Friday
We listened to student presentations of concepts from the last chapters. We will do the same at the next class.
Tuesday
The instructor went over what will be happening in the last few days of the class and who will be presenting on what days. Ursula asked about the evaluation of the final presentations, and the instructor said it would be based on the assignment as such:
How clearly was the concept explained?
1234 (4 is high)
How effectively did the team/student use the software to present the concept?
Presentation skills
Paperwork backup: outline, Reference page for anything outside the text
Small groups:
In addition to the above, does the group show they have effectively used the concepts learned to date in this class?
Next we went on to reviewing the personality type material. We reviewed the types and then broke into small groups to discuss introversion and extroversion.
Next class: presentations by Victoria, Anthony's problem-solving group, Adriana, Vincent, and Emily.
Showing posts with label 2415 Spring 2009. Show all posts
Showing posts with label 2415 Spring 2009. Show all posts
Tuesday, April 28, 2009
Tuesday, April 21, 2009
What Happened in Class 2415
Speakers/dates:
May 1:
Victoria
Anthony & group
Adriana
Vincent
Emily
May 5:
Chris
Denyce
Scott
Kayla
Steve
Diane
May 8:
Theo & group
Nicole
Roberto
Ursula & group (20")
Friday:
Students met with each other to plan their group presentation or to consult with others about software.
While the students met, the instructor evaluated and graded notebooks.
Next week:
Work with personality profiles.
Tuesday:
The instructor handed out the assignment sheet for the next and last project of class (it was posted here on Friday. See Links section). We went over the assignment sheet. If you didn't get a copy, it is available by going to last week's blog post.
Next we had the last of the student presentations, which were on group think.
After the presentations, we broke down the chapter material for the upcoming presentations, which will start April 27 and go through the conclusion of class.
Breakdowns:
Small groups:
Ursula, Bruce & Ismael: conflict
Anthony, Vincent & Brendan: effective problem solving
Theo, Dagmara, Nneka: planning for meetings, developing the group.
Individual multimedia projects:
Victoria: collaboration
Vincent: problem characteristics
Roberto: effective group decision-making
Kayla: positive & negative outcomes of conflict
When negotiation fails: alternative procedures
Scott: competition
Chris: basic approaches to conflict management
Leader as completer
Denyce: accommodation
Adriana: organizing problem solving discussions
Next class:
Small groups will work together. Individual projects will be grouped by software.
Bring notebooks on Friday, as the instructor will grade your notebook while you are working in the small group.
Notebook grade: The best grades are given for neatness, thoroughness, and organizational skills. Consult the handout given to you at the beginning of class.
-
-
May 1:
Victoria
Anthony & group
Adriana
Vincent
Emily
May 5:
Chris
Denyce
Scott
Kayla
Steve
Diane
May 8:
Theo & group
Nicole
Roberto
Ursula & group (20")
Friday:
Students met with each other to plan their group presentation or to consult with others about software.
While the students met, the instructor evaluated and graded notebooks.
Next week:
Work with personality profiles.
Tuesday:
The instructor handed out the assignment sheet for the next and last project of class (it was posted here on Friday. See Links section). We went over the assignment sheet. If you didn't get a copy, it is available by going to last week's blog post.
Next we had the last of the student presentations, which were on group think.
After the presentations, we broke down the chapter material for the upcoming presentations, which will start April 27 and go through the conclusion of class.
Breakdowns:
Small groups:
Ursula, Bruce & Ismael: conflict
Anthony, Vincent & Brendan: effective problem solving
Theo, Dagmara, Nneka: planning for meetings, developing the group.
Individual multimedia projects:
Victoria: collaboration
Vincent: problem characteristics
Roberto: effective group decision-making
Kayla: positive & negative outcomes of conflict
When negotiation fails: alternative procedures
Scott: competition
Chris: basic approaches to conflict management
Leader as completer
Denyce: accommodation
Adriana: organizing problem solving discussions
Next class:
Small groups will work together. Individual projects will be grouped by software.
