At the end of this activity, students should be better able to (select as many as apply):
inspire and empower others
Divide the class into groups of 5 to 6.
Get each group to appoint a leader. After all groups have chosen a leader, tell the groups that the leader is the only member who will not be doing any of the word and in fact will be delegating the tasks for all the different group members.
The leader has to choose the following:
1 group to explain the information (this can be anything related to the topic)
1 group member to take down notes
1 group member to convert those notes into a summary using their own words
1 group member to go up to the class and present their summary.
(For groups of 6, the final presentation can be done by 2 group members.)
The leader can choose how they want to appoint the roles - either by consensus, voting, through encouragement, or just assignation with no rationale. They can assign roles right at the start or at each stage of the task. This is up to the leader.
At anytime, the leader can switch roles between the team members for any reason they choose.
The leader themselves can ONLY be replaced if this is unanimously agreed upon by all other members.
Be clear to all teams that these are option but do NOT tell them that 5 points will eventually be deducted from any team that has a leader replaced or any roles swapped during the process.
While each member is doing their respective tasks, the leaders job is to encourage and to help. The leader will also decide what the other group members can do at this point.
Once all groups have finished their presentations, award points based on how well the presentations went, up to a total of 20 points.
20 MINUTES
None
Having more power/responsibility makes the students understand the nuances of leadership. It is much more than making decisions, but also encouraging, empowering, and inspiring people.
Having someone who is effective your peer be someone you are forced to obey, but knowing you have the power to oust them, makes students question what they look for in a leader.
Divide the class into groups of 5 to 6.
Get each group to appoint a leader. After all groups have chosen a leader, tell the groups that the leader is the only member who will not be doing any of the word and in fact will be delegating the tasks for all the different group members.
The leader has to choose the following:
1 group to explain the information (this can be anything related to the topic)
1 group member to take down notes
1 group member to convert those notes into a summary using their own words
1 group member to go up to the class and present their summary.
(For groups of 6, the final presentation can be done by 2 group members.)
The leader can choose how they want to appoint the roles - either by consensus, voting, through encouragement, or just assignation with no rationale. They can assign roles right at the start or at each stage of the task. This is up to the leader.
At anytime, the leader can switch roles between the team members for any reason they choose.
The leader themselves can ONLY be replaced if this is unanimously agreed upon by all other members.
Be clear to all teams that these are option but do NOT tell them that 5 points will eventually be deducted from any team that has a leader replaced or any roles swapped during the process.
While each member is doing their respective tasks, the leaders job is to encourage and to help. The leader will also decide what the other group members can do at this point.
Once all groups have finished their presentations, award points based on how well the presentations went, up to a total of 20 points.
None
Having more power/responsibility makes the students understand the nuances of leadership. It is much more than making decisions, but also encouraging, empowering, and inspiring people.
Having someone who is effective your peer be someone you are forced to obey, but knowing you have the power to oust them, makes students question what they look for in a leader.
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