From UMassWiki

February 19, 2008

Did you check course news and information?

Contents 1 Today's in-class activities 2 Homework assignments 3 Make-up 4 What we did last week

Today's in-class activities

• Schein Teams "Prep" for Reports (five minutes to get organized)

• Schein Teams: Reports on "What to Observe in a Group"

Tootsie Rolls (task and maintenance behaviors)

Fireballs (decision-making processes)

Peppermints (commmunication skills)

Caramels (self-oriented behaviors)

• VOTE (with your feet): Reshuffle or Retain the same Schein Teams? You'll need to give us another report next week...
• Test #4 and Peer Evaluations #4

• distinguish, please, between Matt W and Matt S.
• please include detail in your supporting comments

• Turn in handout/worksheet from the second class on the four spheres of activity from the "followers" questions, concerns or qualities:

a) interpersonal issues

b) patterns in group behavior

c) group task

d) issues of leadership

• Have you missed a blogpost or comment? (There have been eight, yes 8, due already.) There is no going back, there are only chances for make-up - and only when doing more makes sense for the overall group's learning, e.g., in terms of curriculum or pedagogy. In other words, there may or may not be more chances after today.

• Framing Presentation (powerpoint by Steph)

Schein Teams, at the ready!

• FISHBOWL D) What is gist? Getting to quality and substance. (Handout, results from Test 2)
• FISHBOWL E) On utilizing resources (e.g., how to be a leader...). (Handout, results from Test 2)
• FISHBOWL F) First negotiation...process project and content team. (occurred during Class #5 - next week)

Homework assignments

A. Read the entire threads of Sedona1, Thumpasorus: About a Protest, and AP1115.

1. What principles of framing are being modeled in these three threads? Read all three, then pick ONE for your response. Include specific examples from the other two threads.
2. What role does “subjective involvement” seem to have?

B. Schein Team Reports to be emailed to Steph for posting in the Course Wiki prior to next class. Deadline: Sunday, February 24th, 5:00 pm.

C. Read pp. 121-176 in After Dachau.

D. Read and comment with any-and-all concerns or questions to mushy pride. If you have no concerns or questions, please describe what you think this study "could" or "ought" to do. If you have both concerns and visions (!), share them both! Please do not forget to log in to your own Wordpress blog, first! Remember it might be wise to write in a word-processing document and save, then copy and paste!

E. Read all the comments to Time to DECIDE, what will YOU create?

Make-up

(ONLY for Blogposts and/or Comments already missed = a total of seven). NOTE: This will not happen again. Decision-making (from the powerpoint presentation on Framing). Read the three entries you drew in class - beginning with the original entry and all of the commentaries:

No, No Mas Farc.

Not Attending

Class over Protest

Why I will not be attending the FARC protest

Superbowl Fallout

No Mas Farc?

Gonna be a struggle

No Mas Farc

I wish I could go!

A worthy cause

Decision making process

No Go To No Mas

1. What principles organized the experience that governed students’ decision-making about whether or not to attend the "No Mas FARC" protest?
2. What role did “subjective involvement” have in the decisions?

What we did last week

Do you remember? Did you take notes? Check out the Schein Teams, assigned by random drawing of candy.