the geoscience classroom as a group applying theory and research from group and social psychology
TRANSCRIPT
The Geoscience Classroom as a Group
Applying Theory and Research from
Group and Social Psychology
Application ofTheory and Clinical Research
• Understanding – the individual student, group dynamics, yourself
• Transitions – starting & ending course/class
• Interactions – student and professor
• Instruction – working with the class
Photo by Dave TewksburyNational Institute on Drug Abuse
Understanding – the Student, the Group and Yourself
• First-day questionnaire
Understanding – the Student, the Group and Yourself
• First-day questionnaire
• Daily feedback
Understanding – the Student, the Group and Yourself
• First-day questionnaire
• Daily feedback • Student journals
Understanding – the Student, the Group and Yourself
• First-day questionnaire
• Daily feedback • Student journals• Study behavior and
interactions
Understanding – the Student, the Group and Yourself
• First-day questionnaire
• Daily feedback • Student journals• Study behavior and
interactions• Your own:
– journal
Understanding – the Student, the Group and Yourself
• First-day questionnaire
• Daily feedback • Student journals• Study behavior and
interactions• Your own:
– journal– “observing ego”
Understanding – the Student, the Group and Yourself
• First-day questionnaire
• Daily feedback • Student journals• Study behavior and
interactions• Your own:
– journal– “observing ego”
Understanding – the Student, the Group and Yourself
• First-day questionnaire
• Daily feedback • Student journals• Study behavior and
interactions• Your own:
– journal– “observing ego”
Transitions – starting/endinga course and class
• Explicit and implicit “group agreement”
Transitions – starting/endinga course and class
• Explicit and implicit “group agreement”
• Observe how/when students arrive/leave
Transitions – starting/endinga course and class
• Explicit and implicit “group agreement”
• Observe how/when students arrive/leave
• Meet the class where they are – pay attention to their transitions
Transitions – starting/endinga course and class
• Explicit and implicit “group agreement”
• Observe how/when students arrive/leave
• Meet the class where they are – pay attention to their transitions
• Engage with the “contact function”
Transitions – starting/endinga course and class
• Explicit and implicit “group agreement”
• Observe how/when students arrive/leave
• Meet the class where they are – pay attention to their transitions
• Engage with the “contact function”
• Outside distractions can interfere
with learning
Interactions – the student’s part
• Resistance – attitudes and behaviors which interfere with cooperation and learning
Photo by Joi Ito
Interactions – the student’s part
• Resistance – attitudes and behaviors which interfere with cooperation and learning
• Projection – attribution of one’s own feelings to another person
Photo by Joi Ito
Interactions – your part
• Your need to– be liked– be right– have a “happy” and controlled class
Interactions – your part
• Your need to– be liked– be right– have a “happy” and controlled class
• Your reactions– to competition and aggression– of shame and embarrassment
Photo by Alex Proimos
Instruction - working with the class
1. Apply group techniques
2. Respond to student behavior
Photo by Bial Kamoon
Instruction - working with the class
• Apply group techniques– Join the resistance
Instruction - working with the class
• Apply group techniques– Join the resistance– Enlist the group for help
Instruction - working with the class
• Apply group techniques– Join the resistance– Enlist the group for help– Redirect questions back to questioner or
bridge to classmate or entire class
Instruction - working with the class
• Apply group techniques– Join the resistance– Enlist the group for help– Redirect questions back to questioner or
bridge to classmate or entire class– Engage non-participants
Instruction - working with the class
• Apply group techniques– Join the resistance– Enlist the group for help– Redirect questions back to questioner or
bridge to classmate or entire class– Engage non-participants– Probe for and engage curiosity
Instruction - working with the class
• Apply group techniques
• Respond to student behavior– Aggressive questioning
Instruction - working with the class
• Apply group techniques
• Respond to student behavior– Aggressive questioning– Attention seeking
Instruction - working with the class
• Apply group techniques
• Respond to student behavior– Aggressive questioning– Attention seeking– Refusal to participate, take notes, or do
assignments
Instruction - working with the class
• Apply group techniques
• Respond to student behavior– Aggressive questioning– Attention seeking– Refusal to participate, take notes, or do
assignments– Criticism of policies, course materials/content
Instruction - working with the class
• Apply group techniques
• Respond to student behavior– Aggressive questioning– Attention seeking– Refusal to participate, take notes, or do
assignments– Criticism of policies, course materials/content– Acting out (e.g. tardiness, disruptions)
Instruction - working with the class
• Apply group techniques
• Respond to student behavior– Aggressive questioning– Attention seeking– Refusal to participate, take notes, or do
assignments– Criticism of policies, course materials/content– Acting out (e.g. tardiness, disruptions)– Obsessive/compulsive texting or web surfing
Summary
• Be an observer Photo by K. Allison Lenkeit Meezan
Summary
• Be an observer • Be alert for projection
Photo by K. Allison Lenkeit Meezan
Summary
• Be an observer • Be alert for projection• Engage with the contact function – respond in
kind• Pay attention to transitions
Photo by K. Allison Lenkeit Meezan
Summary
• Be an observer • Be alert for projection• Engage with the contact function – respond in
kind • Pay attention to transitions • Join the resistance and enlist the group
Photo by K. Allison Lenkeit Meezan
Summary
• Be an observer • Be alert for projection• Engage with the contact function – respond in
kind • Pay attention to transitions• Join the resistance and enlist the group• Challenge negative behavior
Photo by K. Allison Lenkeit Meezan