Sorry this is late, I left my book at school over the weekend. ooops!!
This chapter focused on 3 areas of concern: group formation, providing content, and introducing group work.
Group formation:
For the most part, he recommends not using ability grouping. Using ability grouping goes against the idea of the group working together to teach each other. Ideally, it should be 1 higher achieving student to 2 lower achieving student.
Putting students together by choice isn't always a bad idea, as long as they are choosing based on interest and not necessarily by who they want to go with. (It is mentioned that choosing friends would be ok if they were working together outside of school.) Randomly assigned students would be okay also. However, student choice and random assignment have a downside. If the groups do not end up with a variety of skills then the groups will not work out the right way.
P.99 has a method of ranking students based on ability level and social factors. I think this is a pretty good idea, but would need to try it to see how it really works out. They also mention the same use of partnering the kids together with a list split in two that Doug Fisher mentioned at the in-service.
Four students per group is ideal, but 3 or 5 would be okay too. The shorter the project, the fewer students you would want because that way all students will be able to share their ideas. It would be okay to have more students work together on a project that takes longer.
It is important that students are grouped using formative assessment, and it would be okay for groups to change if they are not working part way through.
Providing Content-
All students should be working on the same standard, but this can be done in a variety of ways. This section focused on differentiation, which I feel like we have talked about a lot. However, when we roll this part out to staff I am sure it would be beneficial to talk about some specifics. The book talks about varying the texts used for each group. It could be varied by type or level.
Introducing Group Work-
They recommend to start small. Starting with partner-driven conversations is a good place to start. Also, using sentence frames (such as the ones on p. 105) are helpful and of course a lot of MODELING (not sure if you guys knew this yet :) ) They show a 20 implementation guide that seems to be appropriate for centers, but it would be helpful to have some kind of lesson plan to follow for basic groups, such as model how to use sentence frames, work in partners with sentence frames, etc. etc. I'm not sure what it would look like, but I know I would appreciate some very structured way begin getting kids to work productively in groups.
I really like how this chapter answered several questions I was wondering about, but I would still like to SEE how teachers teach students how to use productive group work.
Tuesday, January 17, 2012
Wednesday, January 11, 2012
Ch. 6 Incorporating Group Processing
A key component of PGW is allowing time for students to reflect on their learning as a group (group processing). "Group work improves when students discuss and assess their interaction, the progress they make toward their goal, and what did and did not work, and then go on to talk about what they'll do differently in the future" (p. 84).
Group processing builds metacognition, the ability to reflect on one's learning. Part of metacognition is being able to to plan an approach and follow through with the plan. Executive function is when a student can take what they have learned and apply it in a new situation or when something unexpected happens. This makes me think of how our non-fiction writing and focus in data team works. "Without the of instructional routines that foster metacognition and executive function, students would have a very difficult time developing these capacities" (p. 86).
The authors discuss three routines to help support group processing.
1. Self-Monitoring Questionnaires: Examples would include smiling and frowning faces, Likert scale (1-5), and open-ended questions. See p. 87 for examples. Using the questionnaires establish a common basis for discussion during group processing.
2. Learning Logs: They are used to keep track of student learning. They can last for a few days or weeks, and, possibly longer. Students use the log to reflect what they understand, find confusing, or have questions about. I liked the quote on p. 88. "[My learning log is] a discussion with myself on paper." They caution that the logs are used just to keep track of their experience. They discusses have pre-planned questions. There is a great example on p. 89.
3. Roundtable activities: This allows all members to reflect on their work. A couple topics for discussion include: Name something that surprised or confused you and identify something you learned that you will use in another class.
This chapter had a lot of useful information. I thought back to Hattie's recommendation of using self-monitoring/self-reporting of grades. This is an area where we could get "the most bang for our buck."
There is something in this chapter that every teacher, no matter their content area, would be able to use. I think teachers try to incorporate group work in their classrooms, but seldom allow time for self-reflection. Again, this will have to be modeled.
Monday, January 9, 2012
Chapter 5 Building Interpersonal and Small Group Skills
Building Interpersonal and Small -Group Skills are a critical component to successful productive group work. Learning to work well with others requires modeling, lots of practice, reflection, and refinement of skills. Lessons need to be designed that include routines and group tasks that specifically focus on expanding students' interpersonal skills.
There is a brief description of theory of mind. This suggests that empathy and the ability to take on different perspectives can emerge from exposure to the feelings of others and from experiences that foster differing points of view. There is a good chart on page 70 which states important skills and an operational definition of each skill.
