GAE Professional Leadership TEAMS

Building Effective
Student Learning
Teams
Jeff, Latyshia, and Sarah

2010 Professional Teaching
and Learning Conference

Sunday, January 31, 2010

Managing Expectations:
1. About Jeff, Latyshia, and Sarah
2. “It’s all about the experience!”
3. Millennials love their teams
4. Facilitating teams in the classroom
5. Team dynamics in the classroom
6. Your Team Experience

“Whatever we
accomplish
belongs to our
entire group.
A tribute to our
combined effort”

- Walt Disney


Remember:
“It’s all about the
Experience!”

Your first trip to, or favorite
Walt Disney World or
Disneyland memory?


Are you one of the weekly
40 million that “makes it
your drink” at Starbucks?


Experience Economy WOW

on
Experiences
ssi
gre
ro
cP
mi

Text
no

Service/Info
co
fE
r yo
eo
Th

Industrial

Agrarian

Education is the experience.
The Four 4 E’s:
Absorption

Entertainment Education
Passive Participation Active Participation

Esthetic Escape

Strategic Horizons, LLP Immersion

What is the art and science
of staging experiences?
1. Talk with, not at
2. Give students the tools to create
their own stories, memories,
and experiences


art and science continued
3. Integrate the four E’s
4. Customize/personalize the experience
5. Eliminate negative cues and
accent positive cues
6. Engage ALL the senses
7. Mix in the memorabilia

art and science continued
8. Tell stories
9. Integrate a “signature moment”
10. Theme the thing
11. Be Real! Render authenticity:
make it real/real;
is what it says it is/is true to self

Rendering an
Experience
Eliminate negative cues
Making memories
Engage all the senses
Anchor around storytelling
Customization (we all want what we want)
Engage emotions

Experiences are the norm
for Millennials and their parents
-raised on technology and the web
-“want what
they want
when they
want it”

Millennials

Kaitlin Caitlin Kate Lynn


23.4
Average Number of Years of
American Generations
Howe and Strauss


15
American Generations (18 New World)

Howe and Strauss


4
Number of Generational Cycles and
Number of Generations Per Cycle
Howe and Strauss


4/2
4 Stage/2 Stoke Per Cycle

Howe and Strauss


Revolutionary Cycle
Name + Birth Years = Description
Awakening + 1701-1723 = Idealist
Liberty + 1724-1741 = Reactive
Republican + 1742-1766 = Civic
Compromise + 1767-1791 = Adaptive


Civil War Cycle
Transcendental + 1792-1821 = Idealist
Gilded + 1822-1842 = Reactive
Progressive + 1843-1859 = Adaptive


Great Power Cycle
Missionary + 1860-1882 = Idealist
Lost + 1883-1900 = Reactive
G.I. + 1901-1924 = Civic
Silent + 1925-1942 = Adaptive


Millennial Cycle
Boomer + 1943-1960 = Idealist
X + 1961-1981 = Reactive
Millennials + 1982-2000/01 = Civic
15th (Homeland) + 2000/01-20?? = Adaptive


Millennial
Largest, most wanted, most watched over, and
most diverse generation in American history.

Howe and Strauss “Millennials Rising”


3.6
Average birthrate of Millennials
(in millions)



$50k
Parents willing to pay for an ovum from an
attractive, high IQ, female at a top university



50%
Increase in amount of stuff in weight in
average American homes vs. 20 years ago

US News and World Report, 2008


87%
College freshmen who have never shared
a room with a sibling

Chronicle of Higher Education, November 2009


About Millennials
35% are non-white (and Latino).

1 in 5 have an immigrant parent,
1 in 10 have a non-citizen parent.

Largest separation in wealth in American history.

About Millennials
Remember “Baby on Board” signs?

Celebrated by Hollywood: Three Men and Baby,
Baby Boom, Mr. Mom, and Disney princesses.

Bike helmets, car seats, nanny cams, and more.

About Millennials
Raised by attached parents.
“Helicopter Parents” or “Blackhawks”
transitioning to “Stealth.”
Parents are “Best Friends” and co-purchasing.

Conventional and love teams.

About Millennials
Team Oriented.
Task Oriented.
Civic Oriented. (not in march on D.C. way)

Want to achieve high standards set for them.
Feel that they have already “paid their dues.”

Reaching Millennials
Eliminate Ambiguity.
Think of Time as 24/7 Resource.
Combine Work with Play.
Make it Worthwhile.
Handle with Care.
Play to Their Strengths.
Group Think and Teams.

Tipping Point for Teams


Facilitating Teams in the
Classroom


Facilitating Teams
1. Rethink “Fun” or “Learning” goals
2. Create non-threatening environment
3. Explain rules and guidelines
4. Facilitating teams in the classroom
5. Frame it
6. Debrief, but not always

Why?
• Promote student learning/achievement
• Increase student retention and
satisfaction with their learning
• Develop students’ oral communication
skills
• Promote students’ self-esteem
• Promote diversity


Elements
• Positive Interdependence (sink/swim)
• Face-to-face Interaction (promote each
other’s success)
• Individual/Group Accountability
• Interpersonal/Small Group Skills
• Group Processing (Continuous
evaluation)


Ways to form groups
• We can form as a teacher
• Heterogenous
• Homogenous
• Personality


Heterogenous Grouping
“Leaders are born and not made.”
10 Strongly Agree
9-6 Levels of Agree
5 “It’s a little of both.”
4-2 Levels of Disagree
1 Strongly Disagree

Team Exercise
• Create a tent experience
• Create the tent experience name
• Create team logo
• Create team slogan
• Assemble the “pop-up” experience
• Sell your “experience”


Debried Team Dynamics
1. Forming
2. Storming
3. Norming
4. Performing
5. Transforming


Stage 1 - Forming
Stage 1: Forming (characterized by
testing and dependence)
Forming includes these feelings:
• Excitement, anticipation, and optimism
• Pride in being chosen
• Initial, tentative attachment to the team
• Suspicion, fear, and anxiety about the
work ahead

Stage 1 - Forming
• We can form as a teacher
• Heterogenous
• Homogenous
• Personality


Stage 2 - Storming
Stage 2: Storming (characterized by
conflicts)
Storming includes these feelings and
behaviors:
• Resistance
• Sharp fluctuations in attitude
• Arguing
• Defensiveness
• Questioning on being together

Stage 3 - Norming
Stage 3: Norming (characterized by
developing unity and cohesion)
Norming includes these feelings and
behaviors:
• Open constructive discussions
• Acceptance of each other
• Relief that things will work out
• Attempts to achieve harmony
• Friendliness and confidence in each other

Stage 4 - Performing
Stage 4: Performing (characterized by the
getting down to the real work)
Performing includes these feelings and
behaviors:
• Better understanding of each other’s strengths and
weaknesses
• Good insights into how the team and the people work
• Everyone feels good about the team’s progress
• Team has the ability to prevent and work through its problems
• There is a close attachment between the team members

Stage 5 - Transforming
Stage 5: Transforming(characterized by
ending and closure of the team’s
existence)
Transforming includes these feelings and
behaviors:
• Sad and awkward period
• Difficulty saying good-bye


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