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Integrating developmental activities into regularly scheduled meetings encourages team unity and improves leadership skills. You can use team building to help a group become acquainted, build trust and increase productivity. Leadership development is a natural byproduct. When group members feel connected to a purpose, they show commitment and work hard to move the organization forward. Group members who step up to the plate become leaders, and group synergy and cohesion emerges.

Introducers

Introducers break the ice and help the group get to know each other. Spice up introductions by asking everyone to say their name by starting with an adjective of the same letter; for example, Sassy Sue. Ask the group to repeat all of the names and adjectives that have been shared before they say their own. Even a seasoned group can benefit from a fun energizer. Ask everyone to leave shoes at the door. Distribute a pair to each person and ask them to describe the person who would wear the shoes. Next have the group guess the owner of the shoes.

Builders

Facilitating conversation is an effective way to build leaders. Ask your group to find a partner and describe a leader that has inspired them. Next, ask them to brainstorm the qualities of this leader. Have a large group discussion and ask each pair to share identified leadership traits. Each participant should then list the traits on a piece of paper and evaluate their skills in comparison. Finally, ask individuals to create goals that help them develop similar leadership qualities.

Developers

Self-reflection is a critical aspect of developing leaders. Give group members three pipe cleaners and ask them to create something that represents a leadership quality they possess. For example, a participant might make an exclamation mark to symbolize their enthusiasm. Have the group share their creations. Similarly, partner group members and ask them to share a leadership quality they admire about their partner. Switch partners several times to allow most of the participants to talk to one another. Have the group share aloud some of the qualities they heard during the exercise.

Reinforcers

Providing recognition for group members is an important way to maintain group cohesiveness. Give a pad of post-it notes to each group member and ask them to write something positive about each group member on individual notes. Have them pat each participant on the back with the note that is written for them. Ask group members to read their notes aloud so that everyone can hear the positive comments. Similarly, post a large piece of banner paper and have participants note the positive accomplishments of the group. Read the collage aloud to reinforce group accomplishments.

About the Author

Dr. Kelly S. Meier is a professor and college administrator for a large public institution in Minnesota. She received her undergraduate degree from Western Illinois University and her master's degree and doctorate from Minnesota State University, Mankato. She has published more than 15 books on education, group development and diversity.

Photo Credits

Ryan McVay/Photodisc/Getty Images

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Team Building & Leadership Facilitation Activities | Synonym

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Integrating developmental activities into regularly scheduled meetings encourages team unity and improves leadership skills. You can use team building to help a group become acquainted, build trust and increase productivity. Leadership development is a natural byproduct. When group members feel connected to a purpose, they show commitment and work hard to move the organization forward.

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Relation between Achievement Goals and Self-Beliefs of Middle School Students in Writing and Science

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Two studies were conducted to investigate the relationship between achievement goals (task, performance-approach, performance-avoid), motivation const...

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Enter your email address below. If your address has been previously registered, you will receive an email with instructions on how to reset your password. If you don't receive an email, you should register as a new user

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Teaching Tips and Classroom Management Strategies for Teachers | Scholastic

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Proven teaching strategies for classroom management, reading instruction, assessment, fluency strategy, classroom technology, and more for K-8 teachers.

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Problem-Solving

Jabberwocky

Problem-solving is the ability to identify and solve problems by applying appropriate skills systematically.

Problem-solving is a process-an ongoing activity in which we take what we know to discover what we don't know. It involves overcoming obstacles by generating hypo-theses, testing those predictions, and arriving at satisfactory solutions.

Problem-solving involves three basic functions:

Problem-solving is, and should be, a very real part of the curriculum. It presupposes that students can take on some of the responsibility for their own learning and can take personal action to solve problems, resolve conflicts, discuss alternatives, and focus on thinking as a vital element of the curriculum. It provides students with opportunities to use their newly acquired knowledge in meaningful, real-life activities and assists them in working at higher levels of thinking (see Levels of Questions).

Here is a five-stage model that most students can easily memorize and put into action and which has direct applications to many areas of the curriculum as well as everyday life:

Expert Opinion

Here are some techniques that will help students understand the nature of a problem and the conditions that surround it:

List all related relevant facts.

Make a list of all the given information.

Restate the problem in their own words.

