Tag Archives: group work

Facilitating Collaborative Learning

“The world increasingly relies on people being able to work together to collaboratively solve problems.” — Dan St. Louis, Principal of University Park Campus School

Group work is an integral part of school and world culture. Through group work, students learn that there’s a diversity of valid perspectives, build comfort around using their own voices, and understand the value of accepting and building on the contributions of others. When facilitating group work in the classroom, teachers need to be actively involved and continuously help with team maintenance.

Once my students are put into groups, I have the create a team charter  in less than ten minutes that addresses the following:

Participation: We agree to….

Communication: We agree to…

Meetings: We agree to….

Conduct: We agree to…

Conflict: We agree to…

Deadlines: We agree to…

We cannot expect that all our students will get along and everyone will do their assigned job. So, I give my students access to a few resources that address collaborative group work and resolving conflict.

Here are a few resources I provide for my students:

Tom WuJec’s TED Talk “Build a Tower, Build a Team”

Coping with Hitchhikers and Couch Potatoes on Teams Adapted from Barbara Oakley

Implementing Group Work in the Classroom Centre for Teaching Excellence

Group work: Using cooperative learning groups effectively Vanderbilt Center for Teaching

Amy Edmondson “How to turn a group of strangers into a team”

 

After giving my students opportunity to explore these resources I then assign them a choice in how to explain and share their learning/understanding:

Choice A – Create a How-To document to provide your students direct instruction how to work through conflict. This How-To sheet is for students to follow, reread and refer to. Be sure to Provide specifics and 3 or more links to additional resources how to resolve conflict

Choice B – Create a Google Presentation with ten or more teamwork problems and possible solutions, particularly regarding conflict. In addition, provide 3-4 links to videos and articles how to resolve conflict

Before we give students a team project or assign group work, discussing and examining the complexities of group work can give students the tools and techniques to work better together as a team.  Having students share their products provokes discussion about inviting people to work together to solve big problems. This gives students vision and vocabulary to work collaboratively.

When students are working on a group project, I also have them design the group work rubric for students to grade themselves on how they worked in their group and how their group worked as a whole. Students identify the categories and criteria to develop these rubrics and then we all come to an agreement which one to use as the grading rubric for the final project.

Lastly, students complete a group work processing questionnaire created on Google Forms for students to answer reflection questions.

Group Work Processing Questionnaire

How do we make sure that teaming goes well? Discussing the elements of group work, collaboration, and continuous team maintenance helps provide students with models of teaming that works. Then, the results for collaborative group work can be awesome.

 

 

 

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Learning with Innovative Technology 2019 Conference

In beautiful, upstate New York, SUNY Empire State College and Saratoga Springs City School District hosted the 3rd annual Learning with Innovative Technology (LIT) Conference. The goal of the conference was, “to bring teachers, scholars and practitioners together to share knowledge about the effective use of educational technologies that will provide more enriching learning experiences.” With more than 40 workshops and hands on learning experiences throughout the day, there were many opportunities for collaborative learning and enriching educational experiences.  Sessions included gamification, project based learning, digital citizenship, robotics, virtual reality, makerspace, and STEM.

I presented a session titled, “Operation Game Design: Building Quests for Personalized Learning In Your Classroom.” This session provided teachers with an introduction to gamification versus game based learning and a step by step approach to building a quest for classroom learning. Participants learned how to organize an overarching mission in which assignments are like a sequence of game levels students need to successfully complete in order to “rank up” and complete all the required learning targets. To view the presentation slides, see below. For your own copy of the game design template, click here.

After presenting, I was excited to attend other sessions and continue to learn from other experts leading workshops at the conference. I attended a session in the afternoon on “Making Google Forms Engaging Using Branching Form (Assessments and Scavenger Hunts)” led by Carolyn Strauch where I learned how to extend the standard Google Form by making it interactive with the ability to guide students and lead them through prompts based on their answers. I love this as a way to scaffold student writing based on their responses to questions and answers. Here is a video for more clarity.

 

I am a proponent of Socratic Seminars and after building out a short response assignment for my students with scaffolded prompts in Google Forms, I moved on to a session titled, “Socratic Seminar, Meet Social Media” presented by Sarah Fiess. In a Socratic circle, participants seek deeper understanding of complex ideas in the text through thoughtful dialogue, rather than by memorizing bits of information. A Socratic Circle is not debate. The goal of this activity is to have participants work together to construct meaning and arrive at an answer, not for one student or one group to “win the argument.” Not only did we participate in a socratic circle, we examined this teaching practice as a way to engage ALL students in the conversation utilizing back channels and reflections created in Google Forms.

