Unit 4 Learning as a Team Player: Reconstructing Group Learning Overview This unit addresses many of the issues that confront learners who have to work in group settings but dislike the idea of working in groups because of negative experiences. For those who appreciate group work, it allows them to refine their practice so that they can better benefit from the the combined intellectual skills, understandings and dispositions of group members. The unit also provides the opportunities for participants to explore the principles for practice that make groups successful. This is done through examination of approaches to group work, reflection on experiences which have influenced personal conceptions of groups and strategic action planning and management to achieve group goals. This learning context emphasizes experiential and authentic learning and as a consequence, actual application of principles is expected to influence reconstruction of the meaninggiven to groupworkinlearning and work-related environment and to improve the quality of group life by taking a community or team approach. Unit 4 Learning Objectives During the lesson, students will be able to: 1. Record their reflection on their prior experiences from working in groups or teams 2. Engage in collective reflections in the context of teamwork 3. Analyze their reflections (individual and collective) to identify factors that contribute to effective and/or ineffective teams in learning contexts 4. Prepare a profile of their learning team/community to convey its strengths and limitations 5. Demonstrate self monitoring techniques they need to use to empower their learning team/community 9. 7. 6. Analyze the influence of reflective-reflexive practice on learning teams/communities Share artefacts of the individual skills they have used to make their learning team/ community more successful 8. Chart their learning progress and achievements from engaging in a learning team/ community Use technological tools to share evidence of the importance of team learning in their profession or field of specialization FOUN1501 Unit 4 ■ 139 140 Recommended Learning Resources Inspirational videos https://www.youtube.com/watch?v=laEnpXMMcuQ http://www.youtube.com/watch?v=V6xLYt265ZM&sns=em Session 4.1 Groups, Teams, Communities http://info.hoganassessments.com/blog/bid/166201/Important-Differences-Between- https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=2911&context=etm_studentprojects Groups-and-Teams Credible Resources http://www.brad.ac.uk/developme/developingskills/literature_reviews/index13.php Principles for Working in Teams/communities https://courses.lumenlearning.com/wm- principlesofmanagement/chapter/reading-building- effective-teams/ https://hr.berkeley.edu/hr-network/central-guide- managing-hr/managing-hr/interaction/team- building/steps Reflective-Reflexive Practice and Team/communities https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6985579/ FOUN1501 Reflective Practice Session 4.1 Experiencing Learning Team/Community Life Introduction This session challenges you to change habits and practices that impede life in the context of groups. It emphasizes the basic chracteristics of two types of groups, team learning and learning communities. It has a major activity that must be done and used strategically to benefit from the principles of team learning. Despite having a major activity, others are woven into the presentation or are suggested with the hope that as a lifelong leaner who is reflective and reflexive, you will make full use of these in your team/community context. Asyou respond to the dynamics, youshouldtakeactiontogrowindividuallyand collectively. Learning Objectives During the lesson, students will: 1. Record your reflection on your prior experiences from working in groups or teams 2. Engage in collective reflections in the context of teamwork 3. Analyze your reflections (individual and collective) to identify factors that contribute to effective and/or ineffective teams in learning contexts 4. Prepare a profile of your learning team/community to convey its strengths and limitations 5. Demonstrate self monitoring techniques you need to use to empower your learning team/community 6. Analyze the influence of reflective-reflexive practice on learning teams/communities Inspirational Moment Consider the question: How extraordinary or great am I? Respond to the question in a creative manner and then watch these videos to see how yours would fit: https://www.youtube.com/watch?v=laEnpXMMcuQ http://www.youtube.com/watch?v=V6xLYt265ZM&sns=em Orientation Since this session is about team learning, you should share in the discussion forum, two (2) reasons along with supporting evidence, that should be considered for you to be selected as a team/community member. FOUN1501 Unit 4 141 142 Exploration Time Reflections on Experiences in Groups or Teams Thinkaboutadance group, a choir, arelayteamandagroupoflearners working on atask. How are they alike and how are they different? To answer this question, you must first deconstructit by breaking it into parts and making the link to the statement that it follows. In doing so, you probably found yourself thinking about the nature of each category of groups or teams highlighted. You may also have wondered if groups and teams are the same but stop short of answering the question because this is a gap you have to address before proceeding. Once you have taken care of the gap, you would have demonstrated the principle of reflection for action as a means of preparing for the task. Having taken care of the gap, you should now have an answer to the question. Assuming that you took a multifocal approach to answering the question, you would have demonstrated that you are transferring knowledge and that this made it is easier to answer the question than if you had taken a single viewpoint. Some lenses that you could or may have used are: ● ● Mathematical - Group/team size Geographical - Location/place Social Pattern or nature of interaction with members Political - Leadership and decision making Economic Use of available resources to accomplish tasks Add others if necessary In examining the question using these lenses, you probably noticed that the example for each indicates a similar feature that is associated with groups, teams and/or communities. This means that they all are of a particular size, meet in a particular place (virtual or real), interact with members, make political decisions and have to use resources to get work done. Despite these similarities, which we have not exhasuted, we still need to determine if there are differences since this is a major aspect of the original question that was posed for you to answer. To allow you to compare your response to the question, we will examine the difference between a group and a team or community. Before proceeding however, you should share your answer to the question about how groups and teams are alike and different in a discussion forum and negotiate an agreed perspective of each. ● Groups versus Teams and Communities There are five differences between groups and teams that we will examine through a search of relevant and credible literature. These include: Identity Purpose Engagement Performance Leadership To begin your exploration of these features, you should examine Table 4. 1 and the list of suggested resources. You should also take the time to do an on-line search of relevant FOUN1501 Reflective Practice literature to broaden your understanding of the nature of groups, teams and communities and the different ones that exist. Table 1. Characteristics of Teams, Communities and Groups in the context of Learning Typical Characteristics for determining a group versus a team and community Purpose Identity Engagement Performance Leadership Team Common Goal Members regard themselves a part of the team and are connected by interdependent tasks Cooperate to complete agreed tasks and sub- tasks Influenced by shared responsibility for achieving goals and aims at high performance Coordination of individual contribution to and accountability to complete tasks. Power may be displayed by the control of resources or by exercising authority Community Common goal and shared vision Members regard themselves as a collective body of practitioners who are connected by interdependent knowledge Collaborate to explore shared interest or to learn and improve practice Influenced by the need to learn and share knowledge Enables the community to to find direction and make commitment to find and share knowledge. Power is based on expertise rather than controling and exercising authority Group No clear single purpose Do not share common goals or interest but instead focus on individual ones. Work independently Influenced by individual roles and responsibility based on assigned task and the reward or merit from individual achievement. Exercise of external control by an authority figure who ensures individual accountability. FOUN1501 Unit 4 143/nReflective / Reflesive learner. You have to read the unit and write about how the unit has improved your skills as a reflective learner. 500 words APA

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Unit 4 Learning as a Team Player: Reconstructing Group Learning Overview This unit addresses many of the issues that confront learners who have to work in group settings but dislike the idea of working in groups because of negative experiences. For those who appreciate group work, it allows them to refine their practi