10/12/2015. Productive Collaborative Work. Purposes of Productive Group Work

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Productive Collaborative Work Minnesota Department of Education October 2015 Groups for Different Purposes Prescriptive Groups Determined by Teacher (DI) Multiple Intelligences (match by likeness)

com @dgheacox Cooperative Groups (balance differences, not DI) Random Groups Determined by Teacher (not DI) Number off Sticks Drawing Random Groups Chosen by Students (not DI) Interest in topic or

1 Productive Collaborative Work Minnesota Department of Education October 2015 Groups for Different Purposes Prescriptive Groups Determined by Teacher (DI) Multiple Intelligences (match by likeness) Readiness (match by likeness) < Knowledge < Skills < Understandings Dr. Diane Heacox Dr. Diane Cooperative Groups (balance differences, not DI) Random Groups Determined by Teacher (not DI) Number off Sticks Drawing Random Groups Chosen by Students (not DI) Interest in topic or product Chose your own group Readiness Grouping When and How to Group reflects the dynamic nature of learning. is determined by assessment. mixes students around in flexible groups since readiness changes depending upon the particular skills or content. recognizes that students differ in both their strengths and limitations. Kristina Doubet George Mason University When does it make sense to: group by like readiness? by interests? by cognitive preference? purposefully vary members of a group? let the students choose their own group? When does whole group or individual work make the most sense? Sources of data for determining when and how to group Pre-assessment data Formative assessment results Exit slips, bellwork Quizzes, daily work Classroom observations Past student performance NWEA: DesCartes skills/rit scores/lexile scores MAP results Purposes of Productive Group Work Students work together to solve problems, discover information, and complete projects Students use the language of the lesson. It is not: Ability or aptitude grouping For introducing new information or skills Managing activities (Getting the work done.) 1

What should occur during productive group work? Students are: clarifying their understandings. negotiating understanding with peers. engaging in inquiry. applying knowledge to novel situations.

(1991). Active learning: Cooperative, competitive, and individualistic learning (2nd ed.). Edina, MN: Interaction Books. Group Work Which is it?

2 What should occur during productive group work? Students are: clarifying their understandings. negotiating understanding with peers. engaging in inquiry. applying knowledge to novel situations. Key Features Positive independence Face-to-face interaction Individual and group accountability Interpersonal and small-group skills Group processing Johnson, D. W., Johnson, R. T., & Smith, K. (1991). Active learning: Cooperative, competitive, and individualistic learning (2nd ed.). Edina, MN: Interaction Books. Group Work Which is it? Fisher, Frey, Everlove Productive Group Work The majority of cooperative learning tasks are focused on memorization of facts or low level applications not complex learning. Interaction Academic language practice and development Collecting information, facts Goal is sharing & doing, not innovating or solving. Interaction Academic language practice and development Consolidating understandings, inquiry Goal is resolving problems, innovation or identifying solutions. In productive group learning, the focus is reproduction and production of knowledge. The construction of shared meaning comes through conversations and experiences. Little individual or group accountability. Individual accountability Carousel Teams rotate around the classroom. Record answers. Reflect on other students ideas. Questions are posted on charts. Sentence FRAMES can be used. Aronson Thematic Work < A theme is introduced. (Freedom) < Students engage in exploration of subtheme of their choice. (may use guiding questions) < Students return to their collaborative group to share what has been learned. 2

Corner Discussions Strongly Agree Strongly Disagree Agree Disagree Display a statement - - have students move to a spot in the room that corresponds to their beliefs.

3 Corner Discussions Strongly Agree Strongly Disagree Agree Disagree Display a statement - - have students move to a spot in the room that corresponds to their beliefs. Students discuss in their corner or spot in the room and then to the whole class. Post sentence frames in each corner. Reciprocal Teaching Student-directed groups. Text is chunked in smaller parts. Students have assigned roles. Teacher or students can choose stopping points for reading. Numbered Heads Together Each person at table is assigned a number. A question is posed. Die is rolled. Everyone prepares that numbered person to answer. Die is rolled again to call on a table number. Person at that table answers. Slavin Jigsaw < Particular tasks (A,B,C) are assigned to individual members of a group. < Meet with research group (all A s) < Discuss sources, insights, avenues for exploration, become experts. < Return to base group to teach and learn. Slavin Jigsaw Home Group Expert Group Home Group Heacox

Collaborative Poster Students create a poster with specific visual information (drawings and text). All students participate in making the poster using their own colored marker.