List the conditions that surround a problem.

Describe related known problems.

It's Elementary

For younger students, illustrations are helpful in organizing data, manipulating information, and outlining the limits of a problem and its possible solution(s). Students can use drawings to help them look at a problem from many different perspectives.

1. Understand the problem. It's important that students understand the nature of a problem and its related goals. Encourage students to frame a problem in their own words.

2. Describe any barriers. Students need to be aware of any barriers or constraints that may be preventing them from achieving their goal. In short, what is creating the problem? Encouraging students to verbalize these impediments is always an important step.

3. Identify various solutions. After the nature and parameters of a problem are understood, students will need to select one or more appropriate strategies to help resolve the problem. Students need to understand that they have many strategies available to them and that no single strategy will work for all problems. Here are some problem-solving possibilities:

Create visual images. Many problem-solvers find it useful to create "mind pictures" of a problem and its potential solutions prior to working on the problem. Mental imaging allows the problem-solvers to map out many dimensions of a problem and "see" it clearly.

Guesstimate. Give students opportunities to engage in some trial-and-error approaches to problem-solving. It should be understood, however, that this is not a singular approach to problem-solving but rather an attempt to gather some preliminary data.

Create a table. A table is an orderly arrangement of data. When students have opportunities to design and create tables of information, they begin to understand that they can group and organize most data relative to a problem.

Use manipulatives. By moving objects around on a table or desk, students can develop patterns and organize elements of a problem into recognizable and visually satisfying components.

Work backward. It's frequently helpful for students to take the data presented at the end of a problem and use a series of computations to arrive at the data presented at the beginning of the problem.

Look for a pattern. Looking for patterns is an important problem-solving strategy because many problems are similar and fall into predictable patterns. A pattern, by definition, is a regular, systematic repetition and may be numerical, visual, or behavioral.

Create a systematic list. Recording information in list form is a process used quite frequently to map out a plan of attack for defining and solving problems. Encourage students to record their ideas in lists to determine regularities, patterns, or similarities between problem elements.

4. Try out a solution. When working through a strategy or combination of strategies, it will be important for students to ...

Keep accurate and up-to-date records of their thoughts, proceedings, and procedures. Recording the data collected, the predictions made, and the strategies used is an important part of the problem solving process.

Try to work through a selected strategy or combination of strategies until it becomes evident that it's not working, it needs to be modified, or it is yielding inappropriate data. As students become more proficient problem-solvers, they should feel comfortable rejecting potential strategies at any time during their quest for solutions.

Monitor with great care the steps undertaken as part of a solution. Although it might be a natural tendency for students to "rush" through a strategy to arrive at a quick answer, encourage them to carefully assess and monitor their progress.

Feel comfortable putting a problem aside for a period of time and tackling it at a later time. For example, scientists rarely come up with a solution the first time they approach a problem. Students should also feel comfortable letting a problem rest for a while and returning to it later.

5. Evaluate the results. It's vitally important that students have multiple opportunities to assess their own problem-solving skills and the solutions they generate from using those skills. Frequently, students are overly dependent upon teachers to evaluate their performance in the classroom. The process of self-assessment is not easy, however. It involves risk-taking, self-assurance, and a certain level of independence. But it can be effectively promoted by asking students questions such as "How do you feel about your progress so far?" "Are you satisfied with the results you obtained?" and "Why do you believe this is an appropriate response to the problem?"

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Problem Solving Resources | Teaching Resource

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Jabberwocky Problem-solving is the ability to identify and solve problems by applying appropriate skills systematically. Problem-solving is a process-an ongoing activity in which we take what we know to discover what we don't know. It involves overcoming obstacles by generating hypo-theses, testing those predictions, and arriving at satisfactory solutions.

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Written by Suzy Kerr

Building a solid academic foundation begins in elementary school, but children also need to learn real-world skills, including decision making and problem solving, which you can teach within core subjects. Combine these skills with traditional lessons that incorporate activities addressing the topic at hand, and encourage a problem-solving and decision-making component.

Make a Monthly Budget

Math naturally takes an investigative and problem-solving approach, making it an ideal subject to help elementary school children understand problem solving and why it is important. Look at what students are learning, and work to incorporate a problem-solving and decision-making activity into the lesson, such as counting money and looking at a sample budget. For example, provide students with a net monthly income and a list of things that most adults need to spend money on throughout the month. Then have them use math and problem solving to fit their monthly needs into their budget.

