Background Nonverbal Communication Say Whaaat? Creative Writing Trends and Patterns Problem Solving Creative Thinking Say It – Do It (Scientific Writing) Three Dimensional TANGOES * Negotiation (Basic) Supply and Demand Monopoly Teamwork PDCA Cycle Beyond Disabilities Group Decision Making Dynamics	Teamwork Summary/Suggested Uses This exercise focuses on understanding roles and communication within a group. Use it with the lower secondary grades as an introduction to major group projects or for training student councils. With upperclassmen, this is a quick reminder of their previous experiences that can serve as an introduction to an in-depth study of group dynamics. Allow 20-25 minutes. Objectives Participation in this exercise will help students to: Identify elements of effective teamwork – persuade others who have objections Identify typical roles within a group Experience the benefits of planning prior to action Practice appropriate communication under competitive conditions Materials 1 set of TANGOES * per group of 3 students Copies of the same card for each group. Make copies or cover the solution. Envelopes to hold each team’s supplies Direction Explain that today’s challenge is a team competition. Teams that build the picture on their card before the 5 minute time limit will win. Distribute one set of TANGOES * and the picture card in an envelope to each team. Teams may take out their supplies and begin when the timer is started. At the end of 7 minutes, call time and take up the cards from each group. Announce any winners. Show the puzzle solution and allow groups time to move their pieces if they so desire. ASK What was challenging about this task? (Accept any logical answers) What were the various ways members of your team communicated? (Voice tone, language, drawing etc.) What effect did these communication factors have? (Probe for individual and group reactions ) What roles did each member of the group take on? (Leader, supporter, dissident, not involved- discuss each of these roles and give examples as needed.) Were the roles each person took on formally determined by the group or did they just happen? Why did you choose the role you did? How did your actions help your group’s progress? Repeat steps one and two but allow 4 minutes for team planning (pieces cannot be moved during this time). At the end of 4 minutes allow 30 seconds for constructing the picture. Call time and announce any winners. ASK How was this round different from the first time? (Compare team results, time taken, noise level of room, communication styles between group members, roles of group members, etc) In what way did planning your project make a difference? (Accept any logical answers) How does this relate to your experience with group research projects? Debrief and Transition We’ve just done an exercise where you had to work cooperatively to achieve your team’s goal. How is this similar to something that you do outside of school as well? (Take examples) Would you agree that adults must also work as team members? (Get agreement) Being an effective work group involves two things: process and TASK/product. Process refers to the way members interact with each other and whether each person contributes equally. Product refers to the quality and quantity of your results (report, project, etc.) Is it possible to have a group that’s strong on process but doesn’t produce much? (Yes -- take examples from their life experiences such as study groups that meet but don’t study.) Is it also possible to have a group that produces a lot but hurts people in the process? (Yes – take examples such as competitive sports teams that eliminate good players because they aren’t great players.) As you saw in this exercise, planning helps both the process and TASK/product. So planning is considered one element of an effective group. Other elements include leadership, member involvement, common goals, coordination, cooperation, and communication. (Take input -- why are each of these important?) Let’s look at some examples of how teamwork is applied in our class, our homes, and in the community). (Transition to regular lesson plan)