Teachers need to model and provide opportunity with routine. Students need to be taught the skills for thinking and communicating with clarity. A good tool for this is graphic organizers. A caution...graphic organizers should not be handed out like a worksheet to be completed by students. This chapter suggests teacher modeling of a variety of graphic organizers and then allowing student choice for organizing information for sharing. Five types of organizers commonly used are described on page 73. Active listening is another group work skill that students need to be taught. There is a good description on page 75, but a great example explaining how a teacher implemented active listening in his class using daily feedback from students on his own implementation ofactive listening. The checklist he uses with students is included on page 76. The list sets the expectations for listening and provides scaffolding for good listening behaviors during group work. A third skill that is discussed is responding to peers. Teaching students to give constructive feedback that is meaningful and not too polite or too blunt. Again there is a good chart on page 78 that explains several techniques. Finally, considering different perspectives and creating opportunities for students to disagree with one another on a topic of substance. Successful group work is designed to expose students to multiple viewpoints, and it canbuild students' capacity to understand the perspective of others and craft a position for themselves.
The chapter ends with three different scenarios implementing these skills. In the high school scenario a discussion web is mentioned. I have seen a web used by teachers, but never thought of sharing with students what the web looks like after a discussion...great idea! It would be interesting to do this in a data meeting, staff meeting, etc.
There is a brief description of theory of mind. This suggests that empathy and the ability to take on different perspectives can emerge from exposure to the feelings of others and from experiences that foster differing points of view. There is a good chart on page 70 which states important skills and an operational definition of each skill.
Teachers need to model and provide opportunity with routine. Students need to be taught the skills for thinking and communicating with clarity. A good tool for this is graphic organizers. A caution...graphic organizers should not be handed out like a worksheet to be completed by students. This chapter suggests teacher modeling of a variety of graphic organizers and then allowing student choice for organizing information for sharing. Five types of organizers commonly used are described on page 73. Active listening is another group work skill that students need to be taught. There is a good description on page 75, but a great example explaining how a teacher implemented active listening in his class using daily feedback from students on his own implementation ofactive listening. The checklist he uses with students is included on page 76. The list sets the expectations for listening and provides scaffolding for good listening behaviors during group work. A third skill that is discussed is responding to peers. Teaching students to give constructive feedback that is meaningful and not too polite or too blunt. Again there is a good chart on page 78 that explains several techniques. Finally, considering different perspectives and creating opportunities for students to disagree with one another on a topic of substance. Successful group work is designed to expose students to multiple viewpoints, and it canbuild students' capacity to understand the perspective of others and craft a position for themselves.
The chapter ends with three different scenarios implementing these skills. In the high school scenario a discussion web is mentioned. I have seen a web used by teachers, but never thought of sharing with students what the web looks like after a discussion...great idea! It would be interesting to do this in a data meeting, staff meeting, etc.
Wednesday, January 4, 2012
Chapter 4: Ensuring
Individual and Group Accountability
Chapter 4 takes us on a journey of what is required from
each member of the group when doing PGW.
The word accountability is equal with responsibility, and is important
that we create opportunities for all students to be responsible in PGW. There are two levels to PGW: individual accountability and group accountability. “Regardless of the rigor or duration of the
collaborative learning task, each student needs to clearly understand his or
her individual role as well as what the group is expected to produce or
accomplish” (52).
The authors provide 6 ways for building accountability into
each task:
1.
Tasks
should be designed to focus on larger learning goals.
2.
Students should have time to practice with small
tasks before expecting them to complete longer projects.
3.
Timelines should be created for individual work
and group work due dates.
4.
Conferences should be scheduled DURING the
projects to give feedback to individual and group progress.
5.
Students should evaluate themselves and the
efforts of their group work.
6.
When grading, make sure to factor in individual
work and the overall group project.
One way that teachers can ensure work distribution is to
create roles for students when working in productive groups. The most important thing to remember when
doing this though is that students should have practice with these roles before
being thrown into them. Table tents are
an easy way to keep students focused on the learning task, instead of worrying
about what they are supposed to contribute.
I know that during data teams, it is nice to have my responsibilities in
front of me so I can be reminded of what I need to complete. Expectations and setting up routines ahead of
time can help maximize the learning.
Checklists, timelines, and rubrics are good ideas for teachers to have
in place when planning PGW. They can
help guide students in participation, interaction, and providing specific
feedback to each other.
