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2. Social - Students will take roles that will
demonstrate how business
interactions do take place with regards to verbal and nonverbal
2. Method of Assigning Students - Students will group off by making a crisscross pattern across the first row then the second with each set of three students acting as a group.
3. Roles - The first student in the order when the groups were formed will server as a hacker who possess what threats there would be to the computer system. The second (and third if groups of four) student will be a computer security specialist whose job is to suggest ways to secure the computer network at the company. The third student will play the CEO of the company and represent a management viewpoint with regards to need, money, and down time for implementation. The CEO will also turn in the final "recommendation report" that the whole group agrees upon.
4. Room Arrangement - Each student group will form a small triad of desks in the area of the room where they were originally located.
5. Materials - Each will need a copy of the textbook (see end reference)
to review the first half of chapter 13, pages 362 to 375. This reading
should have been assigned for the previous night and completed by the
time class starts. Each group will also need paper and a writing
instrument to make the final report.
Explaining Task and Goal Structure:
2. Criteria for Success -
4. Expected Behaviors - Students use low-level voices while working in
the groups. Each member should be offering ideas and fully playing
his/her role. All students are to be respectful of others and
participate in as much of a professional manner as possible.
Monitoring and Intervening:
2. Observations By - Teacher and Students
3. Intervening for Task Assistance - The teacher will monitor the class and provide information to the groups regarding the assignment and the outcomes. The teacher will also communicate the roles to individual students if needed. The teacher will keep track of the following items for each student on a notepad: Are they in their group? Did they complete the reading? Are they playing their role? Are they offering ideas? Did they respect others? How was communication between group members?
4. Intervening for Teamwork Assistance - The teacher will probe each
group as to the productiveness of the current topic of discussion. The
teacher will also offer advice as to the cooperative and professional
communication process. Students will be encouraged to think about making
this as real as possible. What if their parents owned this company?
What could you do, with in reason, to combat the problems listed
Evaluating and Processing:
2. Assessment of Group Process - Groups will be assessed formally by teacher observations using the standards stated above. The students should use a low-level voice and respect the other group members. The teacher will also use electronic exit slips to find out the students' view of their learning and that of the other group members.
3. Assessment of Group Product - The final "recommendation report" should be about one page long. This paper should be based on the groups consensus and represent all group members' views. This will be judged based on teacher observations as well as the students' exit slips.
4. Group Assessment of Group - The students will have the opportunity to
discuss with each other how they felt the group worked. If someone felt
uncomfortable or disrespected, this should be brought to the attention of
the person. How could the group have worked better? The students will
also fill out a slip rating each of the other group members, the group as
a whole, and any other comments. This slip will be seen by the teacher