Learning activity

Building your own team structure with interactive document

Support student engagement in applying the six building blocks of organizational structure to design their own team.

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Created by:

Ioulita Angelopoulou

The American College of Greece

Pedagogy

Peer-led team learning

Learning outcome

Prep time

Intermediate (10-30 min)

Activity type

Learning Activity

Why this learning activity?

Learning activities targeting high-order skills like this one can help you activate students more effectively. This learning activity will help you with:

Apply organizational theory

Students will apply the six building blocks of organizational structure to design an effective team for a real-world scenario.

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Analyze and justify decisions

Students will explain and evaluate the rationale behind their structural choices, considering coordination, authority, and communication mechanisms.

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Collaborate and give feedback

Students will provide constructive feedback on peers’ team designs, identifying strengths, gaps, and opportunities for improvement.

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Activity setup

Activity steps Activity goals Tools used In this activity

Building your own team structure with interactive document

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Activity steps

Read instructions: Students review the activity guidelines and learning objectives to understand the task requirements.
Social Annotation: Students open the interactive document and respond to the embedded question cards related to each of the six building blocks.‍
Peer feedback (offline): After submitting their responses, students read their classmates’ answers and provide constructive feedback to support deeper understanding and idea refinement.

Learning Activities Used

Interactive Document

Student-Content engagement to stimulate student success

In this activity

The six building blocks of organizational structure are integrated into the activity, and students are encouraged to apply them when designing their own team based on the provided scenario. It is recommended to review and discuss each building block beforehand to ensure students have a clear understanding of their purpose and application.
Students are expected to read and provide constructive feedback on at least one peer’s responses to the questions in the interactive document. This feedback should be completed offline after the activity is finished in FeedbackFruits.
Anonymity is turned off so that students can see each others discussion points and ideas. Modify this if you would prefer their answers to be anonymous