Two specific ways that teachers can give feedback to
students is through observations and conferencing. There are two forms on pages 56 and 57 that
could be useful for teachers but I personally do not think it needs to always
be that detailed. I like the quote on
page 55, “Recording kidwatching observations can be as simple as using a
clipboard with sticky notes in order to jot quick comments about a student’s
participation in group work” (55).
Conferencing can and should be done with individual students and also in
groups. The most important thing I took
from this is that it should be done during the projects, not afterwards.
To end the chapter, the authors give us four different
routines that can help ensure individual and group accountability:
1.
Numbered Heads:
This strategy is already on our blue cards, but are teachers using it?
2.
Collaboratively Constructed Products: Becky and I tried this last year, and I am
skeptical because students can technically do their own part with their marker,
but the conversation piece can be forgotten.
Ideas on how we can include the rich conversations?
3.
Progressive Writing: This is an interesting idea, and was
wondering if anyone has tried it in their classroom?
4.
Writing Frames:
The READ 180 curriculum uses writing frames (sentence starters). Do other subjects/teachers use writing frame
in their classes?
Individual and Group Accountability
Chapter 4 takes us on a journey of what is required from
each member of the group when doing PGW.
The word accountability is equal with responsibility, and is important
that we create opportunities for all students to be responsible in PGW. There are two levels to PGW: individual accountability and group accountability. “Regardless of the rigor or duration of the
collaborative learning task, each student needs to clearly understand his or
her individual role as well as what the group is expected to produce or
accomplish” (52).
The authors provide 6 ways for building accountability into
each task:
1.
Tasks
should be designed to focus on larger learning goals.
2.
Students should have time to practice with small
tasks before expecting them to complete longer projects.
3.
Timelines should be created for individual work
and group work due dates.
4.
Conferences should be scheduled DURING the
projects to give feedback to individual and group progress.
5.
Students should evaluate themselves and the
efforts of their group work.
6.
When grading, make sure to factor in individual
work and the overall group project.
One way that teachers can ensure work distribution is to
create roles for students when working in productive groups. The most important thing to remember when
doing this though is that students should have practice with these roles before
being thrown into them. Table tents are
an easy way to keep students focused on the learning task, instead of worrying
about what they are supposed to contribute.
I know that during data teams, it is nice to have my responsibilities in
front of me so I can be reminded of what I need to complete. Expectations and setting up routines ahead of
time can help maximize the learning.
Checklists, timelines, and rubrics are good ideas for teachers to have
in place when planning PGW. They can
help guide students in participation, interaction, and providing specific
feedback to each other.
Two specific ways that teachers can give feedback to
students is through observations and conferencing. There are two forms on pages 56 and 57 that
could be useful for teachers but I personally do not think it needs to always
be that detailed. I like the quote on
page 55, “Recording kidwatching observations can be as simple as using a
clipboard with sticky notes in order to jot quick comments about a student’s
participation in group work” (55).
Conferencing can and should be done with individual students and also in
groups. The most important thing I took
from this is that it should be done during the projects, not afterwards.
To end the chapter, the authors give us four different
routines that can help ensure individual and group accountability:
1.
Numbered Heads:
This strategy is already on our blue cards, but are teachers using it?
2.
Collaboratively Constructed Products: Becky and I tried this last year, and I am
skeptical because students can technically do their own part with their marker,
but the conversation piece can be forgotten.
Ideas on how we can include the rich conversations?
3.
Progressive Writing: This is an interesting idea, and was
wondering if anyone has tried it in their classroom?
4.
Writing Frames:
The READ 180 curriculum uses writing frames (sentence starters). Do other subjects/teachers use writing frame
in their classes?
Friday, December 30, 2011
Chapter 3 Promoting Face-to-Face Interaction
This chapter discusses the importance of allowing students opportunities to have
face-to-face interactions. The chapter gives us a better understanding of how
to set up and implement these interactions, to ensure students deeper
understanding of curriculum.
The purpose to communication is to convey and obtain meaning. Pg. 37 Students’ face-to-face interactions give them the chance to support each other academically and personally. The interaction among groups of students can deepen those students’ understanding of themselves. Pg. 38 In a face-to-face conversation we construct
meaning not just from the content of words but also from the gestures,
movement, and expressions that our partners and group members use. Pg. 38 “If we are wired to learn by observing facial expressions and physical gestures, and them reflexively imitating those actions as a first step to language and appropriate social responses, then face-to-face interaction with students take on even greater importance.” Pg. 41
Teachers must show the students what they are expecting from the interaction and not just tell them. In order for the students to become proficient at interacting, they must be shown what those behaviors look like. An interesting point that is made
was that many teachers emphasize group norms instead of modeling how the interaction
should look like. This causes the students to not offer help to one another and the collaboration lacks fidelity. I really like the use of modeling types of
language that should be used in the face-to-face interaction. The poster shown on Pg. 43 could help teachers with questioning.