4 Collaborative Poster Students create a poster with specific visual information (drawings and text). All students participate in making the poster using their own colored marker. They sign the poster in their color. Students critically discuss, explain, and make decisions to complete the task. Characteristics of Productive Group Work 1. Grouping: Small groups of 2-5 students are purposefully constructed to maximize individual strengths 2. Complexity of task: The task is a novel application of a grade-level appropriate concept and is designed so that the outcome is not guaranteed (a chance for productive failure exists). Complexity of Tasks Carol Tomlinson (2010) The small group work must call upon the skills of all students in the group. Tasks must be open-ended and uncertain (fuzzy). Tasks must be intrinsically interesting to the students. The tasks need to be challenging and demand rigorous thinking. Tasks should involve real objects, contexts or applications. Tasks must require many different talents in order to be completed adequately. Groups must change often so that all students in the class work with all others in a variety of contexts. 3. Joint attention to tasks or materials: Students are interacting with one another to build each other s knowledge. Outward indicators include body language and movement associated with meaningful conversations, and shared visual gaze on materials. 4. Argumentation not arguing: Student use accountable talk to persuade, provide evidence, ask questions of one another, and disagree without being disagreeable. 4

Teacher role: What is the teacher doing while productive group work is occurring?

5 5. Language support: Written, verbal, teacher, and peer supports are available to boost academic language usage. 6. Teacher role: What is the teacher doing while productive group work is occurring? Enough background knowledge to have something to say. Language support to know how to say it. A topic of interest. A topic of interest. An authentic reason to interact. 5

Expectations of and accountability for the interaction. An established community of learners that encourage and support each other. Understanding of the task. Knowledge of the norms of interaction.

6 Expectations of and accountability for the interaction. An established community of learners that encourage and support each other. Understanding of the task. Knowledge of the norms of interaction. Productive Group Norms Be respectful. Listen to each other s ideas. Use accountable talk. Contribute! Avoid crosstalking. Encourage one another. Commend another s ideas, thoughts, perspectives. Stay on task. Collaborative Conversations Fisher & Frey 6

Comprehension and Collaboration Grades K-2 Features Following the rules of discussion Moving from participation to turn taking Sustaining discussion through questioning Adult support Prepare for and

Grade 3-5 Features Preparation for discussion Yielding and gaining the floor Posing and responding to questions From explaining own ideas to explaining the ideas of others Grade 6-8 Features Using

7 Comprehension and Collaboration Grades K-2 Features Following the rules of discussion Moving from participation to turn taking Sustaining discussion through questioning Adult support Prepare for and participate in collaborations with diverse partners, building on each others ideas and expressing their own clearly and confidently. Grade 3-5 Features Preparation for discussion Yielding and gaining the floor Posing and responding to questions From explaining own ideas to explaining the ideas of others Grade 6-8 Features Using evidence to probe and reflect Collegial discussions include goals and deadlines Questions connect ideas from several speakers Acknowledge new information Grade 9-10 Features Use prepared research in discussion Voting, consensus, and decision making Ensure hearing full range of opinions or options Summarize and synthesize points of disagreement Grade Features Civil, democratic discussions Questions to probe reasoning and evidence Resolving contradictions Determining what additional information is needed 7

8 Suggestions for Productive Group Work 1. Go smaller. 2. Vary group composition. 3. Do not overuse the same grouping format. 4. Teach the skills of productive group work. 5. Particular tasks should be assigned to particular students through self-selection or by the teacher. 6. The best group tasks are complex enough that they merit the attention of more than one student. 7. Organize group tasks with sufficient degrees of scaffolding. 8. Make sure that all tasks focus on and build targeted content & skills. 8

Common Core State Standards Speaking and Listening

Common Core State Standards Speaking and Listening Comprehension and Collaboration. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly