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LC Module: Small Group and Project Planning - Leadership Prep

“According to research, small groups in the classroom will allow students opportunities to solve real-world problems and create an openness to new perspectives. However, a prerequisite to small group success is establishing leadership roles and team management routines within your small group. These roles and routines will play a major role in creating highly engaged small group team members in both the classroom and in the future workplace.” (Fry, Astrid F. and Hale, Sandra. 2000).
“To allow for better management and to increase students’ acceptance of their classmates, take into account size and diversity when creating small groups. Ideally, groups should have between two and five members, to allow everyone to contribute (Davidson, n.d.).” (Shrawder, Jack H. 2009).
“Except for the occasional informal small group, avoid allowing students to form their own groups. When groups are self-selected, students are more likely to stray from the objective and form cliques (Cooper, n.d.).” (Shrawder, Jack H. 2009).

10 MIN

SMGR3 – SG003 – Small Group Tool – Assessing My Small Group Experience

SG003-S4 – Assessing My Small Group Experience – In conclusion of small group interaction, Alexa or Instructor will lead small group members in completing a Small Group Assessment. Students will share the extent that the objectives were met, share their personal contribution, assess any future action or behavior changes needed, future application of knowledge gained, and the level of overall satisfaction of the small group outcomes.

10 MIN

SMGR1 – SG001 – Small Group Tool – Ten-Minute Prep Steps

SG001-S3 – Small Group Ten-Minute Prep Steps – Using a three-step process, in ten-minutes or less, Alexa or Instructor will divide the class into short-term, one-day small groups. Each member will draw their individual small group roles using the draw cards or strips and envelope provided. The roles consist of either a Facilitator, Timekeeper or Participant. Some activities may also include a Recorder, Reporter, Clarifier and Connector. In preparing for a one-day functioning small group, the new Facilitator will briefly review the small group’s purpose, intended outcomes, leadership roles, discussion rules, and initiate the completion of the small group tasks in the allocated time period. (For more intense small group prep and long-term Small Group Leadership Prep and Role Guides. insert SG001 in the Classroom Management Search Bar.)

Project

PG000-B. Small Group – Project Planning – Leadership – Character Quotient Student Activity Sheet

PG000-S4 – Project Participant Character Quotient Activity Sheet – Before beginning any working project, Instructor will lead project members to brainstorm and discuss the characteristics and behaviors of a good manager and a good employee in the workplace. Next, characteristics or traits of a good manager are contrasted to the characteristics of a good project manager. Then, the characteristics or traits of a good employee are contrasted to a good project participant. There are many similarities in the workings within a project group to the operations of a workplace.

Project

PG000-A. Small Group Project Planning – Leadership – Leadership Skills Quotient Student Activity Sheet

PG000-S3 – Individual/Group Project Leadership Skills Quotient Student Activity Sheet – At the beginning of any working project, it is beneficial to discuss each of the leadership skills needed. Therefore, the Instructor will lead each small group/project member to complete their own Individual Leadership Quotient Skill Sheet and identify their “Top Three Leadership Strengths” and “Top Three Leadership Challenges”. (Optional) Each project team can also generate their own Group Leadership Component Average Score. For each small group to know their leadership challenges, the group can work together to improve their leadership skills, as a whole. (Leadership Skills – Listening and Responding, Providing Constructive Criticism, Building, Crediting, Blending, Asking Questions, Acknowledges Feelings, Demonstrating Initiative, possessing a Positive, Creative Attitude, Adhering to Time Framework, etc.)

Achievement Points - The gears located on each module provide some research specifics why the strategy used in each module raises student achievement. You can click on the gear to read and click on the gear again to eliminate the research box retrieved. For more citation reference information, please refer to the Learning Connect Research Resource Guide in the left hand column of this website.