The last part of chapter 3 is three useful ways to use face-to-face interactions.
1. “Quickwrites,” which are the gateway to meaningful interaction. This
is a one to five minute to frame that allows the students to collect their
thoughts and ideas before engaging in discussion. When looking at the writing prompts, I personally use these for closure or exit slips checking for understanding, but after reading this, it makes sense to do before students discuss.
2. Partner discussions are used as the main face-to-face interaction in most classrooms. However, there is little follow-up to determine what was discussed in the conversation. While students are having discussions, this
is when teachers need to be in action to gain insight on what the students are
talking about.
3. Role playing which students simulate a process or idea and create interaction which builds conceptual and factual knowledge that would normally be difficult to understand if students were learning independently.
Three activities that could be added to the blue cards:
1. Whip-around
2. Face-to-Face interview
3. Head-to-Head Write Off (This would be perfect for what we are doing!)
face-to-face interactions. The chapter gives us a better understanding of how
to set up and implement these interactions, to ensure students deeper
understanding of curriculum.
The purpose to communication is to convey and obtain meaning. Pg. 37 Students’ face-to-face interactions give them the chance to support each other academically and personally. The interaction among groups of students can deepen those students’ understanding of themselves. Pg. 38 In a face-to-face conversation we construct
meaning not just from the content of words but also from the gestures,
movement, and expressions that our partners and group members use. Pg. 38 “If we are wired to learn by observing facial expressions and physical gestures, and them reflexively imitating those actions as a first step to language and appropriate social responses, then face-to-face interaction with students take on even greater importance.” Pg. 41
Teachers must show the students what they are expecting from the interaction and not just tell them. In order for the students to become proficient at interacting, they must be shown what those behaviors look like. An interesting point that is made
was that many teachers emphasize group norms instead of modeling how the interaction
should look like. This causes the students to not offer help to one another and the collaboration lacks fidelity. I really like the use of modeling types of
language that should be used in the face-to-face interaction. The poster shown on Pg. 43 could help teachers with questioning.
The last part of chapter 3 is three useful ways to use face-to-face interactions.
1. “Quickwrites,” which are the gateway to meaningful interaction. This
is a one to five minute to frame that allows the students to collect their
thoughts and ideas before engaging in discussion. When looking at the writing prompts, I personally use these for closure or exit slips checking for understanding, but after reading this, it makes sense to do before students discuss.
2. Partner discussions are used as the main face-to-face interaction in most classrooms. However, there is little follow-up to determine what was discussed in the conversation. While students are having discussions, this
is when teachers need to be in action to gain insight on what the students are
talking about.
3. Role playing which students simulate a process or idea and create interaction which builds conceptual and factual knowledge that would normally be difficult to understand if students were learning independently.
Three activities that could be added to the blue cards:
1. Whip-around
2. Face-to-Face interview
3. Head-to-Head Write Off (This would be perfect for what we are doing!)
Tuesday, December 27, 2011
Chapter 2: Using Positive Interdependence
This chapter discussed the importance of creating positive interdependence during PGW. “Positive interdependence is considered by many to be the defining quality and most important component of cooperative group work” (pg. 23). After reading this chapter I can see why interdependence is considered so important. If students feel like an important member of the group, they will be more willing to work in the group!
Each task must require students to contribute something unique to the group. Students ask themselves the following questions during PGW: Who am I? Who am I with you? Who are we together? What do we have to do? What do we need to do to accomplish our goals? If students are able to answer these questions, they will possess the self knowledge of how and when they are learning something new. The authors also remind us on pages 25 and 26 that positive interdependence can reduce threats and increase the sense of reward. We are also reminded that rewards can be intrinsic or extrinsic.
Finally this chapter gives three strategies to promote positive interdependence. The different experiences strategy requires putting students who have experienced different things into groups. They share that knowledge and learn from one another. The goal here is that students will build their knowledge through discussion with partners.
The jigsaw approach is also described. Students have two groups, an expert group and a home group. Students start in their home groups. They discuss what knowledge they will need to obtain in their expert groups. Students then go to their expert groups. In these groups, students work together to become experts on their specific topics. Finally, students go back to their home groups and share what they have learned.
