Group Reflective Analysis: The Marshmallow Challenges

Marie, Desiree, Jun, Celeste and I were in the same group. It was our first time working as a group, and not all of us were close to each other, so I remember being a little awkward in the beginning. As we weren’t really close to each other, we were definitely more acceptable to other people’s opinion, and I had a feeling that we were hesitant to persist our opinions about how to build a tower. Also, none of us had experience in building a spaghetti tower, so even if somebody suggest an idea, nobody could reject that idea because he or she didn’t know the outcome of that idea. However, as we had a same goal of building a tower and competing against other groups, we quickly embarked on our task to build a successful spaghetti tower with marshmallow on

The marshmallow challenge was an engaging and exciting way to learn and solve a problem in a form of teamwork. The challenge was to build a tower with the simple components of spaghetti, string, a long piece of tape and a marshmallow. The catch was, it was a competition for the highest tower and the marshmallow had to be placed on top of the tower. My group was able to get a nice height on the tower but unfortunately was not the highest. Our strategy for the tower was to more than anything have a strong base, so that the tower would have some type of balance when the marshmallow was placed on top. We built a triangular base and formed some type of pyramid and built off that, when the marshmallow was placed on top the tower it swung side to

The Marshmallow Challenge was a great group activity that broke the ice between students from different schools on campus. This activity utilized the IPEC four core competency domains. These domains consist of communication, roles and responsibilities, values and ethics, and teamwork. I feel the group I participated in utilized all four core competency domains efficiently, which allowed the activity to run smoothly.

With a piece of string, tape, 20 pieces of spaghetti noodles, and a marshmallow is what was used in this challenge. The challenge was to build the tallest freestanding structure with a marshmallow on top. The class was split into groups of three, the purpose of this was for everyone to collaborate and work together. Each group tried different methods to get their structure to stand tall. This challenge reflected how we, as teachers, work together to build a structure for our students.

In the marshmallow group activity that we had, I learned a lot of things that will be beneficial for my success in my eighth grade year. There were many things that went well and things that didn’t go well. And from these observations, I can directly find ways to change my views on collaboration for my eighth grade school year to be successful.

The purpose of the assessment is to analyze personal tendencies regarding sharing tasks in group assignments and activities. The measurement contrasts delegation and perfectionism.

It was a breezy November day. Our school was on our way, heading to the Pine Lake Challenge Course in Bristol, Ct, a ropes course designed to challenge students to work together to overcome a challenge and accomplish a goal. As my friends and I were talking on the bus, we all thought there was no point in going to the course and that this was going to be a waste of time. Our class has a lot of loud, opinionated people and “always right people” so I thought we were going to get nowhere. When we arrived, my team encountered 3 challenges. Throughout these activities, we were forced to come together, and as a result we struggled, some went well, but others, we were completely stumped.

In reflection, I engaged in an exploratory discussion which I further researched the content and provided relevant examples to support my opinions, (Uzulner, 2007, p. 403). This makes me realise that it is true being educators, they need to reach out to families and build quality connections to explore children’s world. Bayetto (2009, p. 17) states the importance of gathering evidence and data about children to plan programs to meet their

In thinking about how my knowledge and beliefs about communication have changed or grown resulting from participation in this course and the positive impact. I would have to say I am grateful for the knowledge I am gaining, due to the improved care I can offer, as well as a broadened knowledge surrounding dementia.

I found that working collaboratively on this assessment was incredibly valuable. This assessment allowed us to engage in co-planning and co-instructing, both critical parts of the co-teaching practice (Conderman, 2011). During the presentation of our activity, I felt more confident because I knew that if I forgot anything, another member of my group would be able to assist me, and vice versa. Much of our planning was done through collaborative discussions as we all felt we could share our ideas openly. Through these discussions, we built up a more trusting relationship, crucial to co-teaching effectively (Conderman, 2011). I believe being given the opportunity to share our different ideas and get feedback on these ideas from other group members was incredibly valuable.

I learned two significant things about group counseling in this course. The first thing that I learned is the importance of setting up a treatment plan. The intention is to follow the client from their entrance into the program until the client is discharged. In this process the clients’ problems are identified through various assessments and as each problem is addressed, it is checked off of the list. Once all of the problems are checked off of the list, the client is considered as having completed the plan. This plan is especially important because it evokes thoughtful conversation between the client and the counselor and is the best method to gain information from the client regarding the help they want to receive. The second most significant thing that I learned about group counseling is how to design a group from start to finish. From pre group design, planning the goals of the group and determining the members to setting up the environment and structuring the sessions, each step adds its own important components to designing group counseling.

The general trend for scholars was to either explain or expound on theories of the previous scholars but Professor of nursing Gary Rolfe (2001) designed a reflective model to simplify the learning cycle. This version of the reflective cycle was comprised of three questions that ask the reflective practitioner: What, So what, and Now what? (Rolfe 2001)The idea is that through these questions we gain a description of the situation ultimately leading to critic of the situation as well as the f knowledge that has been gained through this experience.

A review of the literature to critically explore the value and purpose of reflective practice.

This essay will review the literature to critically explore the value and purpose of reflective practice.

Each individual is categorized into a group from the day they were conceived. According to Kozier et al (2010) a group is “two are more people who have shared need and goals, who taken each other in account in their and who, thus, are held together and set apart from others by virtue of their interaction” (p. 400). The communicate that takes place between members of the group is group dynamic (Kozier et al, 2010). Motivation for participation and similarity of other group members and the goals of the group will affect the group dynamic (Kozier et al, 2010). The type of group that was created was a task group and Kozier et al (2010) stated that “the focus for such group is completion of a specific task, and the format is defined at the