LESSON PLAN

Module: CCCA3
Level: 3th year
Course designer: Ms. Asma ZEYDI
Duration: 120 min

Learning outcomes:

By the end of this lesson, students should be able to:

❖ Define groups and teams.

❖ Discuss how primary and secondary groups meet our interpersonal needs.

❖ Identify the typical stages in the life cycle of a group.

❖ Describe different types of group members and group member roles.

❖ Identify and describe how to implement seven steps for group problem solving.

❖ Use defining and non-defining relative clause

1
Stage Procedures Time
*Teacher introduces the theme of the lesson and invites the students to guess which goals among the
17 SDGs could be tackled in the lesson at hand.
Teacher goes through the lesson’s outline and learning objectives.

Teacher asks students to get into a time machine and travel way, way back to join early humans in 10 mn
prehistoric times. He invites them to reflect on the need of teamwork in the past and in the present.
Students here should answer the questions on the slides.

Teacher introduces the definition of teamwork and demonstrates the importance of this skill at the
workplace.
PPT Teacher then invites the students to reflect on the origins of forming groups and explains the nature of 15mn
Lesson2 : forming dyads.
Teamwork Teacher explains group members’ tendency to subdivide as the group gets bigger.
Teacher reminds the students of the forms of communication studied in the previous session that can
take place within a team.

Teacher builds on teamwork definition and explains the types of groups at the workplace.
Extra information: 10mn
The teacher explains that Groups may be defined by function. They can also be defined, from a
developmental viewpoint, by the relationships within them. Groups can also be discussed in terms of
their relationship to the individual and the degree to which they meet interpersonal needs.

Teacher informs the students that there are fundamentally two types of groups that can be observed in
many contexts, from church to school, family to work.
Teacher asks students to try to identify primary and secondary groups’ examples.

2
Teacher explains the changing nature of a group as well as members’ roles.
Teacher introduces Tuckman’s linear model of group development and briefly describes the
characteristics of each stage. 20mn
Teacher introduces the life cycle of a group member and provides an example for better understanding.
Teacher explains the positive and negative members’ roles.
Quiz
The teacher invites students to take a quiz.

For each question students will select 1 answer that would give them 0/5/ 10 points. The total points
they get represents how good they are when it comes to teamwork skills.
*The quiz serves as an introduction to the next part: characteristics of a good team player. 10mn

The teacher goes through the characteristics of a good team player and a successful team.
The teacher provides the students with a case study and invites them to answer the questions in order to
solve it.
Case study resolution
What may be some of the primary reasons for the team feeling as they are?

The members may not understand what it means to be part of a team, may have had poor experiences on past teams, or even
15mn
may have so much going on that they feel they cannot take on one more assignment. Certainly there is no commitment to
teamwork or to the team as a whole. There are so many reasons as to why the team members may feel as they do. In order
to understand the reasons for the team feeling as they do, it is a good practice to reach out to the team members individually
to understand their concerns in more detail. Understanding their past experiences working in teams – whether at this
organization or another – will help in moving them forward. A better understanding of the team members enables for
getting to the root of the problem and to make changes/adjustments to correct it.

What should be done at this point?

The team leader needs to set up individuals meetings with each team member to:

● Discuss their concerns

● Understand their past experiences working on the team

3
 ● Determine their commitment to teamwork in general and in particular for this project

Once the team leader has met with each team member individually, a team meeting (ideally in person) should be held with
a focus on:

● Team building activities

● Sharing the objectives of the project

● Working with the team, the team leader should collaboratively:

o Set team goals (in line with the objectives of the project)
o Determine roles and responsibilities on the team
o Determine how the team members will work together, including:
▪ Resolving conflicts on the team

▪ Solving problems that arise

▪ Pass work from one team member to another

▪ Processes and procedures for getting work done

o Determine how the team will be recognized for their efforts
o Determine how often the team should meet

Moving forward, after this initial meeting, the team leader should regularly check on progress and ensure the team keeps
moving forward to meet the goals of the objectives. This may be done during team meetings but should also entail some
one-on-one time with team members.

What should have been done from day one when these issues surfaced?

Had all of this been done early on when the project was first launched, the team may be in a different place. Every team
needs time to get to know each other to build trust and to collaborate on how they will work together. As a best practice, I 5mn
kick off every project with an initial team meeting focused on the team getting to know each other – building relationships
with each other and building trust. A variety of team activities can help accomplish this.

Teacher introduces group problem solving to students and explains its 7 stages stated by Ronald Adler.

4
 20mn

Language:
Teacher explains what relative clauses are and helps students make the difference between defining
and non-defining relative clause.
Handouts Teacher invites students to practice.

Please refer to the Answer key.