1. Chapter 9: Working with Groups
“Remember that the person doing the work is the one growing the dendrites”
… Judy Willis, neurologist-turned-teacher and author.

2. CDFs Involvement with Groups Providing Instruction
Meet in small groups and discuss:
Instances when you might work with clients in groups.
What do you like about working with clients in groups?
What do you not like about working with clients in groups?
How has adult personality/attitude impacted your work with groups?

3. Icebreakers Use first session to reduce tension and anxiety
Involve the class in the course
Move forward the content of the session
Get other voices in the room
Provide a socializing opportunity

4. Adults as Learners—General Principals
Life experiences and knowledge
Many preoccupations outside of a particular learning situation
Goal Oriented
Relevancy-Oriented
Practical
Must be shown respect

5. Creating the Climate—Social/Emotional Security
Greet arriving participants
Offer choices within the activities or assignments
Set the tone of respect
Convey a warm, friendly and inviting presence
Develop a connection with your audience as soon as possible

6. Understanding Group Dynamics
Forming
Storming
Norming and Performing
Transforming

7. Our Group Norms
Mutual Respect: Allow someone to speak, no sidebar conversations.
Positive Approach: Validate interesting ideas; try to make critical comments in a positive way.
Punctuality: Be on time in the morning and after breaks.
Cell Phones/Technology: Take to phones to the hall (unless needed for relevant internet searching)
Confidentiality: Keep information confidential to the class.

8. Favorite Teacher Characteristics
Use page 2-5
Pair share about favorite teachers.
Look at the Seven Myths of Learning: how are these characteristics represented here?

10. Learners have needs! Engaging the Participants in Learning Incorporate the tenets of Adult Learning Theory
L Light and Lively
E Experiential
A Activity-Based
R Relevant Content
N Numerous Methods
LEARN

11. Engage the Participants in Learning
Affirmations—claps, pat on the back etc
Use of posters and color
Walk and talk
Jigsaws
Rituals - Beginning/Ending rituals
Effective-relevant activities

12. Methods of Instruction
Brief presentations
Videos
Large group discussions
Small group activities
Role plays
Websites

13. Why Work in Groups?
Some participants may speak in small group vs. total group
More participants have chance to participate
Give participants chance to teach each other
Participants work with individuals from different background
Rich reservoir of experiences which can serve as resource

14. Classroom Problems Problems you may encounter Absence Inattention
Acting-out behavior
Lack of participation
Particularly challenging participants:
The monopolizer
The know-it-all
The painfully quiet individual

15. Debrief the Event or Workshop
Allow time for reflection
Provide opportunity for participants to write or share how they will use the information
Create a “Polaroid Picture” in participants minds of the event/learning