Mock Bill

In social studies, students learn to participate in, understand and make informed decisions within their world. Government studies are a good way to bring in problem solving and decision making while also teaching about the U.S. government, because when it comes down to it, the U.S. government runs on making decisions and solving problems. You can set up a mock bill and have the students work to decide whether or not the bill will be good for the majority of Americans. Then the class should develop a rationale as to why the bill is good or bad.

Science Experiments

One of the hallmarks of elementary science is the introduction of the scientific method. Students learn problem solving by stating the problem, creating a hypothesis, testing that hypothesis, collecting all necessary data and analyzing it, and then coming to a conclusion. Any science experiment can work to illustrate the scientific method while also teaching grade schoolers how to solve problems. Some good experiment ideas for students of this age include evaporation, creating a chemical reaction with baking soda and vinegar, and combining different food colorings to create new colors.

Shopping for Healthy Food

The study of health includes learning how to make decisions and understanding how those decisions will affect the body in both the short and long term. Elementary students have learned that they should exercise regularly, and they have learned about the different food groups -- which foods are and are not healthy. One way to demonstrate problem solving and decision making in this age group is to set up a mock grocery store and allow students to "shop" for healthy foods. Then create a couple of meal plans to demonstrate using all of the main food groups.

About the Author

Suzy Kerr graduated from Grady School of Journalism and Mass Communications at the University of Georgia. She completed her Master's degree in Nutrition Sciences, also at the University of Georgia. Suzy has been a successful health, fitness and nutrition writer for more than 10 years, and has been published in various print and online publications.

Photo Credits

Digital Vision./Digital Vision/Getty Images

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Teaching Problem Solving & Decision Making to Elementary School Students

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Building a solid academic foundation begins in elementary school, but children also need to learn real-world skills, including decision making and problem solving, which you can teach within core subjects. Combine these skills with traditional lessons that incorporate activities addressing the topic at hand, and ...

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Team Problem Solving - Collaborative Practice Elementary

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This video shows an FCPS teacher explaining a problem solving activity she does with her class at the beginning of each lesson. Students work collaboratively to identify and use resources, share their thinking, and come to a team solution. Included below is the Team Problem Solving flipchart that introduces the problem and lists the steps students use to solve.

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"The Redbud Run Greenway is located in Frederick County, Virginia, just north of the City of Winchester. It is a multi-faceted watershed management project providing protection, access, and interpretation of natural and historic resources, while involving a diverse group of partners. The Opequon Watershed, Inc.

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Battlefield Preservation Effort - Provides Access to Historic Site

On the brisk morning of April 23, 2013, Shenandoah University embarked on its newest venture- the preservation and protection of land along the Shenandoah River integral to the July 18, 1864, Battle of Cool Spring. These 195 acres of land, now known as the Shenandoah River Campus at Cool Spring Battlefield, were acquired by the Civil War Trust in 2012. Under the stewardship of the university, the land will now transition from a former golf course into an outdoor classroom for the university community and general public.

"For years we've been saying that Shenandoah is a magical name," said President Tracy Fitzsimmons, Ph.D. "It's a word that's known across the country, and when people hear Shenandoah, we want them to think - river, valley, university. So it's really quite perfect now to have, 'Shenandoah on the Shenandoah.'"

The property will provide a wide range of educational opportunities, and co-curricular programs will be developed and implemented by the university's Division of Student Life. This programming is fundamental for enhancing a connection to the region, while promoting environmental stewardship and the enjoyment of nature.

"It's important, to me, as a space for folks to come and just take a walk, take pictures or ride their bikes," said Cool Spring Site Manager Gene Lewis. "We have the river here, some streams, a couple of ponds; and there's a lot of wildlife. The conservation easement, a legal way to protect this land, will ensure that it is here to stay; and people will have somewhere like this to come and enjoy whatever it is they want - relaxation, nature, a little bit of peace and quiet."

This living laboratory will enrich university students' lives and learning, and it will afford local schools and the public at large with opportunities to explore the region through historical and natural interpretation. "If these properties are not preserved now, they will be lost forever," said Professor of History Warren Hofstra, Ph.D. "Future generations will be unable to appreciate what we now so abundantly enjoy and learn from in the natural and historical environment."

