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Fundamentals Lesson 12: Running a Committee

Beginning of Class Routine

Setting the Stage: Play culturally relevant instrumental music as the students enter class.

Lead the students in a midline crossing activity. Use Educational Kinesiology document to find useful resources.

45-50 minute lesson

OBJECTIVES

  • learn effective strategies and procedures to conduct committee meetings in the LIA classes.   
21st Century Competencies Skills for Learning & Life
Critical thinking, communication, collaboration, creativity, social skills, leadership, productivity, initiative, flexibility Social Awareness, Self-Awareness, Responsible Decision-Making, Self-Management

INTRODUCTION

Building The LIA Classroom Community (10-15 minutes)
Go over the objectives of this lesson.

Welcome Activity: 

Today I feel  ______________ because _______________.

Community Building Activity:

Purpose: To use this Gallery Walk activity to help students brainstorm a topic that would be a goal of a student run committee. Like viewers at an art gallery, small groups of students will rotate from poster to poster, stopping to view, discuss, and add ideas at each station (Skills for Learning & Life 3 Signature Practices Playbook).

Skills for Learning & Life Focus: This Gallery Walk activity will further enhance students’ Self-Awareness, Self Management and Relationship Skills.

Overview (15 min):

  • Welcome students in a Community Circle/ Class Meetings activity (collaborative process) – see Skills for Learning & Life 3 Signature Practices Playbookand Introduction to Welcoming Rituals
  • Establish a specific goal that would be a topic of discussion of a student-run committee, such as, “How can we make our school environment safer for students?”
  • Hang four posters with headings that relate to the specific topic of discussion around the room such as “In the Classroom,” “Between Classes,” “At Dismissal” and “During Lunch.”
  • Divide the class into four groups, give each group a marker, and assign each group to one of the posters. Explain the overarching question, and what each of the poster topics is.
  • Allow groups to stand at each poster for three minutes to share, discuss, and write down their responses to the category.
  • When time is up, ask the groups to rotate clockwise so each group is in front of a new poster to continue the activity. Each group now reads the offerings of the previous authors, using sticky notes to add clarifying questions or comments/compliments. Rotate every three to five minutes, until every group has visited every poster.
  • Next, allow time for individuals to silently walk around the room and read the completed posters, noting ideas that they agree with or that seem like something they’d like to try.
  • Original group revisits their feedback and can add to their poster.
  • Use this information as the first project once a students run committee is formed.

WHAT? SO WHAT? NOW WHAT?

Initiate a brief discussion using the questions below.

What? What were your thoughts and feelings as you participated in this activity? (Self-Awareness)

So What? Why do you think it’s important to explore ideas using the Gallery Walk strategy? (Social Awareness) 

Now What? What will you do with what you learned about the Gallery Walk process? (Responsible Decision Making)

Virtual Adaptation: Design four Google Docs with the headers mentioned above with a table with links to the Google Doc. Post the link to the table so that all of the students have access to it. Divide the class into four groups and send them to separate breakout rooms. Assign each group to begin at a different starting point and assign a time in which they will change to the next Google Doc topic. All students will access the doc and add comments at the same time. The teacher alerts each Breakout room when to rotate. Return to the large meeting and post each Google Doc for all to see. f Virtual Collaboration and Shared Agreements.

Activities to foster student engagement. (click link for resource)

INSTRUCTION

Activity

  • Watch the following video The Power of Teamwork 
  • Ask students to explain the meaning of “It’s smarter to travel together”.
  • Relate the video message to teamwork.
  • Emphasize the power groups have if they are organized.
  • Point out to students that in each case the number of group members did not change, but rather how they organized and worked with each other.
  • Explain the purpose of this lesson is to understand how students can work effectively in committees, which is a central part of this course.
  • Watch the following video: Every Meeting Ever
  • Ask students if they can relate to the personalities in this video with experiences they have had working in groups. Can they identify additional challenges?
  • As a teacher can you point out examples from a group you have? A club, team, faculty meeting, and even your own class? (Who is the social medialite, always late, the class clown, then fervent note-taker, etc.?)
  • Review the strategies your committees can use that encourage all students to participate. Choose one that you would like to use/practice in your LIA committees.
    • Think-Pair-Share
    • Last Word
    • My Two Cents

Guided Practice

  • Review and agree upon the possible roles students can have in a committee. Some options are:
    • Secretary- Person who keeps copies of all documents and submissions
    • Scribe/Recorder- Person who writes the minutes and/or completes the agenda.
    • Spokesperson- Person who reports to the teacher or class if needed
    • Time Keeper- Makes sure the group is aware of time and pacing of the meeting
    • Runner- Person who runs to ask questions or gather materials
    • Explorer- Person who speaks with or asks questions of others outside the LIA classroom
    • Facilitator- The person who opens the meeting and guides the discussion
  • Allow students to create a poster or display that define these roles and make them visible to the class:

REVIEW AND ASSESSMENT

Review

  • Review
    • Use a current event topic to practice organizing students into groups, assigning roles, and producing a finished product. For example, groups can be assigned to review a certain current event, allow each member to give a reaction, appoint a scribe to write down the main points, and a spokesperson to report a summary of the event and discussion to the class.

Journal Entry

  • How do the different committee roles work together to achieve goals and objectives?
  • What are some ways you could fairly assign committee roles to your classmates?

ADAPTATIONS

Differentiation Ideas

  • Rotate committee roles among students in order to develop different skills and responsibility. All minutes from the committee meeting should be posted in the electronic classroom or website. 

BRIGHT IDEAS

Vocabulary Materials

Personalities

Assigned Roles

Brainstorm

The Power of Teamwork

Every Meeting Ever Video

Image: Group Roles

Group Work Roles