Literature Class In High School: Group Analysis

In my ap literature class in high school we had an assignment to write down what we thought of a book without reading the inside, just looking at the front cover and reading the summary of the book. Then she put us into groups according to our opinions towards the book. When put in that team we all shared our opinions of it and then began to discuss the book. Each of team members had to fill out a worksheet asking questions about the book for each chapter, so we remained focused and on task. I enjoyed being in that group because we all had the same opinions toward the book. No one had to argue with one another, we just read the book in peace. Since the team was cohesive it brought the team to complete the book at the right time limit as a group. The team did not have any setbacks.

The teacher had us say a number one by one and get put together. My team had four males members that were of the age of 16 through 18 and they were all diverse. There were two african american, one caucasian, and one canadian. There were 3 females including myself, we were in the age range of 15 through 18. There was one african american, one caucasian, and one middle eastern. The diversity of the team impacted the team's work by making our campaign strategy connecte with a wide variety of ages and races. There was one cognitive conflict that occurred. There were two members arguing and exchanging views vigorously about a law that we wanted to pass as president, yet there was a two-way communication and an openness to hearing each one. Our goal as a group was to find the best possible solution rather than to win the