Visionary Partnerships

This road to preservation and protection of the Cool Spring site is paved with an assortment of agencies and entities partnering together for a common cause. "The Civil War Trust is in the battlefield preservation business of preserving land, not owning it," said President of the Civil War Trust James Lighthizer. "So, we've got the best of both worlds here. We got to preserve it, and now we're handing it off to a wonderful organization - Shenandoah University - and they get to manage it, preserve it and educate people through this facility and land."

The $2 million purchase price for the land was achieved through generous, competitively awarded preservation matching grants at the federal and state levels. Landowner donation and contributions from Civil War Trust members played a significant role as well. The American Battlefield Protection Program, administered by the National Park Service, contributed $200,000, while the Virginia Civil War Sites Preservation Fund put forward another $800,000.

Throughout this project, Shenandoah University also worked diligently with the offices of Virginia Secretary of Natural Resources Doug Domenech and Virginia Director of Historic Resources Kathleen Kilpatrick as well as the Clarke County Board of Supervisors. The university looks forward to developing strong relationships with its neighbors around its new river campus, including Shenandoah Retreat, Rolling Ridge Foundation and Holy Cross Abbey.

Remembering the Past Through Preservation

The Cool Spring site is now protected from unsuitable or invasive development through a conservation easement held by the Virginia Department of Historic Resources. "This is core battlefield," said Virginia Director of Historic Resources Kathleen Kilpatrick. "It is a landmark. Core means this is where men actually fought and died, as opposed to encamped or prepared for battle. This is hallowed ground, but it also has a remarkable assemblage of natural resources here."

Following the defeat of a raid on Washington, D.C., at the Battle of Fort Stevens, Confederate Lt. Gen. Jubal Early retreated, crossing the Potomac River at White's Ferry and the Blue Ridge at Snickers Gap. Elements of three U.S. corps - about 25,000 men under overall command of Maj. Gen. Horatio Wright - pursued and met Early's rear guard at the Shenandoah River crossing of Snickers Ferry, near the farm of Cool Spring.

Although brief in duration, the July 18, 1864, Battle of Cool Spring was desperately fought, checking the federal pursuit for several days. The Battle of Cool Spring (also known as Island Ford, Parker's Ford, Snickers Ferry or Castleman's Ferry) resulted in more than 800 casualties and served as a prelude to the second major battle at Kernstown, which occurred less than a week later.

Historical Scholarship in the Shenandoah Valley

"The Shenandoah River and its valley are widely regarded as one of the most beautiful regions in the world, an inspiration for poets, writers, historians and painters for centuries," said Dr. Hofstra. "This property will provide a living laboratory for students and their professors for the study not only of the American Civil War but also the longue durée of history from its New World origins in Native American prehistory to present concerns for landscape preservation, land-use, environmental protection and smart growth."

According to Hofstra, the property will lend to larger studies of the Native Americans who lived in the Shenandoah Valley, European immigrants who settled in the area and the development of an agricultural economy, among other important historical themes.

Shenandoah University history students and faculty will gain firsthand experience as they work to research and create the interpretive historical signage for the Cool Spring property. They'll also have the unique opportunity to plan and coordinate the 150th anniversary celebration of the Battle of Cool Spring in 2014.

Environmental Studies: Hands-on Learning

"It would be hard to imagine a piece of property in the Shenandoah Valley that has such a diverse mixture of habitats and plants, animals and geology as this property does," said Professor of Environmental Studies and Biology Woodward Bousquet, Ph.D. "It's got all the things that we want to show our students about the natural heritage of the region - we have a chance to explore mountain slope forests, ponds, rivers, floodplains, swamps and marshes - all right here on the 195 acres of Cool Spring."

Environmental studies students will have endless hands-on learning opportunities at Cool Spring. They'll catch crustaceans, insects and snails out of the pond and observe those species. They'll make the trek to what was once Hole No. 3 to study the grand sweep of the current environment, and they'll use their imaginations to picture individuals settling in the Shenandoah Valley and what the scenery was like during the Ice Age.

