TEAMBUILDING STRATEGY

Effective Strategy on Population: Emotional/behavioral disorders (E/BD), all types of learning disabilities, and
ELL students in elementary and secondary levels in both inclusion and general education classrooms.
Characteristics strategy address exploring effective ways to facilitate childrens emotional and behavioral development.
Benefits of strategy Educators such as Dewey, Erikson, and Piaget emphasized the importance of play and learning social skills. Students and
educators learn about one another and develop friendships and effective learning strategies.

Rational and Description of Strategy:

Rational for strategy social skills interventions and the use of a story-based method
through technology, story-telling, cooperative learning, and gaming activities. Students

Video & Activity:

http://www.youtube.com/watch?v=YAHCax
66rrM

become motivated and participate, through the support of team building and social

One Minute Cup Stacking

skills intervention.

Description of strategy focus on the most important behavioral characteristics and

individual needs. Students participate in responsibility, peer observations, team effort,
and organization and leadership skills. It is a form of innovation in a collaborative
learning classroom for the preparation of real world businesses. Promotes the process
of problem-solving and creativity. The activity games focuses on accepting criticism,
avoids blaming others, comprises instead of creating conflict, and promotes challenges,
hopes and success for the team.

References:
Implementation of Strategy - Science,
History and Language Arts:
For Students: Set an activities and strategies to create small groups for settings in storyreading/listening, discussions, modeling, technology, experimenting and play. Introduce books
with audio versions, for additional explanations and vocabulary. Provide reading aloud video
clips of the scenes to address different reading levels. Develop lesson objectives based on the
events of the story, event and experiment. Students will describe and write in journals on
characters behaviors and consequences. Ask students to provide appropriate questions and
replies related to the group assignment during the use of technology settings and social
teambuilding settings. Good teambuilding also encourages a common voice throughout the
project and activities. Publish students work and recognize their efforts to promote selfesteem.

Spaulding, L. S., & Flannagan, J. S. (2012). Disect a

framework for effective inclusive science instruction.
Teaching Exceptional Children, 44, (6), 6-14.
Strom, P. S., Strom, R. D., & Thompson, M. (2013).
Teamwork evaluation by middle grade students in
inclusive classrooms. Middle Grades Research
Journal, 8, (3), 83-97.
Zhang, K. (2011). Lets have fun! Teaching social
skills through stories, telecommunication and
activities. International Journal of Special Education,
26, (2), 70-78.

For Educators: team teaching, parallel teaching, alternative teaching, and station teaching.

MIRNA HENRIQUEZ 8_TEAMBUILDING STRATEGY