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Chapter 7 : Small Group Communication
Transcript of Chapter 7 : Small Group Communication
It develops students' problem-solving and decision-making skills.
It enables students to share their ideas with other students.
Students sometimes become dependent and decide not to to work, being that they're in a group.
by. Tybria' Crutchfield Teacher's Role - While teaching small groups the teacher has to make sure they set the stage for this to work correctly; for example , making sure the activity you are about to do is interesting to the students.
- Collaborative Learning is the " heart and soul " of small group instruction. Students are allowed to take what they know and then share with other classmates. This type of learning attempts to take advantage of different viewpoints and perspectives through interaction of individuals and their ideas. Tasks - The task is the primary purpose of the group, the reason for the group's existence.
- The goal of a small group task should be clear to students as well as the allowed time for them to complete the task
- While the groups work, the teacher should always observe them and provide immediate corrective feedback or student errors and positive reinforcement for on task behavior. Student's Role Tybria' Crutchfield Chapter 7 : Small-Group Communication Rosenfeld's Model Of the
Small-Group Process here are four elements necessary for effective collaborative learning . . . . . . . . Positive Interdependence - Making sure the group understands exactly what it is to accomplish.
Face-to-Face interaction - Better known as " eye to eye and knee to knee " , this is when students must sit facing one another.
Individual responsibility - Giving each student a chance to learn on their own instead of always relying on the work being done for them.
Appropriate interpersonal skills - Teaching students interpersonal skills on how to communicate in groups such as paraphrasing, clarifying, listening, responding, agreeing, disagreeing, and so forth. In small groups they are often asked to perform a problem solving task, students may be asked to :
Identify the problem
Analyze the problem
Set up standards for possible solutions
Suggest possible solutions
Choose the best solution
After this is complete the teacher must facilitate the task , which is seeing how the activity went before , during and after. Students are often hesitant about working in small groups , because sometimes they don't work as efficiently as planned.
Student roles may be formal or informal.
Formal roles are assigned and identify a position, such as president, chair, or secretary. These are more independent roles which require them to sometimes work alone.
Informal roles emphasize functions, not positions. For example, a group member may act as a leader without being formally appointed as " the leader ." This model indicates that every component interacts with every other component. Chapter 7 :
Small Group Communication