"There weren't glaciers here, but can you imagine mastodons, saber tooth tigers and musk oxen where Interstate 81 is right now?" said Bousquet. "We'll stand at the view point and talk about the grand parade of natural history as well as human history that's gone through this valley."

Teaching Outdoor Leadership & Education

The Cool Spring property and Shenandoah's new Outdoor Leadership & Education program will make a perfect pair. "It's a big playground," said Assistant Professor and Coordinator of Outdoor Leadership & Education/Cool Spring Program Coordinator T. Grant Lewis, Ph.D. "People in my position dream of having something like this at their disposal in order to run classes, have a laboratory and make education more experiential and authentic. We can talk all we want about anything in the classroom setting, but out here, we'll do a lot more of the application of what they learn in class in a field situation."

Opportunities abound at the site, with plans to create high- and low-ropes challenge courses and build two to four yurts (a portable, dwelling structure traditionally used by Central Asian nomads). The yurts will provide teaching and meeting spaces, as well as bunking for overnight trips and shelter in inclement weather.

Planning for the challenge courses has already begun, taking into account the topography of the land and the space available. Lewis hopes to create courses that are both static and dynamic, allowing participants to move throughout the course on their own or to be tethered to another participant on the ground.

The courses and Cool Spring property overall can be utilized from a class standpoint, but also for a variety of programs with Student Life and the community at large. "The possibilities are whatever we can dream," said Lewis.

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Cool Spring - Protecting Land for Future Generations | Shenandoah University

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Battlefield Preservation Effort - Provides Access to Historic Site On the brisk morning of April 23, 2013, Shenandoah University embarked on its newest venture- the preservation and protection of land along the Shenandoah River integral to the July 18, 1864, Battle of Cool Spring.

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Website about how to incorporate natural leaders into school.

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Co-founder and author Richard Louv introduced the term "Nature-Deficit Disorder" in 2005 with the publication of his best-selling book, "Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder." He coined the phrase to serve as a description of the human costs of alienation from nature and it is not meant to be a medical diagnosis (although perhaps it should be).

Louv's 2011 book, "The Nature Principle: Reconnecting with Life in a Virtual Age," extended the conversation to include adults, and explored this key question: "What could our lives and our children's lives be like if our days and nights were as immersed in nature as they are in technology?"

Although human beings have been urbanizing, and then moving indoors, since the introduction of agriculture, social and technological changes in the past three decades have accelerated that change.

Among the reasons: the proliferation of electronic communications; poor urban planning and disappearing open space; increased street traffic; diminished importance of the natural world in public and private education; and parental fear magnified by news and entertainment media. An expanding body of scientific evidence suggests that nature-deficit disorder contributes to a diminished use of the senses, attention difficulties, conditions of obesity, and higher rates of emotional and physical illnesses. Research also suggests that the nature-deficit weakens ecological literacy and stewardship of the natural world. These problems are linked more broadly to what health care experts call the "epidemic of inactivity," and to a devaluing of independent play. Nonetheless, we believe that society's nature-deficit disorder can be reversed.

Recent studies focus not so much on what is lost when nature experience fades, but on what is gained through more exposure to natural settings, including nearby nature in urban places.

Abstracts to many of these studies, often linked to the original research, can be found at our research section. T he Children & Nature Network was created to encourage and support the people and organizations working to reconnect children with nature. We believe more research is necessary to better define the influence of nature experiences on human development. But as Dr. Howard Frumkin, Dean of the School of Public Health, University of Washington, and a member of our Board of Directors says, "we know enough to act."

By taking a lead role in the international movement to connect children, families and communities to the natural world, we are striving to reinforce the critical link between researchers and individuals, educators and organizations dedicated to the health and well-being of children, families and communities.

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Co-founder and author Richard Louv introduced the term "Nature-Deficit Disorder" in 2005 with the publication of his best-selling book, "Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder." He coined the phrase to serve as a description of the human costs of alienation from na

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Check out his thoughts, feelings, ponderings...

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he future will belong to the nature-smart-those individuals, families, businesses, and political leaders who develop a deeper understanding of the transformative power of the natural world and who balance the virtual with the real. The more high-tech we become, the more nature we need."