Bring notebooks on Friday, as the instructor will grade your notebook while you are working in the small group.
Notebook grade: The best grades are given for neatness, thoroughness, and organizational skills. Consult the handout given to you at the beginning of class.
-
-
Thursday, April 16, 2009
2415 Group Communication What Happened in Class
Note: A rough draft of the final communications assignment has been posted and is available for download. We will go over this assignment in class next Tuesday. If you have the time, however, you may wish to investigate some of the software associated with this project. Also, it should be noted that the software from Windows is available on the university's computers.
Thursday
More student presentations were delivered today. On Monday, we will have three about groupthink.
Students are cautioned not to read their presentation and to speak from key words.
Next week students will be given the last assignment for the class. At our next class we will have the groupthink presentations and then the assignment.
Tuesday
We listened to student presentations. The instructor will get the assignment ready for the next and last assignment and we will discuss it on Friday.
Students should make their choice of material with which they want to work and be prepared to commit to it on Friday.
Thursday
More student presentations were delivered today. On Monday, we will have three about groupthink.
Students are cautioned not to read their presentation and to speak from key words.
Next week students will be given the last assignment for the class. At our next class we will have the groupthink presentations and then the assignment.
Tuesday
We listened to student presentations. The instructor will get the assignment ready for the next and last assignment and we will discuss it on Friday.
Students should make their choice of material with which they want to work and be prepared to commit to it on Friday.
Tuesday, March 31, 2009
2415 What Happened in Class
Friday
We voted on how to handle assignments for the last four-five chapters and we chose these options:
1) speech 3-4"
2) multimedia or small group exercise of some concept from the text
The instructor will write up the assignments and distribute them next week.
Next we grouped the class by personality type for small group discussions.
We went over a handout (posted at the class text website) and read it in class. This information is important for understanding how to interact in next week's small groups.
The instructor asked the students to do the 36-question Personality Explorer at the text website:
http://highered.mcgraw-hill.com/sites/0073135232/information_center_view0/
Click the link on the lower left, "Student Edition," and then go to the link on the upper left, "Personality Type Explorer."
Next week:
Read Chapter 11
Small group dicussions about personality type
Word definition exercise for Chapter 10
Tuesday
We talked about personality types and referred to the section in the text about it, although we only we were able to find it in the older edition. If the instructor can find the reference in the 12th, it will be posted here later.
The instructor told about the four breakdowns that make up the 16 types.
Students were given a link and asked to take the profile and write down their four-letter combination (example: ENTJ). Read up on the combination at the Wiki site and also put the four-letter combination into a search engine. Print out the two articles and bring them to class.
Next class:
continue with chapter readings
do the profile and fiind the two articles and print them out for your notebook
We voted on how to handle assignments for the last four-five chapters and we chose these options:
1) speech 3-4"
2) multimedia or small group exercise of some concept from the text
The instructor will write up the assignments and distribute them next week.
Next we grouped the class by personality type for small group discussions.
We went over a handout (posted at the class text website) and read it in class. This information is important for understanding how to interact in next week's small groups.
The instructor asked the students to do the 36-question Personality Explorer at the text website:
http://highered.mcgraw-hill.com/sites/0073135232/information_center_view0/
Click the link on the lower left, "Student Edition," and then go to the link on the upper left, "Personality Type Explorer."
Next week:
Read Chapter 11
Small group dicussions about personality type
Word definition exercise for Chapter 10
Tuesday
We talked about personality types and referred to the section in the text about it, although we only we were able to find it in the older edition. If the instructor can find the reference in the 12th, it will be posted here later.
The instructor told about the four breakdowns that make up the 16 types.
Students were given a link and asked to take the profile and write down their four-letter combination (example: ENTJ). Read up on the combination at the Wiki site and also put the four-letter combination into a search engine. Print out the two articles and bring them to class.
