The class as a group

Brief overview of classes seen as groups, and the influence of group processes on teaching and learning. (Complementary material at learningandteaching.info)

Transcript

1. Working with the Class (1.6 Demonstrate effective communication with learners and other professionals to enhance learning)
2. Working with the Class “Insanity in individuals is something rare—but in groups, parties, nations and epochs, it is the rule.” Friedrich Nietzsche (1844-1900) Beyond Good and Evil: 156 (1886)
3. www.learningandteaching.info/teaching/usingthegroup.htm
4. There are many ways to skin a cat.
5.  Face value  Individual interaction  Structural properties  Baggage  Systemic processes
6.  Face value  Individual interaction  Structural properties  Baggage  Systemic processes This is about Content, but not Process
7.  Face value  Individual interaction  Structural properties  Baggage  Systemic processes The level of most obvious concern; behaviour and distraction
8.  Face value  Individual interaction  Structural properties  Baggage  Systemic processes features which affect the life of the class group
9.  2: Limited group process  3: Potential for 2 against 1  4: 3 against 1 and even splits  5: clear and marginal majorities  6–12: developing complexity: individualism preserved.  12-20: tendency to operate on sub-groups  20+: sub-group process inevitable
11.  Face value  Individual interaction  Structural properties  Baggage  Systemic processes
12. Task and Maintenance Task Group Individual
13. Task Group Individual Boundary with rest of world is permeable
14.  Face value  Individual interaction  Structural properties  Baggage  Systemic processes
15.  Groups have emergent properties, i.e. they are more than the sum of their parts
16.  Groups have emergent properties, i.e. they are more than the sum of their parts  norms  culture  cohesiveness  trust  inclusion/exclusion  pressure  roles  leadership/authority  hidden agendas  career
17.  Forming  Storming  Norming  Performing Storm- ing Norming Perform- ing Forming
18. Formal and Informal Groups Task System Role Individual Formal Informal
19. Group roles depend on  Formality  Task  Pressure  Individual valency
20. Management Teams  Company worker  Chairman  Shaper  Plant  Resource Investigator  Monitor- evaluator  Team-worker  Completer- finisher
21. Classes in School  swot  rebel  joker  teacher's pet  dunce  scapegoat  chatterbox  bully  victim  …and the teacher
22. Major dimensions of Roles Dominance Submission Included/ Committed Excluded/ Uncommitted
23. 1 2 3 4 5 6 7 0% 5% 10% 15% 20% 25% 30% 35% 40% Proportion of time speaking Group members (in order of contribution) Vocal and Silent members
24. Roles: who’s responsible? Vacancy! Can I join?
25. Group Pressure 1 2 3
26. Projection From... ...to
27. Splitting
28.  Roles become a problem when a member is locked into one  Members who have a high valency for a role regardless of group can be tackled individually  But if the role comes from group needs, work with the whole group to give the problem member space to change.
29. Basic Assumption Behaviour 1  Two levels:  Work-group  Basic Assumption  In ba behaviour: Group acts as if it had made the assumption that it is here to...
30. Basic Assumption Behaviour 2  ba Dependence  ba Fight/Flight  ba Pairing (Expectancy)  correspond to the 4 “F”s of organisms’ basic responses to external objects  Feed  Fight  Flee  Mate
31. Sculpting  Using physical objects to represent a “map” of people in groups  Can be done with the people themselves  But only yields one viewpoint at a time Use physical distance to represent social distance Use size to represent power
32. Sociometry  Generates a sculpt-like map based on the choices of the group members themselves.  Ask them a question: “Which other one/two/three group members would you choose to do ... with?”  Proceed with caution!
33. A E E E A A B F C B/D C C A = Clique B = Isolate C = “Normal” D = Key E = Chain F = Star
34. Working with Groups  “Interaction breeds sentiment” (Homans)  Task and Maintenance both need attention  Behaviour is information at the maintenance level  especially modelling  and representation
35. www.learningandteaching.info/teaching/usingthegroup.htm