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EDCI 2400 Chapter : Classroom Diversity Plan

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azuremammoth471
15 Mar 2019
School
LSU
Department
Curriculum & Instruction
Course
EDCI 2400
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All

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Grade level and classroom theme: the grade level of my class would be 2nd grade and the theme of my classroom would be up the movie themed. Getting to know you: on the first day of school, i intend on doing at least three icebreakers that would help the students get to know one another. One activity i will do is have the class each name their favorite pixar movie character and tell the class why they like that particular one. The third activity i plan on doing for the kids is filling out a cute get to know me sheet and turn it in so that i may know more about them. Classroom helpers: in my classroom i will need six helpers to help our class day move more fluently. Based on student get to know me sheets and students" interest in certain roles, i will be able to assign such roles, unless stated otherwise.

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Related Questions

As you may recall in the work of Triplett (1898), the presence of others in a bicycle race was found to enhance individual performance. This is called social facilitation (Williams, Harkins, & Karau, 2007). At times, however, the presence of others can detract from individual performance, which is termed social inhibition (Crisp & Turner, 2007). Similarly, social loafing can occur when an individual’s performance within a group decreases due to his or her reliance on others in the group (Crisp & Turner, 2007).

For this Discussion, review the media program, Week 5: The Virtual Office. Focus on the characters in the media and determine which characters displayed social facilitation, social inhibition, and social loafing.

With these thoughts in mind:

Post by Day 3 a description of the characters in the media program demonstrating social loafing, social inhibition, and social facilitation. Explain how you identified them. Then, select one of the characters and, using the current literature, explain two ways you might mitigate their behavior.

Media Program

(Onscreen Text: The employees at the United Cardboard Company often work individually on projects, but as with most environments, they are occasionally asked to participate in group projects. One such group is about to meet right now to plan a presentation for the Board of Directors. Observe the conversation and reactions of various group members to determine which group members exhibit signs of the following: Social Loafing, Social Inhibition, and Social Facilitation.)

(Interior of an office. Ken stands at the front of the conference room.)

KEN: OK, I guess we might as well all get started. As we all know, the big man has requested the five of us to get together and write and conceptualize a presentation to the board on our new packaging system. Maybe we can start by going around and throwing out some initial ideas.

KATHY: Sounds good to me. I think a PowerPoint presentation would do the job well.

GAVIN: I agree. We could follow it up with a physical demonstration of how the packaging looks and folds-- maybe a video of the larger pieces that won't fit into the boardroom.

KEN: Sounds perfect to me. Amanda, Brian, what do you guys think?

BRIAN: Yeah, what you guys said sounds fine.

(Amanda thinks, “I don’t know what to say!”)

KEN: Amanda?

AMANDA: I don't know. I didn't really get much chance to think about this. We only found out we needed to do this together three days ago.

KEN: OK, no worries. Let's focus on the PowerPoint idea. I've been doing a lot of them lately, so I'm happy to take the lead on the design aspect. What do you guys think we should all incorporate into the slides?

GAVIN: I think we should start with where we got the idea for this new packaging -- the company that designed it and the different sizes that it comes in.

KATHY: We should follow that with a graph comparing the old prices to the new ones to illustrate how much we'll be saving over time. Amanda, didn't you have most of that information collected at some point?

(Amanda thinks, “Oh no! What if I deleted that?)

AMANDA: I don't know, maybe, it's been so long. I didn't think I'd need it again for a group project like this.

(Gavin thinks, “I wonder what’s gotten into her. She’s not usually this tense.”)

KEN: That's OK, Amanda, I'm sure we can easily dig it up again. Brian, do you have any other ideas for the PowerPoint slides?

BRIAN: Nah, I think what you guys mentioned sounds right.

(Kathy thinks, “Wow. Way to contribute Brian.”)

KEN: OK then, Kathy and Gavin why don't you send me all of the info and I'll write it up and make the slides. Amanda, don't worry about the cost saving document, I'm sure I can dig it up from my old emails and put it into that slide too.

AMANDA: Are you sure? I'm happy to look. I mean I'm sure I have it somewhere. (Kathy thinks, “She really needs to get it together. Why is she so nervous?”) At least I think I have it somewhere. You won't tell the Board of Directors if I lost it, will you?

KEN: Of course not, we're in it together. So as I was saying, I'll write up and prepare all the PowerPoint slides. Then we can start our presentation with reading and explaining each slide. Then, what?

KATHY: Well, and then I think we should show them the packaging live, and the quick deconstructing techniques.

KEN: Great idea. You and Amanda can demonstrate the folding, while I narrate what you're doing.

(Amanda thinks, “Is he doing too much of the work? And what if I drop everything while he’s talking?”)

GAVIN: And after you all demonstrate the smaller packaging, we could show a quick video of how the really big ones function down at the warehouse. Brian, would you be able to go film that quickly one of these days?

BRIAN: I don't really have any experience with video cameras or anything like that, so...

(Gavin thinks, “I should have seen that one coming.”)

KEN: That's OK. My wife actually just got me this great little camera for our anniversary. It takes great videos. So I can just run down to the warehouse, get some footage, then put it together on this new editing software I just downloaded. Maybe add a little music. It's going to be really slick!

KATHY: Are you sure, I wouldn't mind doing that too.

KEN: Oh no, it's fine. I love this kind of stuff; just leave it to me. But I suppose that's enough planning. Now it's time to get to work and make the presentation a knock out. Go team!

