Working in a Group Scenario

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title:

  Applied Engineering and Technology Education

  Course Title:

  Applied Engineering Technology 1

  Course Number:

  8401110

  Career Cluster:

  Engineering and Technology Education

  CIP Number:

  0614130100

  Course Type:

  TECH-ED High School Technical Educational Program

  CTE Benchmarks

  CTE-TECED.912.8401110.3.1 - Describe how work breakdown structure (WBS) impacts the makeup and organization of an engineering design team.

  Integrated benchmarks: ELA or Other:

  ELA.9.C.2.1 Present information orally, with logical organization and coherent focus, with credible evidence, creating clear perspective.

  ELA.10.C.2.1 Present information orally, with logical organization and coherent focus, with credible evidence, creating clear perspective.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Our First Big Assignment.” See CPALMS resource ID# 215347.

• Career Connection

  
  

  Students will work in a group setting and develop positive communication skills such as conflict resolution, active listening, and compromise. Students will develop a work breakdown structure similar to ones used in the workplace.

• Learning Objectives

  
  

  Students will be able to:

  • Develop a work breakdown structure for the group in the case study to finish their assignment on time, using everyone’s strengths.
  • Demonstrate ways to divvy up assignments in a larger project based on a variety of criteria, including but not limited to ability, time, experience, connections.
  • Present information orally with logical organization and coherent focus

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Students should know how to work with a partner, participate in a group activity, and be comfortable presenting to the class.
  • Students should know several industry vocabulary words including project manager, CAD, model, prototype, machine, machining

• Guiding Questions

  
  
  • How can relationships with coworkers affect the work environment?
  • How does being responsible and dependable affect working in a group environment?
  • Why is communication important in a group project?
  • What steps can a group take to make sure deadlines are met?

• Procedure

  
  

  1. To introduce the lesson, the teacher will survey the class about their experience working with groups in school. Questions the teacher might ask are:

  • • How does working in a group make a project a positive experience? A negative experience?
    • What do you expect from members of your group when working on a project?
    • Does anyone have an example of an effective group work experience? A n ineffective one? What key factors made the experience effective/ineffective?

  2. Students will then spend a few minutes reading and familiarizing themselves with the case study, "Our First Big Assignment," (see CPALMS Resource ID# 215347).

  3. Provide students with a list of discussion questions:

  • How would you feel if you were a member of the group?
  • What factors may have contributed to the group failing to meet their deadline?
  • How would you react if you had finished your part of a group project, but other group members had not completed their part of the work?
  • What are some examples of effective group work dynamics shown in the case study? Ineffective ones?
  • How would a work breakdown structure have aided the group in the case study?

  4. Students will be split into small groups where they will brainstorm ideas of what makes an effective group dynamic. They will then make a poster/PowerPoint/chart paper of proper execution of the group assignment in the case study. Posters should include a work breakdown structure, including timing, division of tasks, communication methods, and check points for making sure tasks are being completed in a timely manner. Groups should include what each character in the case study, including Frank and Alyssa, could have done to make this a successful project.

  5. To bring the lesson to a close, students will present to the class a 2-3-minute presentation of their ideas for what the group could have done to be more successful. While watching other groups, students will fill out their exit ticket, including the ideas groups had they thought would be most beneficial to the group working together and completing a timely project. The exit ticket will include:

  • • • How can your participation affect others in a group work situation?
      • Why is maintaining a positive relationship with your coworkers an essential part of any job?
      • What steps can you take to be more dependable when working with others?

  6. Part of the lesson closure should allow students to build connections to their future careers and reflect on their learning (their future of work). This can be based on the questions students answered in their exit ticket.

• Teacher Notes

  
  
  • Students may need a little prompting to start sharing in front of the class. The teacher might include a story about their own experience with group work in school or work.
  • Students may feel hesitant to share in class voluntarily. Teacher may want to incorporate popcorn questioning, using random numbers assigned to the roster or popsicle sticks with student names. In some cases, it may be helpful to present alone to the teacher.
  • During group work, make sure to circulate and keep students on task. Some groups may need guiding brainstorming ideas for their poster.
  • Make sure students understand they may include drawings or decorations, but in the end, this isn’t an art project.
  • Remind all students they should be professional and polite to each other as if in the workplace.
  • It may be helpful to ask for volunteers or assign presentation order while students are working, so they know what to expect.
  • Exit ticket may be used as a formative assessment, if desired.