benefits of teaching social skills in the context of cooperative learning
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BENEFITS OF TEACHING SOCIAL
SKILLS
In the Context of Cooperative Learning
IN YOUR GROUPS
Two articles (one print and one is linked on blackboard)
ANSWER:
According to the articles, what are the
benefits of teaching social skills to students
during cooperative lessons? Do you feel this is
important in HS and MS?
L I N K T O M AJ O R SK I L L S R E Q U I R E D I N T HE W O R L D O F W O R K
Enhance employability, productivity and career
success
Most important skills (especially for high paying
jobs)• Getting others to cooperate• Leading others• Coping with complex situations• Helping solve people’s work-related problems
QUALITY OF LIFE
Everyone need good, close, intimate relationships in life
Employees who are dual-centric or family-centric
exhibit significantly better mental health, greater
satisfaction with their lives, and higher levels of job
satisfaction than employees who are work-centric *
(*Families and Work Institute and American Business Collaboration. (2002). National study of the changing workforce. New York: Families and Work Institute.)
PHYSICAL HEALTH
High-quality relationships are
linked to longer lives and quicker
recovery from illness and injury.
INCAPACITY FOR POSITIVE RELATIONSHIPS LEADS TO:
Anxiety
Depression
Frustration
Alienation
Loneliness
PSYCHOLOGICAL HEALTH
Strongly influenced by positive and
supportive relationships with others
Reduces psychological distress and
increases autonomy, self-identity, and
self-esteem
ABILITY TO COPE WITH STRESS
Decrease number and severity of
stressful events and reduce anxiety.
Coping by the provision of caring,
information, resources and feedback.
TYPES OF SKILLS:
Forming skills: • The basic skills needed for a functioning, cooperative learning group (taking turns, using quiet voices, etc.)
TYPES OF SKILLS
Functioning skills: • The skills needed to manage the group’s activities to complete a task and to maintain effective working relationships among members
TYPES OF SKILLS
Formulating skills: • The skills needed to
understand the material being studied at a deeper level, to stimulate the use of higher quality reasoning strategies, and to maximize mastery and retention
TYPES OF SKILLS
Fermenting skills: • The skills needed to rethink the
material being studied, manage cognitive conflict, search for more information, and communicate the rationale behind one's conclusion
OBSTACLES TO DEBRIEFING SOCIAL SKILLS IN A LESSON:
BIG piece when you are
frequently working in a
kitchen group!
NOT ENOUGH TIME.
• Debrief during the activity or send a checklist or questionnaire home that is reviewed the following day.• Do a thumbs up, thumbs
down, or arms crossed signal as you ask the class how they did on the skill(s) during the last 3-4 minutes of the class period.
DEBRIEFING IS VAGUE.
• Give specific questions to answer about the group.• Identify key pieces of the
activity or key “happenings” that must be spoken to in the evaluation.• Assign a “student observer.”
STUDENTS UNINVOLVED.
• Include a written report with strengths and weaknesses.• Require all members to complete a
survey.• Assign one student the debrief (rotate
each time).• All members sign the summary.• Bonus points for a good debrief.
WRIT TEN DEBRIEFS ARE INCOMPLETE.
•All members read and sign each one before turning in.•Bonus points for completeness
POOR COLLAB ORATION DURING DEBRIEFING.
•Assign specific roles for debriefing.•Observe another group and discuss.
WHAT DO YOU THINK?
What is the importance of teaching Social skills in the
FCS classroom? Is it worth the time?
From your observations and visits to FCS classrooms in
MS and HS, do you feel students can benefit from being
taught this piece of the PIGS Face (or PIES) strategy?
What are some specific ways you can incorporate this
into your FCS classroom?
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