Next class:
continue with chapter readings
do the profile and fiind the two articles and print them out for your notebook
Tuesday, March 10, 2009
2415 Group Comm What Happened in Class
March 13, 2009
On our last day of class before spring break, the instructor first reviewed the readings and what we would be doing after the break. See "next class," below. She also went over attendance through midterm.
We talked about the chapter on group assessment. We answerd the first assessment about grouphate and Scott took the numbers and put them in pie chart form in Excel. The class could then see how the segments broke out for each question. The instructor interpreted the first pie chart and students interpreted the others.
The consensus was that no one in the class hated groups. As a matter of fact, the largest segments were that people liked working in groups or they were undecided about working in groups. Brendan suggested that the "neither" could mean that people could be undecided based on who else was in the group.
Next class:
Read Chapter 9. On Tuesday after spring break, we will go into small groups and the instructor will provide a set of questions for the group to answer. Who answered the question will be filled in and the questions will go in the notebook as a class exercise.
On the following Friday, we will do a written (anonymous) evaluation of the class. We will also do personality profiles.
March 10, 2009
Today we broke into small groups and worked on defining concepts from Chapter 6. The instructor showed a term on the screen and students defined the term. At the end, we totalled up the points.
After this classroom exercise, the instructor put a self-monitoring assessment tool on the doc cam and students answered it. We learned there were quite a few high self-monitors in the class.
Next class:
Review Chapter 7 on assessment tools for small groups. Read the chapter indicated on the reading schedule, too.
On our last day of class before spring break, the instructor first reviewed the readings and what we would be doing after the break. See "next class," below. She also went over attendance through midterm.
We talked about the chapter on group assessment. We answerd the first assessment about grouphate and Scott took the numbers and put them in pie chart form in Excel. The class could then see how the segments broke out for each question. The instructor interpreted the first pie chart and students interpreted the others.
The consensus was that no one in the class hated groups. As a matter of fact, the largest segments were that people liked working in groups or they were undecided about working in groups. Brendan suggested that the "neither" could mean that people could be undecided based on who else was in the group.
Next class:
Read Chapter 9. On Tuesday after spring break, we will go into small groups and the instructor will provide a set of questions for the group to answer. Who answered the question will be filled in and the questions will go in the notebook as a class exercise.
On the following Friday, we will do a written (anonymous) evaluation of the class. We will also do personality profiles.
March 10, 2009
Today we broke into small groups and worked on defining concepts from Chapter 6. The instructor showed a term on the screen and students defined the term. At the end, we totalled up the points.
After this classroom exercise, the instructor put a self-monitoring assessment tool on the doc cam and students answered it. We learned there were quite a few high self-monitors in the class.
Next class:
Review Chapter 7 on assessment tools for small groups. Read the chapter indicated on the reading schedule, too.
Monday, March 2, 2009
2415 Group Communication What Happened in Class
3:23 Saturday afternoon
I have just uploaded the three mp3s to the Blackboard site. I would appreciate if a student would try downloading them. Someone let me know via an email to my Comcast address.
The mp3s should appear right on the home page as soon as you open the program.
Added at 3:48:
I uploaded the Word doc for the questions (handed out in class) in case anyone wants to type their answers in directly under the questions.
Added at 3:48:
I uploaded the Word doc for the questions (handed out in class) in case anyone wants to type their answers in directly under the questions.
A new assignment was issued today. Designed to cover the readings on Chapters 3, 4, and 5, it consists of listening to some mp3s and answering questions that were handed out in class.
We went over the assignment and the instructor showed a Powerpoint illustrating key points of the assignment.
Note to students: I was able to get things cleared up with the IT Dept. and I will be posting info here later--most likely tomorrow. For now, however, try to get into your Blackboard account using your e-mail name and password. Click "WebCT" on the lower part of the Kean home page to get there or type in "distance education" on the search engine.