Our Wild Calling: How connecting with animals can transform our lives - and save theirs

Richard Louv's landmark book, Last Child in the Woods, inspired an international movement to connect children and nature. Now Louv redefines the future of human-animal coexistence. Our Wild Calling explores these powerful and mysterious bonds and how they can transform our mental, physical, and spiritual lives, serve as an antidote to the growing epidemic of human loneliness, and help us tap into the empathy required to preserve life on Earth. Louv interviews researchers, theologians, wildlife experts, indigenous healers, psychologists, and others to show how people are communicating with animals in ancient and new ways; how dogs can teach children ethical behavior; how animal-assisted therapy may yet transform the mental health field; and what role the human-animal relationship plays in our spiritual health. He reports on wildlife relocation and on how the growing populations of wild species in urban areas are blurring the lines between domestic and wild animals.

Our Wild Calling makes the case for protecting, promoting, and creating a sustainable and shared habitat for all creatures-not out of fear, but out of love. Transformative and inspiring, this book points us toward what we all long for in the age of technology: real connection.
Explore more: Overview | Reviews | Purchase
Other Books on the Gifts of Nature

Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder

In his groundbreaking international bestseller Last Child in the Woods, Richard Louv spotlights the alienation of children from the natural world, coining the term nature-deficit disorder and outlining the benefits of a strong nature connection-from boosting mental acuity and creativity to reducing obesity and depression, from promoting health and wellness to simply having fun.
More about Last Child in the Woods: Overview | Excerpt | Reviews | Purchase
Vitamin N

Vitamin N (for "nature") is the comprehensive practical handbook that readers of Last Child in the Woods and The Nature Principle have been asking for. It addresses the whole family and the wider community with 500 smart, fun, and effective ways to engage with the natural world; scores of informational websites; and dozens of thought-provoking essays. You'll find an abundance of down-to-earth advice as well as creative projects and activities for every stage of life, from suggestions for calming infants through nature, building a nature vocabulary with toddlers, and helping tweens become citizen scientists to finding nature-centered schools, medical professionals, and even careers; plus easy ways for the whole family to join nature clubs, volunteer to restore damaged habitats, and more.
More about Vitamin N Overview | Reviews | Purchase
The Nature Principle

Supported by landmark research, anecdotal evidence, and compelling personal stories, The Nature Principle identifies seven basic concepts that can help us reshape our lives. By tapping into the restorative powers of nature, we can promote mental and physical health and wellness; build smarter and more sustainable businesses, communities, and economies; and ultimately strengthen human bonds.
More about The Nature Principle: Overview | Excerpt | Reviews | Purchase

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he future will belong to the nature-smart-those individuals, families, businesses, and political leaders who develop a deeper understanding of the transformative power of the natural world and who balance the virtual with the real. The more high-tech we become, the more nature we need."

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Saving Children From Nature Deficieny

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Recommended for Teachers | Project Based Learning | BIE

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Whether you're a teacher of kindergartners or high school chemistry, work in a large public school or a small charter or private school, we've got resources for you.

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A project based learning method is a comprehensive approach to instruction. Your students participate in projects and practice an interdisciplinary array of skills from math, language arts, fine arts, geography, science, and technology.

"The collaborative nature of the investigation enhances all of these valuable experiences ... as well as promotes a greater appreciation for social responsibility (Scott, 1994)."

Building Motivation
Using Multiple Intelligences

To help you start using PBL, we've created age-appropriate, customizable project checklists for written reports, multimedia projects, oral presentations, and science projects. The use of these checklists keeps students on track and allows them to take responsibility for their own learning through peer- and self-evaluation.

PBL Project Checklists in English
PBL Project Checklists en Español

We now have customizable rubrics for multimedia projects, work skills, experiments, oral projects, and many more -- all available at RubiStar!

If you have questions, check out the FAQs.

K-1 2-4 5-8 9-12

K-4 5-8 9-12

2-4 5-8 9-12

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Age-appropriate, customizable project checklists for written reports, multimedia projects, oral presentations, and science projects.

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Project-Based Learning at Clear View Charter Elementary School (Learn and Live)

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This school in Chula Vista, California, has been recognized for its innovative efforts to support the needs of its multilingual student population through the use of technology-enhanced project-based learning. This long-form video from 1997 was one of Edutopia's first productions. Find more videos on Edutopia's YouTube Channel: http://www.youtube.com/edutopia