Team Towers:

Cooperative Learning Lesson

Christina E. Sherman

EDP 621 MA

Dr. Sherman

Summer I, 2002

June 17, 2001

COMMUNICATION & INTER-GROUP RELATIONS

TITLE: TEAM TOWERS

GOAL: To work on small group communication skills and inter-group relations.

ABSTRACT: Students work as small groups to build a free-standing tower by sharing ideas with the other groups in order to reach the class goal height.

MATERIALS: Newspapers, typing paper, paper clips, plastic utensils, paper plates, plastic cups, etc. (use your imagination - you just need to make sure all groups have the same exact materials). You will also need a measuring device (yard sticks or tape measures) for each group.

PROCEDURE:

1. Divide the class into groups of 3-4 students (either by counting off or by distributing cards to form groups) and separate the groups so they all have their own work space.

2. The groups should decide on their roles: one person will be the "Information/Materials Gatherer, person to be the "Measurer," and the remaining person(s) will be the "Assembler(s)."

3. Explain the group roles:

Information/Materials Gatherers may only talk to the other Gathers and their own group Assemblers.

Measurers may not talk or help assemble in any way. They may only measure their structure when the Assemblers ask them to.

Assemblers may only talk to their group Gatherer and Measurer and they may not see any other groups’ structure (be sure to position your groups so all the assemblers are facing the walls). [As an alternative: if you have two assemblers, one could see the other group

structures while the other assembler cannot]

4. The "Information/Materials Gatherer" retrieves their materials and returns the supplies to their group.

5. As a class, determine a reasonable height they want ALL groups to build their tower. Assemblers may distort their materials in any way, but they may not add anything to their structures. This height may need to be compromised (by the Gatherers) once the assemblers begin building.

DISCUSSION:

1. How did you feel as the Assembler? Gatherer? Measurer?

2. Did any one group stand out as the guide?

3. How did the process of building take place?

4. Did any group feel their ideas were shot down?

5. Did anyone feel helpless?

6. What parts were the hardest? Why?

7. What parts were the easiest? Why?

8. How did you feel once the class achieved their goal?

Cooperative Lesson Key Components

Positive Interdependence: The class has a common goal for ALL groups to build a tower of the same desired height. Either all groups get it or all groups fail.

Individual Accountability: Each person in the room has a responsibility (assembler, gatherer, measurer).

Social Skills: Listening skills are used by all (gatherers to other gatherers, measurers to assemblers, and assemblers to gatherers). Students are giving help to achieve the class goal. Assemblers ask for clarification for building instructions from the gatherers.

Face-to-Face Interaction: Groups are in close proximity in their designated areas. They are working as a team in the full classroom atmosphere.

Heterogeneous Grouping: Students were grouped by counting off or by a card being drawn.

Evaluation: Peers are assessing with the measurer and the gatherers giving feedback to their group.

Processing: The discussion question will be the time for reflecting on the activity.

Expected Outcomes

Since the groups were in charge of assigning their individual roles as assembler, gatherer, and measurer, value will be seen in each other’s strengths.

This activity should help to make everyone feel included. "Students who do not feel included and accepted tend to withhold their ideas and feelings from discussion" (p. 65). Teachers might monitor which students chose which roles and watch for those students who might feel isolated. "Task interdependence means that every member of the group is needed in order for the task to be accomplished" (Sapon-Shevin, 1999, p.128).

If this activity is done early in the year (or term), it may help to set the stage of classroom expectations as student roles emerge through the lesson.

Allowing the students to pick their own roles helps to build a healthy classroom atmosphere (Schmuck and Schmuck, 2001). This is an example of a democratic leadership role.

Procedural conflicts may occur over how the structures should be built. Teachers need to monitor this process and help the class work through those conflicts. Since the students have a group goal, there may also be some realistic interpersonal conflicts.

The class norms already established in the classroom will determine how well your groups will work together effectively.

This activity sets up a classroom for cooperation rather than competition. "When a spirit of teamwork exists, students fell that it is their self-interest to behave cooperatively with others. In contrast, with competitive norms, students believe that they will attain their self-interest only at the expense of others" (Schmuck and Schmuck, 2001, p. 281). As Mara Sapon-Shevin (1999) states, this helps the students see each other as co-workers rather than enemies. "In a cooperative structure, other people are not in our way. Other people are the ones who help us be successful" (Sapon-Shevin, 1999, p. 121).

The heterogeneous groups removes the stigma from being placed in the "slow" group (Sapon-Shevin, 1999).