Note: This particular Team Management overview and program kit was originally published on newlearner.com back in 1997. The approach has since been adopted with great success within a number of schools and programs. Give this approach a try if you find yourself looking for a new way to manage large numbers of diverse learners within your classroom.
As education budgets shrink and class sizes expand, teachers may at times wish to explore new ways of managing large numbers of students. Although I have the privilege of working in an environment that maintains a reasonable cap on class sizes, I have none-the-less found a "Team Management" approach to be quite effective within my Grade 9 classes. As a teacher of business studies, I have been quite pleased with how effective this approach has been at encouraging students to take an active role in managing their behaviour, as well as providing them with actual experience in team management. I invite other educators to examine this program and consider incorporating it within their regular class routine.
The Management Meeting
The management meeting at the end of the class is a great way to collect formative data to guide the programming for the next class, and it's also a great way to collect evidence of observations and conversations. Not only do the managers record observations for their teams, but the teacher can just focus on four to six managers on any given class, and has the opportunity to have a conversation with this smaller group at the end of the class.
The Management Binder:
The Team Management binder is comprised of five resources, organized in the following order:
The binder generally requires only one Duty Roster and one Attendance Sheet per term. However, it requires a separate reporting sheet (two-sided, with the Conduct Report on the front and the Achievement Report on the back) for each class.
The entire binder kit can be downloaded as a PDF below. Feel free to use this kit and adapt it to your needs. As always, I invite you to let me know how this approach works for you and your students.
Field studies describe an organized, well-considered effort to collect data from a real-world environment. Field studies generate primary research data through the use of recorded observations, interviews, or surveys. Field studies are not to be confused with experiments, wherein data is generated from within a controlled setting - such as a lab.
The objective of any field study is to make inferences about what happens in the real world.
The Field Study Extended Project
In the Field Study Project, each student (or pair of students) would propose, design, and conduct some form of original field study. The field study must explore a phenomenon that is related to a course's overall topic of study (ex. law, sociology, or economics). The actual field study (i.e. the data collected) would form the basis of a scholarly journal article that can later be published within a journal that the class produces and posts online.
The Field Study extended project includes the following phases:
Students familiarize themselves with the idea of field studies by reading field study articles curated by the course instructor.
III) Ethical Review
Structure and Length
Each field study write-up, presentation, and journal article should:
Write-Up: There is no prescribed lower or upper word limit for the study write-up. However, this study should be well considered and well implemented so that it can serve as the foundation for both your presentation and your scholarly article.
Presentation: Ten minutes.
Scholarly Article: Maximum of 1500 words, including the front matter. (Front matter for a journal article generally consists of a title, abstract, key words, and the names of the author or authors.) This is an article intended for publication within a scholarly journal, so it should be representative of the student's very best writing. Single spaced, at font size 12, the article should take up three pages within the scholarly journal.
The Correlation Study Icebreaker: Learn about the tools of social science and break the ice in a single class!
Looking for an Icebreaker for your first social science class?
I've used a certain icebreaker exercise in my economics classes for years, and it never ceases to amaze me. I first go over the basics of how field studies and investigative science work: how scientists will propose hypotheses, gather data, identify correlations, and then attempt to explain causal relationships.
I then ask the students (alone or in groups, depending on the class size) to develop a hypothesis that they might be able to examine by just studying the students in our class. Each student (or group) must then interview each and every student in the class in order to collect the two variables that they wish to examine. Do their classmates have any siblings? How tall are they? Do they wear corrective lenses? Do they wear a watch? How many languages do they speak? The possibilities are endless.
The students plot the data they collect on a graph, and then present both their hypothesis and their findings to the class. The study / icebreaker portion of this exercise can take place in a single 80-minute class, and the presentations can generally be completed in the next class.
Google Spreadsheets Serve Up Excellent Scatter Graphs in Three Easy Steps
Google spreadsheets provide a particularly quick and easy way to illustrate a correlation between variables. If you have access to Google Apps in your school, then a Google spreadsheet can plot the data points and illustrate correlations in three easy steps:
i) Set up three adjacent columns: the first column being for the names of the students interviewed (so the interviewer can track who she has and hasn't interviewed), and the next two columns being for the two variables that are being analyzed.
ii) Highlight just the two columns of data (without any names), and then click on the "Chart Wizard" button. You will see a variety of chart options, but click on "more" chart options to find the scatter graph option. (You must select the "scatter" graph option to plot correlations between variables.)
iii) Click on the "Customize" tab and then scroll down to exercise the options of setting your chart title, naming your X and Y axes, and even generating a line of best fit. (The line of best fit is a particularly handy feature of Google spreadsheets that Google had previously been criticized for not including. As you can see, Google Apps are constantly evolving.)
Over the years, I've seen my students make so many amazing discoveries right before my eyes. For example, did you know that people who wear watches tend to enjoy greater academic success in school? How about this one: Did you know that blue-eyed people tend to wear corrective lenses less than brown-eyed people? Finally, would you believe that people who speak two languages tend to do better in school than people who speak one - or even three - languages? These are just a few of the incredible findings that my students have unearthed during this exercise. While these are just correlations, not causations, they are still pretty amazing discoveries.
These mini-studies are a great way for students to meet and learn about each other while also exploring the tools of investigative science. Every class will inevitably find themselves exploring issues of correlation, causality, sample bias, split effects, and even post-hoc fallacies.
Try this the next time you're looking for a way to break the ice in your social science course, and let me know how it goes.
Please note: While computers help, you don't need computers to do this exercise. I did this exercise for years before my school became a laptop school. You can download a PDF below that will facilitate a pen and paper version of this exercise.
The New Learner Lab
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