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 * Papers Written in the 2010 Fall Semester for Sierra Nevada College Teaching Master's Program Class in APA format.**

Group Goals, Social Interdependence, and Trust

Christopher Haub

Intract App Curr Dsgn Ins Sec 532

Instructor: Dixi Dougherty

September 16, 2010

INTASC Standard 5. Motivation and Management - The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

INTASC Standard 10. School and Community Involvement - The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.

Group Goals, Social Interdependence, and Trust More recent studies (Matsui, Kakuyama, & Onglateo, 1987; Mitchell & Silver, 1990 p.72) indicate that group goals, compared with individual goals, result in higher group performance, goal acceptance, and cooperation among members…. A group goal is defined as “a future state of affairs desired by enough members of a group to motivate them to work toward its achievement” (Johnson, D., and Johnson, F. (2009) p. 71). There are two ways that can “induce members to commit themselves to a goal, first is the START criteria” (Johnson, D., and Johnson, F. (2009) p. 73). The “S” stands for specific, “specific goal indicate what needs to be done” (Johnson, D., and Johnson, F. (2009) p. 74). The “T” stands for trackable and measurable, “Goals must be operationalized so that the steps to achieving them are clear and understandable” (Johnson, D., and Johnson, F. (2009) p. 74). The “A” stands for achievable but challenging, “Groups must be able to achieve the goals if they work hard enough and have sufficient teamwork” (Johnson, D., and Johnson, F. (2009) p. 74). The “R” stands for relevant; “Members must see the goals as meaningful and be personally committed to achieving them” (Johnson, D., and Johnson, F. (2009) p. 74). The “T” stands for transfer, “Whatever skills members master today should be usable in other situations tomorrow” (Johnson, D., and Johnson, F. (2009) p. 74). The second way to get members committed to their goals is “involve group members in the process of forming the goals” (Johnson, D., and Johnson, F. (2009) p. 73). There are two methods for setting effective goals; they are survey-feedback method and critical path method. (Johnson, D., and Johnson, F. (2009) p. 79) The survey-feedback method is defined as “interviewing group members about group goals and the priorities of the group” (Johnson, D., and Johnson, F. (2009) p. 79). The critical path method is defined as “groups specify the end state they want to achieve, working backwards from the final goal” (Johnson, D., and Johnson, F. (2009) p. 79). The most important theory in the chapter is social interdependence that deals with cooperation and competition. (Johnson, D., and Johnson, F. (2009) p. 89) Kurt Kafka was one of the founders of the social interdependence theory who believed that “that groups were dynamic wholes in which the interdependence among members could vary” (Johnson, D., and Johnson, F. (2009) p. 90). Other theorists, Lewin and Deutsch refined his work, and theorized social interdependence as “exists when individuals share common goals and each individual outcomes are affected by the actions of the others” (Deutsch, 1949a, 1962; Johnson, 2003; (Johnson, D., and Johnson, F. (1989) p. 91) According to the theorists there are three ways interdependence can be structured they are “Positive: cooperation, Negative: competition, and No Interdependence: individualistic” (Deutsch, 1949a, 1962; Johnson, 2003; (Johnson, D., and Johnson, F. (1989) p. 91). Groups that are effective have a “developing and maintaining level of trust among group members” (Johnson, D., and Johnson, F. (2009) p. 122). A group must have the elements of trust, which are “openness, sharing, acceptance, support, and cooperative intentions” (Johnson, D., and Johnson, F. (2009) p. 124). In establishing trust in groups having trustworthy behavior is key. (Johnson, D., and Johnson, F. (2009) p. 125) Trustworthy behavior is defined as “willingness to respond to another person’s risk taking in a way that ensures that the other person will experience beneficial consequences” (Johnson, D., and Johnson, F. (2009) p. 125).

References 1. Deutsch, M (1949a). A theory of cooperation and competition. Human Relations, 2, 129-152. 2. Johnson, D., and Johnson, F. (2009). Joining Together, Group Theory And Group Skills. New Jersey: Pearson Education, Inc. 10th ed. 3. Matsui, N. Kakuyama, T. & Onglateo, M. (1987). Effects of goals and feedback on performance in groups. Journal of Applied Psychology, 72 (3), 416-425. 4. Mitchell, T., & Silver W. (1990) Individual and group goals when workers are interdependent: Effects on task strategies and performance. Journal of Applied Psychology, 75 (2), 185-193.

Experiential Learning

Christopher Haub

Intract App Curr Dsgn Ins Sec SECD 532

Instructor: Dixi Dougherty

September 9, 2010

INTASC Standard 2. Student Development - The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development. INTASC Standard 5. Motivation and Management - The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Experiential Learning In this chapter, experiential learning “involves reflecting on one’s experience to generate and continually update an action theory that guides the effect of one’s actions” (Johnson, D., and Johnson, F. (2009) p. 45). In-group dynamics, one must have complete mastery of experiential learning, meaning having the skills and knowledge to put those elements into action. (Johnson, D., and Johnson, F. (2009) p. 65) In order to understand experiential learning, one must understand action theory. Action theory is “a theory as to what actions are needed to achieve a desired consequence in a given situation” (Johnson, D., and Johnson, F. (2009) p. 47). The theory correlates with our classroom exercise of “Getting to Know you Bingo”. In this exercise, we must get signatures in order to win a prize. This exercise is explained in action theory by “if we do x, then y will be the result” (Johnson, D., and Johnson, F. (2009) p. 47). Kurt Lewin was a major influence on experiential learning. The theorist believed in the “importance of active participation in groups in order to learn new skills, develop, new attitudes, and obtain new knowledge about groups” (Johnson, D., and Johnson, F. (2009) p. 47). There are four stages to the process of experiential learning that were influenced by Kurt Lewin. The first stage is “take action on the basis of one current action theory”, the second stage is “implement revised action theory by taking modified action”, the third stage is “access consequences and obtain feedback”, and the last stage is “reflect on how effective actions were and refine the action theory” (Johnson, D., and Johnson, F. (2009) p. 49). The strategy of post-its where we shared our reflections, are a opportunity through experiential learning to examine what “aspects of your experience you wish to focus on, what skills you wish to develop, and how you conceptualize the conclusions” (Johnson, D., and Johnson, F. (2009) p. 52). The post its give you an opportunity for you to “believe that you are in control of or at least have some influence over your learning in order to feel psychological success” (Johnson, D., and Johnson, F. (2009) p. 52). For mastering new group skills one must be a participant-observer. Participant-observers use “observing, giving and receiving feedback, reflection for improvement, modifying behavior and repeating the cycle” (Johnson, D., and Johnson, F. (2009) p. 57), this we help you and others to know when to use your newly formed group skills to improve the function of the group. (Johnson, D., and Johnson, F. (2009) p. 65) References Johnson, D., and Johnson, F. (2009). Joining Together, Group Theory And Group Skills. New Jersey: Pearson Education, Inc. 10th ed.