1. Positive Interdependence
This activity models the lack of trust between the two major groups, but relies on coordination among one's own group.
b. Communication
This step will be crucial in ensuring each member knows what they need to do (trade) to further their progress on the goal sheet.
c. Decision Making Strategies
These strategies will come in handy when deciding whether the other team is bluffing and with what cards to acquire. Will the mathematical content from the unit serve as a sufficient tool in assessing probability or will natural distrust lead to a breakdown in making trades.
d. Conflict Resolution
When these conflicts do arise students will have to make their own individual calls on what to do, but their decision will impact the whole group. Reconciling mistakes with one's team will strenghten unity and foster collaboration, if the ensuing conflicts can't be resolved then collaboration will break down.
e. Leadership Skills
In order to ensure this doesn't happen natural leaders will rise to govern these elements of social skills. Will this be from democratic consensus or assertive leadership?
5. Face-to-Face Interaction
- Each group member is responsible for establishing a trade with a member from another group.
- Trades between 1-5 cards must be completed each turn and requires participation from all students on each team.
- Each member must demonstrate mastery of mathematical probability while participating in a small scale model of cold war espionage.
- Each member is accountable for the whole group's goal sheet.
- The guiding principle of group processing in this activity is the goal sheet. Without group self-assesment it will be impossible to win the game. Therefore group critical reflection is necessary in order to avoid accumulating the wrong cards.
- For cooperative learning to be effective, students must learn Social Skills for successful cooperation.
- Social Skills to develop include:
This activity models the lack of trust between the two major groups, but relies on coordination among one's own group.
b. Communication
This step will be crucial in ensuring each member knows what they need to do (trade) to further their progress on the goal sheet.
c. Decision Making Strategies
These strategies will come in handy when deciding whether the other team is bluffing and with what cards to acquire. Will the mathematical content from the unit serve as a sufficient tool in assessing probability or will natural distrust lead to a breakdown in making trades.
d. Conflict Resolution
When these conflicts do arise students will have to make their own individual calls on what to do, but their decision will impact the whole group. Reconciling mistakes with one's team will strenghten unity and foster collaboration, if the ensuing conflicts can't be resolved then collaboration will break down.
e. Leadership Skills
In order to ensure this doesn't happen natural leaders will rise to govern these elements of social skills. Will this be from democratic consensus or assertive leadership?
5. Face-to-Face Interaction
- One of the big themes of this unit is competition vs collaboration. This activity models both. Students must work together with their own teams in competition against the other team. What is most crucial however is that each member of the opposing team have to work together as well in order to make the trades necessary for victory.
- Students explain to one another what they are thinking about the other team and what they are thinking about their own team this self-reflection will allow them a better path to victory and ensure positive results from face-to-face interaction by furthering the game and success strategies.
- The will be an exit ticket in the last 8 minutes of class where students answer the following questions.
“What strategies did you use in this activity?”“How often did this strategy work?”“How do you think you could improve this strategy?