PROFESSIONAL

TEAMWORK:
WEEKLY TASKS
Presented by group 3
TABLE OF CONTENT

Defining problem steps

Weekly tasks activity

Correlation between the activity and the

didactic model
Defining
problem…
• There isn’t a good atmosphere between
the classmates
• Not everyone feels comfortable in the
classroom and with the classmates…
DEFINING PROBLEM

A class forms a group. You can talk about

a group when there is a common goal or
a common task that requires cooperation.
 DEFINING PROBLEM

In a positive group, group members are:

United and motivated to achieve group goals

Feeling co-responsible for their own group and they express this
Showing respect for the personalities and opinions of other group members
Willing to work together
 Authority
figure
DEFINING PROBLEM
Social
Joker
worker
A positive group has a
beneficial impact on the
learning and living
Roles
environment in the group.
Appellant Organizer
Students feel at ease and can
be more themselves than in a
negative group.
Follower Scout
Weekly tasks
• The game is about creating a good group atmosphere
and feeling safe around one another.
• Through the tasks each student has to fulfill, they learn
that they can count on each other and that they won’t
be judged for who they are.
 WEEKLY TASKS

2 weeks at the 2 weeks at 2 weeks

beginning the middle at the end

The school year

Each time they play, the challenges/ tasks

change because they know each other better.

Before we start the game, we make some

ground rules about the wellbeing of the students.
Then we hang them in the classroom so every
student is reminded of them.
WEEKLY TASKS
Possible challenges/tasks:

Hug a friend Sing a song with Give a Give someone a

classmates compliment compliment about
something they’re
good at

Help a classmate Make or create Help someone of

out something for the class with
someone something
WEEKLY TASKS
At the end of the first week we talk about what
happened in that week. We have a group conversation
about:
• How did you experience this week? Did you have
difficulties with someone? Did you make new
friends? How do you look back on this week? ...
• What happened on ………….the playground? Did you
play together? What did you play? Were there
tensions? How did you solve them?
• …
The teacher also has to be careful that everyone gets a chance to speak. Not only the ‘popular’
kids. And also not only the ‘popular’ kids who do their challenges/ tasks. Everyone needs to do it.
Prototype
• Describe the activity in correlation with the
didactic model
PROTOTYPE – LEARNING CONDITIONS

Focusing on the students.

Taking the different beliefs, experiences and interests
into account when making our weekly challenges.
Also mentioning about some ground rules and
boundaries for each student.
We agree that each student experiences certain things
different, like hugging, and that it is normal because
humans are different.
PROTOTYPE – SETTINGS & GOALS

The weekly tasks will only be done

during school hours: classroom,
playground.

Creating a good group atmosphere

and feeling safe around one another.
Through the tasks each student has
to fulfill, they learn that they can
count on each other and that they
won’t be judged for who they are.
PROTOTYPE – CONTENT AND PROCESS

In relation to improving the group

atmosphere.
Using challenging tasks where the
students have to help, get to know,...
other students in a positive way.

Mainly group discussions

WEEKLY TASKS

Assessing them at the end of the week.

Talking about the tasks and how they experienced it,
how they liked/disliked it, etc.
Making a scoreboard where the students can fill in if
they did their task.
Asking the students if they could guess the tasks of
others and what they thought about the week and if
there happened anything out of the ordinary for them.
 5 FEEDBACK QUESTIONS
1. Are there other challenges we can put in the game? Other things we
should be aware of?
2. Are there other important topics we can talk about to prevent
exclusion and bullying?
3. Do you have other ideas of evaluating?
4. How can we keep track of the student besides the scoreboard?
5. Is a group discussion/conversation enough in terms of learning
process?