Instructor’s Manual and Test Bank fo

Welcome to the Instructor’s Resource Manual (IRM) for Working in Groups: Communication Principles and Strategies, 5th edition by Isa Engleberg and Dianna Wynn. The materials and resources in this IRM are easily adapted to a variety of course formats as well as a variety of teaching and learning styles. We have designed this manual to serve both novice and veteran instructors. For those of you new to college teaching or new to teaching group communication, we offer a wide range of resources ranging from step-by-step advice about effective instruction in a group environment to classic and creative class activities, assignments, and assessment methods. For veteran instructors, we offer newly developed class activities and assignments you can add to your teaching repertoire. We are delighted with the positive responses to the Working in Groups Video Case Studies which depict short group vignettes that highlight textbook-based group communication principles and strategies. The Instructor’s Resource Manual provides a Teaching Guide for taking full advantage of these case studies. In this edition of Working in Groups, we have added a new feature: a relevant case study near the beginning of every chapter followed by questions students should be able to answer after reading the chapter. Each case study is revisited at the end of the chapter in “critical thinking about the case study” with additional questions. Case studies do not provide students with answers. Rather, they ask students to apply chapter concepts to develop thoughtful responses to each case study. The case studies can be incorporated into the course in a number of ways depending on the instructor’s goals and preferred instructional methods. We hope that the 5th edition of Working in Groups and the accompanying Instructor’s Resource Manual effectively serve your needs and those of your students. If you have questions, comments, or suggestions for improving the textbook, please feel free to contact us. Isa Engleberg Dianna Wynn Prince George’s Community College Nash Community College Email: Email: TEACHING AND LEARNING GOALS The Instructor’s Resource Manual (IRM) for Working in Groups, 5th edition, provides a wealth of information, learning activities, supplementary slides, assessment methodologies, teaching tips, and test questions. In addition to content-based materials, the textbook and IRM promote three essential and interrelated learning goals: • Active Learning • Critical Thinking • Integrating Communication Theories, Methods, and Tools Copyright © 2010, 2007, 2003 Pearson Education, Inc. 2 Instructor's Manual and Test Bank for Working in Groups, 5e Active Learning Working in Groups provides numerous opportunities for students to become active learners. Active learning requires students to do something, to think about what they are doing, and to understand why their decisions and actions result in certain outcomes. In addition to the group communication assignments—the ultimate test of active learning—the IRM includes numerous classroom activities, discussion questions, assessment instruments, surveys, writing assignments, the evaluation of in-class and out-of-class projects, and video case studies. Active learning emphasizes the development of analytical and critical thinking skills rather than the ability to recall information. Active learning also engages students in collaborative activities with others and provides both teachers and students with immediate feedback. Most important of all, active learning is both engaging and enjoyable. As a result, students like classes where active learning provides memorable learning experiences. Arthur Chickering and Zelda F. Gamson describe the value of active learning as follows: Learning is not a spectator sport. Students do not learn much just sitting in class listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves.1 The majority of learning activities in this IRM are wholly original or fresh adaptations of tried-and-true exercises. In addition to providing goals and procedures for every activity, we also provide teaching tips designed to help instructors enhance student learning. Activities are laid out in ready-to-use forms—you can download them from the textbook’s web site, distribute them via email and online formats, and photocopy them directly for classroom use. Critical Thinking Although everyone believes in the value of critical thinking, achieving that wo