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4 Types of Team Conflict—And How to Deal With Each Effectively

It sounds cliche but I believe that “Team work makes the dream work.” so conflict within in a team must be handled appropriately before it harms the team. This article provides some good ideas on where to start.

Blanchard LeaderChat

conflict resolution strategies - doodle on a cocktail napkin wit Differences are inevitable when passionate people work together. Eventually, after a team gets through an initial orientation with a new task, members usually come to the realization that working together to accomplish a common goal is tough work.

This occurs in the “dissatisfaction” stage of team development when the team recognizes the discrepancy between what is expected of them and the reality of getting it done.

It is not a pleasant stage.

As a leader it’s important to differentiate between the different types of conflict teams experience and to have a plan for helping the team move forward.  Here are four examples of team conflict and some advice on how a leader can intervene properly from Dr. Eunice Parisi-Carew, teams expert, and coauthor of the upcoming book, Collaboration Begins With You.

Conflict over positions, strategies or opinions

If two or three strong, but differing, positions are being argued in…

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Happy Digital Learning Day! #DLDAY

Today is Digital Learning Day!

Every day is Digital Learning Day in my classroom. Students love being able to use technology and it enhances their learning. Here is a list I put together for a presentation at the Georgia Educational Technology Conference of just a few of the different tools used in my classroom each day to bring learning to life: 100+ Amazing Apps for Education and Training.

My Business and Computer Science students used Voki, Tellagami, and Facetalker for their set induction activity which I refer to as the DO NOW. These three apps allow students to make characters with their phones and/or the computer. Legal Environment of Business students summarized laws related to business such as the Civil Rights Act of 1964 meanwhile Entrepreneurship students described one of the basic sections of a business plan using 1 of the 3 apps. Check out their characters on Padlet (a great tool for collaboration and sharing): http://padlet.com/yvette_dupree/BMA-LEB-7Laws or http://padlet.com/yvette_dupree/bplansENT. A few students shared their characters on twitter. Follow me @yvettedupree.

Introduction to Business students worked on business plan outlines and planned commercials to advertise their products. ELHS P$ on DLD

How did you celebrate Digital Learning Day?

What Distinguishes Essential Questions from Non-essential Ones?

What Distinguishes Essential Questions from Non-essential Ones?

According to McTighe and Wiggins (2013), there are seven defining characteristics of essential questions. A good essential question meets all of these characteristics:

  1. open-ended; not having a single, final, and/or correct answer
  2. thought-provoking and engaging intellectually; has the ability to spark discussion and debate
  3. addresses higher-order thinking (from Bloom’s taxonomy: analysis, inference, and guides learners towards evaluation, prediction)
  4. Points toward important, transferable ideas within and across disciplines
  5. Sparks further inquiry and raises additional questions
  6. Requires evidence for support and justification
  7. Provides opportunities to be revisited

Essential questions are not answerable in a single lesson or a single sentence. These types of questions allow learners to dive deeply into a subject (McTighe & Wiggins, 2013).

What’s the Difference Between “Doing Projects” and Project Based Learning ?

What is the Difference Between “Doing Projects” and Project Based Learning?

© Amy Mayer, @friEdTechnology, EngageMeAcademy.org, friEdTechnology.com

Projects . . . Project Based Learning . . .
Can be done at home without teacher guidance or team collaboration. Requires teacher guidance and team collaboration.
Can be outlined in detail on one piece of paper by the teacher. Includes many “Need to Knows” on the part of the students and teachers.
Are used year after year and usually focus on product (make a mobile, a poster, a diorama, etc.). Is timely, complex, covers many TEKS, and takes a team of highly trained professionals significant time to plan and implement.
The teacher work occurs mainly after the project is complete. The teacher work occurs mainly before the project starts.
The students do not have many opportunities to make choices at any point in the project. The students make most of the choices during the project within the pre-approved guidelines. The teacher is often surprised and even delighted with the students’ choices.
Are based upon directions and are done “like last year.” Is based upon Driving Questions that encompass every aspect of the learning that will occur and establishes the need to know.
Are often graded based teacher perceptions that may or may not be explicitly shared with students, like neatness. Is graded based on a clearly defined rubric made or modified specifically for the project.
Are closed: every project has the same goal. (As in the example below, the end result is always The Alamo.) Is open: students make choices that determine the outcome and path of the research.
Cannot be used in the real world to solve real problems. Could provide solutions in the real world to real problems even though they may not be implemented.
Are not particularly relevant to students’ lives. Is relevant to students’ lives or future lives.
Do not resemble work done in the real world. Is just like or closely resembles work done in the real world.
Do not include scenarios and background information or are based on events that have already been  resolved. The scenario or simulation is real or if it is fictitious, is realistic, entertaining, and timely.
Are sometimes based around a tool for the sake of the tool rather than of an authentic question. (Make a Prezi.) Use technology, tools, and practices of the real world work environment purposefully. Students choose tools according to purposes.
Happen after the “real” learning has already occurred and are just the “dessert.” May be used as a summative assessments. Is how students do the real learning.
Are turned in. Is presented to a public audience encompassing people from outside the classroom.
Are all the same. Is different.
Make a model (or diorama or mobile . . . ) of the Alamo. Design a fortification that would take your community through a bio (or other non-traditional attack) and make a recommendation to the city council for future planning.