Monday, Mar. 2
We watched a DVD on culture and its effect on nonverbal communication.
The instructor made copies of the material on group assessment and passed it out to students who needed it.
The Sullenberger questions were returned with the grade. We went over a few issues on writing, such as direct quotes, word choice, and other issues.
Students should bring their APA style guide to the next class.
Next class:
We will go over the assignment that will require students to have read chapters 3, 4, and 5.
Class exercise for Chapter 6.
I need a student to volunteer to host a few mp3s at their MySpace account. If you can do this, please e-mail me at the comcast address on the syllabus. I will send you the mp3s.
This is needed for our reading assignment covering the last few chapters. We talked about this in class but didn't finish our discussion.
Tuesday, February 24, 2009
2415 What Happened in Class
Friday, February 27
First we finished the video and then we talked about it for a short time. Most of the comments that were brought up were about cultural diversity and nonverbal communication.
Next we reviewed the reading assignments and found a discrepancy in the chapters. The instructor will issue copies to students at the next class.
After examining the readings, we moved on to the Sullenberger questions. Students received the questions back and the instructor explained the scoring process. We scored the papers and each person got to see the scoring. We also talked more about citation style.
Next week:
Read Chapter 6. Read Chapter 7 for Friday.
Tuesday, February 24
First we did the notebook check and an assessment was handed in on a colleague's notebook by each student. The instructor took students through the various categories.
Next we began a roster so each person will have contact information for others in their group.
The instructor discussed various forms of nonverbal communication: symbols, illustrators and regulators, adaptors, and barriers.
We watched more of the video on nonverbal communication, although we did not finish it completely. We will finish it at the next class.
Next class:
--be prepared for a reading assessment of Chapter 5, "Diversity and the Effects of Culture." (12th ed)
--instructor will hand out class rosters
First we finished the video and then we talked about it for a short time. Most of the comments that were brought up were about cultural diversity and nonverbal communication.
Next we reviewed the reading assignments and found a discrepancy in the chapters. The instructor will issue copies to students at the next class.
After examining the readings, we moved on to the Sullenberger questions. Students received the questions back and the instructor explained the scoring process. We scored the papers and each person got to see the scoring. We also talked more about citation style.
Next week:
Read Chapter 6. Read Chapter 7 for Friday.
Tuesday, February 24
First we did the notebook check and an assessment was handed in on a colleague's notebook by each student. The instructor took students through the various categories.
Next we began a roster so each person will have contact information for others in their group.
The instructor discussed various forms of nonverbal communication: symbols, illustrators and regulators, adaptors, and barriers.
We watched more of the video on nonverbal communication, although we did not finish it completely. We will finish it at the next class.
Next class:
--be prepared for a reading assessment of Chapter 5, "Diversity and the Effects of Culture." (12th ed)
--instructor will hand out class rosters
Tuesday, February 17, 2009
2415 What Happened in Class
Friday, Tuesday, February 20
The isntructor returned References pages (corrected) and answered questions about citation.
We got into a discussion about psychology and accepting job offers.
Next we watched a video on nonverbal communication and we will finish watching it next week.
The instructor collected the Sullenberger assignment.
Next class:
bring notebooks for check-in
watch the rest of the video
read Ch. 5
There may be a new nonverbal communication assignment with questions, similar to "bad apple."
Tuesday, February 17
The isntructor brought the 12th edition page numbers to students' attention (Sullenberger assignment).
We reviewed a few articles on sunspots that Victoria brought in.
Each group reported back about what their plan would be if the power grid went out. We discussed the various ideas.
Toward the end of the class, the instructor discussed an idea for a project for the rest of the semester. She asked students to think about it and come prepared to discuss at Friday's class.
The key points are:
Group Project: Publish a NJ-specific disaster preparation book.
Deadline to finish: April 15
Cost: $4.95 + tax & shipping for b&w text
Each group does 1-2 chapters: research, including primary, writing, photography (if desired).
