A Situational Classroom: What about the impact of group dynamics?
So far in our situational classroom series we have stressed what classroom format and delivery model the instructor might best utilize to maximize learning by the individual student. So when the instructor determines that a supportive style of instruction is most appropriate, plan carefully. For the best learning results review the course content and design well ahead of time. Consider how different the skills of supporting and facilitation are from lecturing, directing and coaching during the implementation and delivery phases of this learning model. Remember that facilitation of a group correctly usually takes more time to cover. Think of covering the material by a lecture or covering the same material using a case study. http://www.lowther7.com/courses/instructor-facilitator-understanding-gro...
Letâs look here at the similarities of an individualâs learning development and stages of group development. According to Bruce Tuckman there are four stages to group development. The first stage is forming, individuals seeking acceptance as they avoid conflict. According to the Situational Leadership, team approach, this first stage is orientation. Group participants enter with low to varied competence but generally high commitment, similar to an individualâs first development learning level.
Storming is Tuckmanâs second stage of development. At this level team members determine what they are suppose solve and how they will participate within the group. The situational team approach calls this stage dissatisfaction with individuals demonstrating some competence with a low to varying level of commitment.
Groups that successfully work through stage two move into Norming or resolution, the third stage. Some members of the group may have to give up their ideas and agree with others to work towards a common goal. Individuals demonstrate a high competence with variable levels of commitment.
Successful groups reach the fourth stage, performing or production. The team members are motivated, demonstrating high competence and high commitment while working towards the completion of the groups goals.
In a situational classroom, the instructor using a supportive approach needs to be aware that studentâs may enter into the group learning activities at different levels of competency and commitment. It is important to facilitate the group as if they are all at the same basic level during the forming/orientation stage. On the part of the instructor/facilitator it is critical that they carefully guide the group to each new development level as a group. Moving to a new level is a skill of balance. Move too soon and you can lose the involvement of students who are not ready. Move too slowly and you can lose the involvement of your advanced students who may get frustrated.
For individuals who wish to refresh their knowledge or who want to learn more about situational leadership, the basics upon which this learning approach is based, visit Wikipedia or read the book, The One Minute Manager Builds High Performing Teams authored by Dr. Ken Blanchard, Donald Carew, Eunice Parisi-Carew.