Provide "acknowledged body of knowledge" related to the concept. Emphasize the most significant aspects of the concept in an organized, organic manner. Present information sequentially so students see continuity. Draw attention to important, discrete details; don't swamp students with myriad facts.

Role playing: an inductive approach.

Objective: Students will experience several scenarios which would be more effective if appropriate group skills were used.

Activity: Students role-play given situations designed to point to the need for group skills:
1.) Students work alone on a given task, each completing each part of the task. i.e. write their names on the paper, write the answers on the paper, etc. Students then work in a group where there is a division of labor allowing for group roles.
Discuss. Highlight the group skill of working in roles.
2.) Students begin working alone on a task sitting in desks arranged in straight rows facing the front of the room.. They are then asked to work together on a task and are given time to do so. They are directed to first make a mess when moving together (make lots of noise, fight over how to arrange the desks, etc.)
Discuss. Highlight the need for moving into groups efficiently and being seated so that all group members can communicate directly with each other.
3.) Students participate in a group activity where different group members display difficult behaviors: one is bossy, one refuses to work, one is a practical joker, etc.
Discuss. Highlight the need for all group members to participate. Allow students to suggest other group skills for which they may have experienced a need. Make a list of these skills to work through one at a time as the year progresses. Leave space to add additional suggestions.

Assessment: Ask students, working in groups, to show a well functioning group by drawing a design on craft paper. Evaluate for the inclusion of the skills just discussed.