We relate what is going on in the class to what is going on in the book. One-page writing assignments.
Integrate project with campus disaster preparedness plans already in existence.
The instructor took the References page the students prepared, but we did not have time to do APA in-text citations in class. This will be scheduled for another class.
We will watch a video on Friday on nonverbal communication.
The isntructor returned References pages (corrected) and answered questions about citation.
We got into a discussion about psychology and accepting job offers.
Next we watched a video on nonverbal communication and we will finish watching it next week.
The instructor collected the Sullenberger assignment.
Next class:
bring notebooks for check-in
watch the rest of the video
read Ch. 5
There may be a new nonverbal communication assignment with questions, similar to "bad apple."
Tuesday, February 17
The isntructor brought the 12th edition page numbers to students' attention (Sullenberger assignment).
We reviewed a few articles on sunspots that Victoria brought in.
Each group reported back about what their plan would be if the power grid went out. We discussed the various ideas.
Toward the end of the class, the instructor discussed an idea for a project for the rest of the semester. She asked students to think about it and come prepared to discuss at Friday's class.
The key points are:
Group Project: Publish a NJ-specific disaster preparation book.
Deadline to finish: April 15
Cost: $4.95 + tax & shipping for b&w text
Each group does 1-2 chapters: research, including primary, writing, photography (if desired).
We relate what is going on in the class to what is going on in the book. One-page writing assignments.
Integrate project with campus disaster preparedness plans already in existence.
The instructor took the References page the students prepared, but we did not have time to do APA in-text citations in class. This will be scheduled for another class.
We will watch a video on Friday on nonverbal communication.
Monday, February 16, 2009
2415 Group Communication
12th edition page numbers for Sullenberger questions:
1. p. 255
2. p. 244
3. p. 256
A couple points regarding organization of the writing:
1. Define terms within the text and attribute source
2. Put the question you've chosen at the top
3. Write for someone who knows nothing about group theory but who is familiar with the Hudson incident.
4. As always, do a References page, even if it is only for the text.
Friday, February 13, 2009
2415 What Happened in Class
Friday, February 13
Two activities:
1) small group discussion about survival if power grid went out
2) Sullenberger questions
We broke into small groups and discussed what we would do to survive if the power grid went out in the U.S. or on the globe. This is in fact a possibility due to sunstorms. Each group was to analyze what they would need to do to survive. In addition, they were to make up a list of what information they needed to make intelligent decisions about survival.
Next class members went back to their original seating and the instructor handed out the Sullenberger questions (and also the school paper). We read the questions in class and decided on a due date of Friday, February 20.
To do for next class:
a) Revise References page and bring it
b) Read chapter 4, per the reading schedule
c) Research answers to questions from the small group meeting today. Note: at a future class we will go into small groups and tape the sessions.
Two activities:
1) small group discussion about survival if power grid went out
2) Sullenberger questions
We broke into small groups and discussed what we would do to survive if the power grid went out in the U.S. or on the globe. This is in fact a possibility due to sunstorms. Each group was to analyze what they would need to do to survive. In addition, they were to make up a list of what information they needed to make intelligent decisions about survival.
Next class members went back to their original seating and the instructor handed out the Sullenberger questions (and also the school paper). We read the questions in class and decided on a due date of Friday, February 20.
To do for next class:
a) Revise References page and bring it
b) Read chapter 4, per the reading schedule
c) Research answers to questions from the small group meeting today. Note: at a future class we will go into small groups and tape the sessions.
Tuesday, February 10:
We talked about the 1549 Hudson airplane incident and watched two segments from the CBS Couric interview. We read in the book about teams and leadership in relation to this event. The instructor will provide questions that will relate the concepts from the book.
There were two handouts: grades and notebook classification. We went over both in class. The notebooks will be checked off on ? (have no record of what we agreed upon).
To do:
Bring References page.
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