TASK ANALYSIS

TEACHER: Rachael Phoolchan

FORM: TWO
TOPIC: GROUPS
RATIONALE: Students all belong to a many different type of groups and would have seen instances whereby conflict issues
occurred and resulted in a lack of group cohesion. Problems sometimes arise between leaders and members or among members. It is
therefore imperative that students identify and discuss which factors hinder group cohesion.
OBJECTIVE: Discuss 4 factors which hinder group cohesion
KNOWLEDGE COMPREHENSION PRIOR SUB-SKILLS SKILLS ATTITUDES
KNOWLEDGE REQUIRED
REQUIRED TO FOR
COMPLETE TASK PERFORMING
THE TASK
Four factors which
hinder group
cohesion Being able to:
1. Conflict 1. Sometimes group Students understand 1. Responding  Angry
among members find it difficult to which factors can and initiating  Learning to  Hopeless
members effectively communicate contribute to group discussion communicate  Loneliness
with each other, which cohesion. They all prompted by the  Co-operation  Stress
results in conflict. This can belong to different set induction  Social skills  No sense of
be due to jealously among types of groups and activity.  Money belonging
members. would have Management  Lack of
experienced an 2. The skill of  Good identity
2. Lack of co- 2. Some members may lack instance whereby listening whilst leadership  Frustration
operation commitment and there were factors watching the qualities
willingness to contribute to which prevented or video and taking
the life of the group. hindered group turns when
Sometimes these members cohesion. responding e.g.
 lack enthusiasm and interjecting
therefore are unwillingly to during the
co-operate. Such members inquiry
may have slightly different questioning
goals or interest. There may session.
be competing sub-groups.
3.Scanning and s
3. Incompetent 3. Ineffective leadership or kimming
Leader incompetent leaders can through the
undermine group cohesion reading and
as members become completion
disillusioned or feel that the worksheet.
disadvantages and
responsibilities of group 4. Inter and intra
membership out-weigh the personal skills
benefits. for group work
and role play

4. Lack of 4. This can create tension

funding within groups, especially if
it prevents group activities
or hinders the achievement
of group goals/aims.
 Teacher Students
STEP 1 : Teacher researches and prepares the following
resources needed for the lesson:
 Video clip showing a group which lacked group cohesion
for several different reasons.
 4 Case study – each case study depicting a different
factor which hinders group cohesion and this covers the
content of the lesson. Students will also use the case
study to illustrate a mini drama of the scenario.
 Group Worksheet/Rubric for Case Study
 Worksheet/Rubric for peer evaluations of the role-
playing presentations.

STEP 2 STEP 1
Teacher divides students into four groups of five students each. Students get into their groups

STEP 3 (Set Induction) STEP 2

Teacher shows class a video clip showing a group which lacked Students listen attentively at set induction
group cohesion for several different reasons.

STEP 4
Teacher led discussion, questioning students on what they
understood from the video, what was happening within the
group, what was responsible for what was occurring and how
they would feel if placed in that group/ situation.
STEP 3
Students participate in class discussion, providing feedback in
relation to their thoughts, feelings on the set induction and if
found in that same position.

STEP 5 (Teaching Strategy: Case Study/Collaborative STEP 4

Learning) Students work in their groups to provide highlight by color
Teacher presents class with 4 teacher made Case Study, together coding one of the main aspects which includes, knowledge,
with guided reading prompts on a worksheet. Each case study comprehension, skills and attitudes surrounding factors which
depicted a different factor which hinders group cohesion. hinder group cohesion
Teacher provides highlighter and gives instructions on how to
complete a guided reading task via colour coding.
STEP 6
Teacher provides assistance where needed by using probing
questions.
STEP 7 (Sectional Review)
Teacher led discussion on each group’s findings from the case
study, and marking scheme used for worksheet.
STEP 8
Teacher instructs each group to create a mini-drama that
illustrates the factor identified within the case study which
hinders group cohesion. Prompt cards given which list keys
steps for the role play together with rubric. Teacher questions
members how they will feel as a member of those particular
groups.
STEP 9 (Assessment: Peer Evaluation)
Summative assessment of group’s presentations with use of
teacher made rubric
STEP 10
Teacher does a recap - brief over view of the topic covered.
STEP 11
Teacher reviews assessments and evaluates the lesson in
preparation for the follow up session.
STEP 5
Students complete worksheet by focusing on the highlighted
areas.
STEP 6
Students willingly participate in brief class discussion on
findings from Case Study.
STEP 7
Students plan and execute a role play scenario to demonstrate
the situation presented in their case study. Students express
feelings of anger, frustration, hopelessness, lack of identity and
sense of belonging as a result of being in a group which lack
group cohesion
STEP 8
Students conduct a peer evaluation and feedback of each group’s
role play with teacher given rubric.
STEP 9
Students participate in recap by giving lesson take away.