Brain Based Teaching - Social Networking Through Teams

I'm part of a librarian book study in which we are reading the book Brain-Based Teaching in the Digital Age by Marilee Sprenger.  The first few chapters discuss the effects of technology on student's brains covering research on the brain itself.  For those that aren't familiar with such research, it is truly fascinating to learn about the effects of technology on the brain itself.  Living in a digital world demands changes in teaching because of the shift in student learning. The second part of the book delves into using this knowledge in the classroom itself.  Though I hope to cover the other chapters at some point, I am presenting in our LMS meeting today about chapter 5 which deals with social networking through teams.  Today's blog topic highlights the information from this chapter.

I think the most thought-provoking idea is the noted concern about teens' lack of communication skills and shorter attention spans that result from their involvement in digital media outlets.  Because of this, students have a need to create relationships with others in real life.  To achieve this, the author suggests that teachers create power teams in their classrooms.  Teams differ from groups in that as a team, the students are "equally committed, are mutually accountable, and have complementary skills" (Sprenger, 58).  When students develop a deeper commitment and want to grow and succeed as a team, they become a power team.  Though there may be concerns about classroom management and students with learning difficulties, the author notes that when done correctly, the teams actually lessen such problems. 

Here are the suggested steps for integrating teaming in the classroom:

1.  Form the Teams - This can be done randomly through playing cards or by birthdates, but one might also consider grouping according to learning styles, interests, skills, or abilities.  Teams should be four to seven members.
2.  Learn About Each Other - Students should focus on deeper information about their team members beyond what they may already know about them.  Questions asked of teammates should allow for expanded answers rather than closed, short answers. 
3.  Choose Team Leaders - Students should volunteer or choose their team leaders and they can change from week to week.  After being asked "Who is willing to make a strong commitment to the team and be its leader?", students must only offer an explanation if they say they are not willing.  Celebrating the chosen leaders with music and recognition helps foster the commitment.
4.  Foster Team Spirit - This is done through activities such as choosing a team name, creating a team cheer, selecting team colors, a mascot, or creating a logo.  Teachers should allow limited time to complete these activities which make them more challenging.
5.  Set Individual Goals - These do not have to necessarily be team oriented, but simply show that goal setting is important.  The following seven steps are suggested for this process:

1. Tell how, what, when, and whom.
2. State the goal in the positive.
3. Be sure you have what you need to meet your goals.
4. Ask, "Do I have control over the situation?"
5. Make the goal the right size.
6. Decide how you will know you've reached the goal.
7. Will your actions match your values?

6. Set Team Goals - This is necessary to show that the team is effective.  This can be over a period of time and should meet the following criteria:

1. They must be stated positively.
2. They must be specific.
3. They must be measurable.
4. They must be agreed upon by the whole team.

7. Post the Goals - Posters include team name and their goals.  Posting creates accountability for the group.
8.  Create Team Scorecards - Create categories of team and teacher expectations and mark scores on a weekly basis to show their progress.  The chart should include percentage amounts of the team's goals created in step 6.
9. Make Public Promises - This is simply a statement that each member the team makes in regard what they will do for their team such as being on time or completing homework.
10.  Make a Composite Scorecard - This could be optional depending on whether it acts as a motivational tool or stirs unnecessary competition.  This is a chart that shows how each team is doing each week based on their scorecards. 

In the end, teaming in the classroom should create powerful collaborative relationships.  It is important to remember that the team must have something to achieve, a space to do their work, and freedom to communicate at their pace.  While it is important to build the face-to-face communication skills, teams can also integrate technology in the process.  Wikis might be used to keep up with research or planning.  Final projects might be technology based.  Teachers must become facilitators of learning rather than simply providing knowledge.  Teaming will help students help themselves and provide the social interaction they need.

Sprenger, M.  (2010). Brain-based teaching in the digital age.  Alexandria, VA: ASCD.