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JLBC Directions/Description

JLBC Directions/Description

Divide the JLBC class into JLBC groups of five to seven JLBC Cadets. Each JLBC team will need one person to act as the process observer.

Ask each JLBC team to design and build the tallest free-standing structure possible in the time allotted, using the JLBC materials supplied.

Before the JLBC team begins construction, allow each JLBC team five to ten minutes to discuss their design and plan. The JLBC teams could give their structure a name.

After the planning time has elapsed, JLBC teams may begin construction.

The process observer in each JLBC team watches and records (using RM 1–PS) how the team interacts and communicates during the building process, what JLBC team roles emerge, and who takes on these roles. (Students may need to refer to the functions identified in the Predicting JLBC Team Roles learning activity.)

JLBC Cadets periodically announce how much time has elapsed and how much time is remaining.

JLBC Cadets Once the allotted time has elapsed, have JLBC teams step away from their structures.

JLBC Cadets Measure each frame to determine which is the tallest.

Refer to the JLBC roles identified in Predicting JLBC Team Roles (previous learning activity) and JLBC Process Observation Report Form.

JLBC Possible Debriefing Questions

JLBC Cadets Questions such as the following could be put on an overhead or on a chalkboard for each JLBC team to answer, with the process observer recording team responses on flipchart paper for discussion.

1. JLBC Cadets What did you learn through this building activity about the functioning of a team?

2. JLBC Cadets Did team members have specific roles? If so, how were these roles determined?

3. JLBC Cadets In general terms, how was communication used (e.g., positive, negative, neutral)? Give examples of words, phrases, or expressions used and heard.

4. JLBC Cadets Given the team experience, what were your team’s strengths and possible areas for improvement? How could you contribute better to your team’s effectiveness?

After the teams have answered the debriefing questions, have the process observers share their observations of their respective teams with the class. Discuss the responses as a class.




Remind process observers not to use students’ names when recording or reporting observations.

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