. For example, what are the needs of each individual? What are their strengths and weaknesses?
• As the leader, analyze oneself. Questions to consider: What are your needs, expectations, strengths, weaknesses? How can you become an effective leader?
• Consider the meeting place for each meeting. Be able to understand how the physical makeup and location of a meeting might affect the group’s effectiveness.

4. Watch the following clip from YouTube: Remember the Titans – Coach Boone Speech. http://www.youtube.com/watch?v=E_HFCYz4x6o

5. Discuss how Coach Boone created an agenda and its effectiveness.

Results: The students will be able to comprehend the difference between Agenda Setting and Agendas in Small Groups.

AGENDA SETTING APPLIED TO THE CIVIL RIGHTS MOVEMENT:

Carrie Miller
Fall 2009

Anti-gravity on the Surface of the Earth

(AKA Helium Pole)

Leadership

Objective: The students will be able to recognize different types of leadership as well as identify obstacles that hinder a group from accomplishing a task.

Materials: a soft small ball (or other small object that can be easily tossed.) Expandable tent pole, or broom stick, or some other form of a stick. You can also use a hula-hoop. It is best if the object is round.

This should be done right before the students get in groups to do a group speech.

Note: The bigger the group the harder this activity is. If you feel you have too many students in your class to warrant one group, you may split the group into two. This activity is not supposed to be easy. If it is, there is another activity included you may use in addition to this one. This activity might cause a few outbursts in the group. There will be those who will attempt to take charge right away, and some who will get very frustrated with the leaders, and with themselves. This is okay. If it gets out of hand, you may stop the activity. But makes sure to discuss the results with the students.

Simple Steps:
Split the group in half, one half in a line facing the other half (which is in a line) Extend arms at waist level, palms up only the first two fingers pointed at the other line. Place the pole on the fingers. Fingers must remain in contact with the pole at all times. Lower the pole to the ground. When it rises above their heads, start over. When they finish, debrief.

Expanded Steps:
1. Split the class in half. You can do this by numbering off 1, 2, 1, 2, or by having everyone find a partner.

2. The 1’s should stand in a line and the 2’s in a line, each line facing the other.
a. If you are using a hula-hoop, have the students stand one circle. You may have to use two groups each with their own hula-hoop.

3. Have everyone take their hands and extend them in front of themselves palms up at waist height. Then have the students make the two finger peace sign.
a. You should see a row of fingers between the two lines.

4. Place the pole/broomstick on the students’ fingers. Tell the students that their fingers must be touching the pole at all times. If you see a student loose contact with the pole, the entire group must start over.
a. If you have two groups, you can also penalize the other group. Ex. If a member of group 1 looses contact, you can make both groups start over.
b. Or if someone in group 1 looses contact, you can make group 2 start over but allow group 1 to continue.

5. Now you may tell the students the object of the activity which is to lower the pole to the ground.
a. Do not tell them to start or how to do it. Simply tell them the directions and stop talking. It is their job to begin.

6. The pole will begin to go up. If it gets above their heads, remove the pole and start again.

7. If the pole goes above their heads more than four times, stop the activity and begin the discussion questions. Let them discuss for awhile, they will probably come up with solutions while they are discussing – this is fine.

8. After a while, put the students back in their lines (or circle) and have them begin again. This time, tell them that no one may speak.

9. When the pole goes above their heads, start the activity over again. They will eventually get the pole to ground.

10. After they have gotten the pole to the ground or tried and failed enough times, stop the activity and have everyone sit in a circle ( or put their desks in a circle).

11. Begin the Debrief section. In order to speak, the student must be holding the ball. If they don’t have the ball, they don’t get to talk.

12. For the first two questions, just pass the ball around the circle. Starting with “General Observations” (question 3) the students can raise their hand if they wish to speak and the previous speaker just tosses them the ball.
a. When you are ready to move on to the next question, raise your hand so you get the ball. (you must follow the talking rule as well.)

Debrief questions: (In this order)
One word response (everyone must answer, pass the talking ball around the circle).
1. What are you feeling right now?
2. Did you like the activity? Why or why not?
Some people will talk about how they didn’t have control, or they were annoyed at those in charge.
3. General Observations.(Not everyone has to answer the following questions.)
This one may take a while, that is fine.
4. (if they accomplished their goal) What finally got the pole to the ground?
5. (If they didn’t accomplish the goal) Why didn’t you get the pole to the ground?
6. How did that make you feel?
7. What do you think leadership is?
8. How does this activity apply to the concept of leadership?
a. Make sure they talk about the roles of a group. i.e) the leader, the followers, the suggestion makers, ect.
9. Did you learn or realize anything about yourself?
10. How does this apply to your everyday life? Relationships?

Things to make sure they talk about:
Confidence
Different types of leaders
Control issues

Results: The students will be doing a group speech next. For homework, the students must write a one page minimum response to the activity. (because some students will not talk during the debrief.)

Carey Teters
Fall 2009

Solve This!

Small Group Problem Solving

Objective: After the completion of this lesson each student will be able to work effectively in small groups.

Materials: None

Steps:

1. Break the class down into groups of 5

2. Start with the Hodgy Podgy activity
a. One student will start a story with a single word and every person adds a word until the group feels their story is complete.

3. The next game is called 2 Truths and a Lie
a. Each person gets the opportunity to tell 2 true things about themselves mixed in with one lie. Group members must decipher the lie.

4. These activities break through primary tension and allow for group work to continue into the secondary phase.

5. Once the icebreakers are completed, the teacher will give each group a problem to solve (the problem MAY require VERY LITTLE outside research, try and do most in class)

6. Use in-class time to ensure group work is distributed evenly.

7. Let the group brainstorm and discuss their ideas within the group setting.

8. When the problem is solved (by group standards), each group will give a presentation over their problem and proposed solution

9. Make it known that grading will be based on work accomplished, and utilizing teamwork effectively (Divide and Conquer approach- everyone in the group should be involved to complete the work)

Results: The students are able to work in a group situation in order to solve a problem. They must utilize their group members in order to solve the problem efficiently.

Katie Hall
Fall 2009

Maintenance Roles in a Group

Objective: Students will understand the definitions of the various maintenance roles in a group and will demonstrate this understanding through their small group work and presentations.

Materials: Resources for students- pens, paper, computers, and (monitored) internet access.

Steps:
Part 1
1. Tell the students that maintenance roles in groups ensure that groups operate in an emotionally healthy and supportive environment.

2. After providing the students with a few examples of maintenance roles in groups (supporter, joker, sharer, process observer, etc.), the teacher will place students in groups.

3. Within their groups, students will make lists of possible maintenance roles in groups.

4. Allow a few minutes for groups to create their lists, and then collect the lists and compile an overall list with which to work for part 2 of the assignment.

Part 2
1. Have students collaborate on group speeches within groups focusing on a certain role. One group may be the “supporters,” on may be the “sharers,” etc. Have each student evaluate a fictional character- either from a novel, movie or television show, etc.- who encompasses the qualities that are present within their certain maintenance group role.

2. Each student will evaluate his or her own character, but then each group will present a cohesive presentation that compares all of the characters, that fulfill the same role, within the group.

3. Each group will present their cohesive presentations to the class, and may use visual aids such as excerpts from a novel on an overhead projector, or clip from a movie or TV show on a projector, to demonstrate their characters.

4. For a homework assignment, students will be asked to write short responses in which they will describe which role they believed they fulfilled in their groups and why.

Result: Students will understand and be able to recognize a variety of maintenance roles within a group.

Elizabeth Thomas
Fall 2009