The last session I attended was “Beyond Hating Group Work” presented by Theresa Gilliard-Cook. We all assign group work in our classrooms but how do we make group work more effective and engaging, rather than hated and dysfunctional. Teachers need to be intentional about group projects and scaffold collaborative work for it to be successful. Creating a list of teamwork projects and possible solutions, particularly regarding conflict is useful. Additionally, providing videos and articles how to resolve conflict, creating a list how to work through conflict, and providing specifics how you, the teacher will get involved when conflict arises. Tech tools like Google, Slack, and Padlet are three student collaboration tools.

 

 

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Deepening Comprehension with 10 Collaborative Activities

Collaboration plays a key role in elevating reading comprehension. Conversing with others helps readers to establish a connections and enables readers to generate new insight in their reading. My English classroom is all about group work. I am not a lecturer. My students work collaboratively daily. I believe that we learn from others and effective collaboration is talked about, practiced, and highlighted in my classroom through a variety of small group activities.

Stephanie Harvey and Harvey Daniels’s book Comprehension and Collaboration (2009) offer six ingredients to group development: (1) Articulate Expectations; (2) Discuss and Decide Norms or Written and Unwritten Rules of the small group; (3) Friendship; (4) Leadership — the most effective groups are leaderless; (5) Open Communication; and (6) Address Conflict and Disagree Agreeably. Throughout the school year students are practicing and developing ways to work and communicate with others.

Here are ten different small group activities that I use in classroom:

1. THINK DOTS or ROLL THE DICE– The teacher creates a numbered list of questions or tasks (6 for 1 die and 12 for 2 dice). In small groups, students take turns rolling the dice and complete the task.

2. JIGSAW – Just as in a jigsaw puzzle, each piece–each student’s part–is essential for the completion and full understanding of the final product. If each student’s part is essential, then each student is essential. The teacher breaks students up into a group and each student in the group has a specific reading or task which they are responsible for reporting back to their group members

3. WRITE AROUND – A trustworthy Harvey Daniels activity that allows students to collaborate on paper and in conversation about a specific topic or subject. Here are clear directions for the write around.

4. LEARNING STATIONS – Also called “Learning Centers,” are situations around the classroom that a teacher sets up for students to work in small groups. Each of these centers has supplies and materials that work well together and give students the tools to complete activities and mini-projects. Teachers can tap into the multiple intelligences to create the center or tasks. 

5. NUMBERED HEADS – Students are placed in groups and each person is given a number (from one to the maximum number in each group). The teacher poses a question and students “put their heads together” to figure out the answer. The teacher calls a specific number to respond as spokesperson for the group. By having students work together in a group, this strategy ensures that each member knows the answer to problems or questions asked by the teacher. Because no one knows which number will be called, all team members must be prepared.

6. MYSTERY ENVELOPES – A mysterious envelope is delivered to the classroom at the start of class and handed to specific students. Students open the envelope and must complete the tasks collaboratively to solve a mystery or answer questions.

7. GROUP TESTS – These are not really tests but I allow students to collaborate on quiz or test like questions. I offer two rounds: the QUICK FIRE round is a challenging task that students have 5 minutes to complete of one complex question and the first students to answer these right I might give them “Smarties” (the candy) or give them a pass on a certain amount of questions on the group test in the second round, the CHALLENGE. Students work collaboratively to complete a 50 or more questions. These can be multiple choice questions or basic comprehension questions. I have also put all the questions on a bingo board and required students to complete the entire bingo board.

8. AMAZING RACE – I did this in my To Kill a Mockingbird Unit, students were organized in teams and had to complete six different tasks I scattered around the school. Students were given clues to lead them to the different tasks. Students worked together to solve the clues and complete the different tasks. I describe the activity more in depth in another blog post that you can link to here.

9. THE FISH BOWL – I do fishbowls often, but I found these clear and simple directions from the blog Got To Teach.  Divide the class in half.  One half will form the center circle, facing inward. The other half of the class will form the outer circle, facing inward as well. The students in the inner circle will discuss a predetermined topic.The outside circle will be listening to the discussion,  making note of interesting, new, or contradictory information.  They are not allowed to say a word at this point. The inner and outer circles can then switch positions and repeat the steps above.

10. FOUR CORNERS – Again, another great collaborative activity from the blog Got To Teach. (I will be using Monday with my students to discuss the central idea of a text.) Choose four aspects of a topic that your class is currently focusing on.  Assign each of these aspects to a corner (or an area) of your room. Present the topic and the four related aspects to the whole group and give the students some “think time.” Students can then choose a corner to discuss the topic. Have specific guiding questions available in the specific areas to help support and guide student discussions. Representatives from each corner can share what their respective groups discussed.

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