(Everyone except Ken thinks, “Team?”) ©2012 Laureate Education, Inc.

It was about 50 minutes into another long, boring two-hourlecture by Dr. Foster. The tall, thin, grayhaired biochemistryprofessor was concluding a chapter on enzymes. The final topic wasenzyme inhibition. Sarah, an energetic and outgoing junior, wasdaydreaming about her upcoming weekend at home for a familyreunion. She was not really paying attention, but heard theprofessor going on and on about alcohol dehydrogenase. At last, Dr.Foster turned to the class and asked, “Any questions?” Sarah,hoping to side-track the professor, enthusiastically waved herhand. As soon as she received a nod from Dr. Foster, she began torecount a story that her grandfather had told her. “My grandfathersaid that when he was a teenager, alcohols were used as antifreezein automobiles. A group of kids was hanging out in a friend’sgarage. One of them found two bottles of liquid that were marked‘alcohol.’ He talked everyone else into trying the alcohol. All ofthe kids became severely ill, but about half of the teens died frompoisoning. Someone later found out that one of the bottlescontained methanol and the other a mixture of ethanol and methanol.The kids who lived drank the mixture. Grandpa figured since I was achemistry major, I’d know why half died and half didn’t, but Ididn’t know. Do you?” Although Sarah had planned to side-track theprofessor, her story played nicely into his lesson plan. After all,the incident was related to the current class topic of enzymes andenzyme inhibition. The clever professor began, “Let me remind allof you that the enzyme, alcohol dehydrogenase, catalyzes the firstoxidation step in the case of both ethanol and methanol. Methanolis a very common solvent that is quite toxic. I recall an articlefrom a few years ago that described the largest mass methanolpoisoning reported to date. It occurred in Nicaragua. Of theapproximately 800 poisonings, about 45 patients died and otherssuffered blindness (SEMP Biot #412, 2006). I seem to recall thatpoisoned patients received either ethanol or a drug calledFomepizole as an antidote. I think I have some homework that willhelp you to understand what happened in your grandfather’s story.”Questions 1. What are the products of methanol and ethanol. 2. Comeup with a possible hypothesis for why some of the teenagers in thegrandfather’s story died and the others did not. 3. Come up with apossible hypothesis for the case that include the role of theenzyme alcohol dehydrogenase.

Employees at D-Bart’s San Jose facility have reason to be concerned. Division Manager Karen Howell received word from headquarters that the San Jose plant would be closed, with operations merged into the San Francisco facility. Most of the San Jose staff would be transferred to San Francisco, since the change was more an effort to save facility costs than to eliminate workers. Even so, approximately 20 percent of the San Jose staff would be let go. Howell was to work with supervisors to decide who would go and who would stay. Since there was no particular area that is to be reduced, Howell thought the most straightforward and equitable method to determine staff cuts was to eliminate 20 percent from each department, with termination decisions based on performance appraisal scores. She has reviewed appraisal records and generated a list of employees she believed should get notice. Howell has not yet shared her list with managers, and no general announcement has been made to employees. Managers have been informed of anticipated cuts and were asked to come up with suggestions on which employees to cut. Howell planned to meet with each department manager to finalize their decisions before they took any action. Howell met with Production Supervisor Dave Bradshaw this morning. They needed to cut five people from his department. Howell and Bradshaw both agreed that reductions would be difficult, but she was surprised when Bradshaw said, “I know this is going to be hard for some people, but it’ll be a good thing, too. I’ve got a couple of people I have wanted to get rid of for a very long time.” “Who’s that?” asked Karen. “Ben Renfro and Jackie Callahan,” Dave said without hesitation. “Why?” asked Karen, “They both have outstanding performance appraisals.” “Well, it doesn’t matter what the paperwork says,” he answered, “they’re both terrible. Renfro’s always wasting time chatting with other employees. He keeps everybody from working, and he never meets production goals. Callahan can’t get to work on time. I bet she’s late three days out of five.” “How do you know she’s late three days out of five?” Karen asked. “Have you kept a log or documented her absence?” “No, but I work with these people. I know what they’re doing. We’re pushed to meet production numbers,” Dave said in his defense. “We don’t have time for that paperwork stuff, and besides, people know they have to be at work on time. If they can’t even do that, we should just get rid of them!” Howell found much the same response from all the managers. It appeared that no one had been taking the appraisal process seriously. Feedback to employees had been haphazard at best, and discipline, if it had occurred at all, had been arbitrary and not properly documented. Managers simply checked off boxes on the appraisal forms so they could get back to the “real” work of production. Howell shook her head. Obviously, the existing performance appraisals could not provide reliable documentation on which to base reduction decisions. She would have to come up with a different plan for appraisals and reducing staff. SHRM is recognized as the source for this case study. Students will complete the assigned case study as a way to increase learning through application of course material in complex, real world situations. To complete the case study the student will:

• Identify and define the central dilemma presented in the case

• Select and gather pertinent areas of consideration, and identify critical data and stakeholders (if you need to make assumptions about any of the facts in the case, be sure to specify these assumptions in your analysis)

• Gather additional information and research as necessary

• Identify and investigate all appropriate possibilities to resolve the central issues, and present at least three different options

• Select and present the best solution and include support for the decision that recognizes positions of all the stakeholders

• Describe how to implement the best solution and include strategies to address the known challenges. Also include the likely implications of the selected solution.