Teacher Training: a Reference Manual (Peace Corps, 1986, 176 p.): Chapter 3 collaboration: Collaboration skills: Working in groups

Teacher Training: a Reference Manual (Peace Corps, 1986, 176 p.)

(introduction...)

Acknowledgements

Introduction

Peace corps and teacher training

Format of the teacher training reference manual

Uses of the manual

Chapter 1 what a teacher trainer needs to know

(introduction...)

Understanding comparative educational systems

The education system

The teacher training system

Needs assessment

Adult learning

(introduction...)

Andragogy vs. pedagogy

Personal learning styles

Motivation

Considerations in designing a training program

(introduction...)

Defining program goals and

Selecting topic areas

Designing learning activities

Training rhythm and flow

Incorporating program evaluation

Analyzing training constraints

Training techniques

(introduction...)

1. Ice Breaker:

2. Brainstorming:

4. Demonstrations:

5. Games/Simulations/Structured Experiences:

6. Small Groups (Diads, Triads, and More):

7. Role Play:

8. Fishbowl:

9. Field Trips:

10. Interviews:

11. Panels:

12. Case Studies:

13. Critical Incidents:

14. Micro-teaching:

15. Peer Training:

Supervision

(introduction...)

Clinical supervision

Observation

Observation techniques

Data collection

Final considerations for the trainer

Assessing personal training constraints

Reassessing teacher needs

Chapter 2 what a teacher needs to know

Understanding the educational process

Needs assessment, aims, goals and general objectives

Approaches to teaching

(introduction...)

Sources of teaching approaches

Summary chart of approaches

Choosing an approach

Recent research in teacher effectiveness

Adapting teaching approaches to the cultural setting

Child and adolescent learning

(introduction...)

Developmental Theories

(introduction...)

The cognitive domain

The affective domain

The psychomotor domain

Information processing

(introduction...)

Basic sensory perception

Learning styles

Grouping strategies

Considerations in cross-cultural settings

Subject-specific considerations

Instructional objectives

(introduction...)

Writing a complete objective

Categories of instructional objectives

Verbs to use in writing objectives

Avoiding errors in stating objectives

Subject-specific verbs

Lesson planning

(introduction...)

What teachers say about planning

What's in a plan

Planning daily lessons

Writing a lesson plan

Lesson plan format

Sequencing and long-range planning

Choosing from alternatives

Classroom teaching techniques

(introduction...)

Teacher-centered and student-centered techniques

Teacher-centered techniques

The lecture method

Question and answer

Recitation and drill

Student-centered techniques

(introduction...)

Small group formation

Brainstorm

Role play

Games and simulations

Drama and music

Field trips

Individualized learning and student projects

Materials development and resource utilization

(introduction...)

Instructional materials and the learning process

Using what is available

Producing educational materials

Using materials in the classroom

Evaluating instructional materials

Classroom management

(introduction...)

The physical aspects of the classroom

Curriculum design considerations

Expectations and limits

Support systems

Teacher attitude

Teaching routines

Teacher on stage

Addressing individual needs

Handling discipline problems

Using the least amount of necessary discipline

Assessment of student learning

(introduction...)

Assessment techniques

(introduction...)

Choosing an assessment technique

Testing

(introduction...)

Constructing a test

Administering a test

Scoring a test

Analysing test results

Implications for instruction

Self-assessment

Reviewing the educational process

Chapter 3 collaboration

(introduction...)

Tapping human resources

(introduction...)

In-service training workshops and conferences

Advisory groups

Classroom observation/critiquing

Team teaching

Tapping and developing material resources

Informal collaborative activities

Collaboration skills

(introduction...)

Organization

Communication

Feedback/ critiquing

Working in groups

Leadership

Networking

Appendix

(introduction...)

Flanders' interaction analysis (from chapter 1 - Supervision)

Working in groups

To prepare for working in groups, a large part of a successful collaboration strategy, the teacher should understand the basic principles of group dynamics and the various functions group members perform. When working in groups, it is important to maintain a baler between process and task functions.

Process functions include:

° ENCOURAGING: being friendly, warm, responsive to others, praising others and their ideas, agreeing with the accepting the contributions of others.
° MEDIATING: harmonizing, conciliating differences in points of view, making compromises.
° RELIEVING TENSION: draining off negative feeling by jesting or throwing oil on troubled waters, diverting attention from unpleasant to pleasant matters.
° FOLLOWING: going along with the group, somewhat passively accepting the ideas of others, serving as an audience during group discussion, being a good listener.
° STANDARD SETTING: expressing standards for the group to use in choosing its subject matter or procedures, rules of conduct, ethical values.
° GATE KEEPING: trying to make it possible for another member to make a contribution by saying, "We haven't heard from Karamo yet," or suggesting limited talking time for everyone so that all will have a chance to be heard.

Task functions include:

° INITIATING: suggesting new ideas or a changed way of looking at the group problem or goal, proposing new activities.
° INFORMATION SEEKING: asking for relevant facts or authoritative information.
° INFORMATION GIVING: providing relevant facts or authoritative information or relating personal experience pertinently to the group task.
° OPINION GIVING: stating a pertinent belief or opinion about something the group is considering.
° CLARIFYING: probing for meaning and understanding, restating something the group is considering.
° ELABORATING: building on a previous comment, enlarging on it, giving examples.
° COORDINATING: Showing or clarifying the relationships among various ideas, trying to pull ideas and suggestions together.
° ORIENTING: defining the progress of the discussion in terms of the group's goals, raising questions about the direction the discussion is taking.
° TESTING: checking with the group to see if it is ready to make a decision or to take some action.
° SUMMARIZING: reviewing the content of the past discussion.

These functions are not needed equally at all times by a group. Indeed, if a given function is performed inappropriately, it may interfere with the group's operation -- as when some jester relieves group tension just when the tension is about to result in some real action. But often, when a group is not getting along as it should, a diagnosis of the problem will probably indicate that nobody is performing one of the functions listed above that is needed at that moment to move the group ahead.

ACTIVITY BOX

1. When you work in groups, do you find yourself playing one role more than any other? Which one(s)?

2. How does your role affect the dynamics of the group?

3. Do you ever wish you could stop playing a particular role or start playing another one? How can you make this happen?