21 ideas are created in brainstorming 182 copyright

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21. Ideas are created in brainstorming.
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182 © Copyright 2005, Prestwick House, Inc. 2. POSITIVE INTERDEPENDENCE: Critical to successful group work is the realization on the part of the students “that we are all in this together; we either sink or swim as a group.” In terms of this unit, it may mean that everyone in the group will share the group grade on the project, whether it is an “A” or an “F.” 3. INDIVIDUAL ACCOUNTABILITY: The bottom line of any teaching method is, of course, how well the students have mastered the objectives being taught. Therefore, you must understand that the small group process, while it is more fun than other methods, is serious business. At the conclusion of this unit, a test may be used to evaluate how well each individual has mastered the objectives. As a consequence, the student who slacks off in the group or in his homework not only lets the group down, but also hurts him or herself.
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183 © Copyright 2005, Prestwick House, Inc. PROCEDURES FOR SMALL GROUP WORK As well as mastery of content and concepts, grades will be based on the demonstration of the following skills. 1. Linguistic-Intellectual Skills – These skills are fostered when students examine ideas from multiple points of view and critically probe for strengths and weaknesses. 2. Group Social Skills – Before anything else can be mastered, the small group must function effectively as a learning unit, which makes the mastery of these skills the first priority. Linguistic-Intellectual Examples of these skills in action Skills to be Demonstrated Explaining It seems to me… One way of looking at it… How does everyone feel about… The idea that… Encouraging What’s your idea? I didn’t think of that. Good idea! That helps. Good; go on with that thought. Clarifying Let’s put it this way... Perhaps if we draw a chart... It may mean that .... How does this sound... Where does this lead us? Elaborating That’s right and it also may include... Another instance of that is when... A point we might also include... Qualifying I agree with your premise, but... I see it leading somewhere else... That is one reason, but it may also... I agree with the examples, but I come to a different conclusion. Does that conclusion hold up in every instance? Questioning Why do you say that? What is the proof for that conclusion? Is that a valid generalization? How did you reach that point? Disagreeing It seems to me there could be a different reason. But looking at it from his point of view... We may be jumping to a conclusion without looking at all the facts. Here’s another way of looking at it...
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184 © Copyright 2005, Prestwick House, Inc. SMALL GROUP EVALUATION SHEET Social-Behavioral Skills in our group Poor Good 1. Everyone is addressed by his or her first name. 1 2 3 4 5 2. Everyone speaks quietly. (If one group gets loud, other groups 1 2 3 4 5 get louder to hear each other.) 3. No one ever uses put-downs or name calling. 1 2 3 4 5 4. Everyone is always physically and mentally part of the group. 1 2 3 4 5 5. Everyone is encouraged to and does participate. 1 2 3 4 5 6. Everyone offers praise and encouragement. 1 2 3 4 5 7.
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