Communications 12

Self and Society
(Working Together)

It is expected that students will:

demonstrate flexibility, responsibility, and commitment when working together
apply various strategies including consensus-building and formal decision-making techniques to achieve communication goals
monitor their own and others’ contributions, suggest new ideas, and build on others’ strengths to achieve group goals

To view the prescribed learning outcomes for Self and Society (Working Together) in grade 11 click below.

Brainstorm with the class the advantages and disadvantages of working alone and of working in groups. Record responses on chart paper. Discuss the different roles people take in groups (e.g., initiator, information giver, clarifier, gatekeeper, feeling expressor, harmonizer, blocker, recorder, materials handler). Create sample statements or lines that could be spoken by people in these roles. Then divide the class into groups of five and have each student choose a role to play in the group. Have the groups work together to create posters on topical issues of concern (e.g., safe driving, anti-smoking, pollution). Have students present their posters to the class and discuss how well their groups worked together.
Following any group assignment, have students prepare formal evaluations of the process, identifying problems, limitations, and successes. Use these to discuss the values and limitations of collaborative work. Encourage students to relate their experiences in other school and community activities in which they participate (e.g., athletics, performing arts, service organizations). Highlight:

Divide the class into small groups and have students role-play making plans to share an apartment. Ask each group to decide what tasks are necessary for maintaining a home (e.g., cooking, cleaning, laundry, grocery shopping), how often each task needs to be done, and which tasks are to be done together or separately. Encourage students to divide the chores equally and to decide what action to take if someone does not contribute as agreed. Ask each group to report to the class on the problems they encountered in reaching agreement and what solutions they found. Follow with a class discussion of conflict resolution techniques.

Work with students to identify criteria for assessing the group process when they prepare posters on topical issues of concern. Have each group assess its ability to:

Use criteria such as the following to assess the posters created by the groups:

When students report to the class on their role play about sharing an apartment, look at how they have dealt with the following aspects:

Print Material

Revised: March 5, 1999