Student-led reciprocal teaching consists of assigning students specific roles for PGW. The authors suggest using modeling and guided instruction about 20 times before letting students try the roles on their own. Students will then be well aware of what their specific role should look like.
My Reflection:
I think it is essential that students feel like a group would not be successful without them. If this is how students feel, they are much more likely to be actively engaged in PGW. I think the strategies described would be great to share with the staff. I know that we have done jigsaw before, but not really in this way. I like this way because there is also movement! I have not had a lot of success with assigning roles for PGW – but after reading – I see that is because I had not modeled them enough! I would really like to try student-led reciprocal teaching!
Each task must require students to contribute something unique to the group. Students ask themselves the following questions during PGW: Who am I? Who am I with you? Who are we together? What do we have to do? What do we need to do to accomplish our goals? If students are able to answer these questions, they will possess the self knowledge of how and when they are learning something new. The authors also remind us on pages 25 and 26 that positive interdependence can reduce threats and increase the sense of reward. We are also reminded that rewards can be intrinsic or extrinsic.
Finally this chapter gives three strategies to promote positive interdependence. The different experiences strategy requires putting students who have experienced different things into groups. They share that knowledge and learn from one another. The goal here is that students will build their knowledge through discussion with partners.
The jigsaw approach is also described. Students have two groups, an expert group and a home group. Students start in their home groups. They discuss what knowledge they will need to obtain in their expert groups. Students then go to their expert groups. In these groups, students work together to become experts on their specific topics. Finally, students go back to their home groups and share what they have learned.
Student-led reciprocal teaching consists of assigning students specific roles for PGW. The authors suggest using modeling and guided instruction about 20 times before letting students try the roles on their own. Students will then be well aware of what their specific role should look like.
My Reflection:
I think it is essential that students feel like a group would not be successful without them. If this is how students feel, they are much more likely to be actively engaged in PGW. I think the strategies described would be great to share with the staff. I know that we have done jigsaw before, but not really in this way. I like this way because there is also movement! I have not had a lot of success with assigning roles for PGW – but after reading – I see that is because I had not modeled them enough! I would really like to try student-led reciprocal teaching!
Friday, December 23, 2011
Chapter 1 - Defining Productive Group Work
"Educators since Socrates have know that knowledge is built and extended through the exchange of ideas and that students should be encouraged to question and push each other's understanding." (p. 13)
The idea of productive group work has been around for...ever. Socrates knew it was an essential tool in learning. Vygotsky determined its' importance in the development of a child's culture, saying that one must first learn from others in order to internalize ideas - what to think and how to think.
Many teachers, even those aware of principles that define PGW, struggle to support interaction in groups. I think we have witnessed this to be true - as observers and members of groups. The following are what define PGW. Important to remember is that ALL must be present!
Positive Interdependence:
Participation from every member and clear understanding of the group's interdependence is necessary for the task to be completed and accomplished. The group needs -
- Goals that require contribution from each member. (I am still not sure how this could not be done by another member without the teacher knowing.)
- Resources given to each member so that each member has something important and essential to share with the group.
- Rewards to motivate the group and each individual to participate. (We read on to find out this could be grades or points. I am still not sure how this will motivate those students who are not interested in them. Doesn't something more need to exist in the culture of the classroom?)
- Roles assigned so that each member has something to accomplish.
Face-to-Face Interaction
It is SO true that in the past (and maybe even the present) we put students in groups, have them create a presentation "together" and then present. But when asked a question about another members "part", most students are clueless and cannot address anything except what they prepared.
In this model, group members must all interact and share, as well as ensure all others are prepared.
Individual and Group Accountability
Teacher observation has a lot to do with this aspect. However, the authors recommend assigning an individual assessment (which is a writing piece in the example) in addition to the group discussion and presentation of answers.
(I think it is essential to note here that our readings from FOCUS will be important to remember. We need to continue to narrow the focus of WHAT and HOW we teach before this idea of assessment will be beneficial or even reachable to our teachers.)
Interpersonal and Small-Group Skills
Once students gain experience working in PGs, they will need to become familiar and comfortable working together for the good of helping. All students need to realize that they will need help from others at some point, therefore they should give help when they can.
Group Processing
This principle is about self-assessment of the group. The authors believe this to be one of the most crucial steps, but one that is often overlooked or not planned for. In order for PGs to get better, they have to assess what went well and what could get better. It is not about pinpointing an individual but figuring out what should be continued or changed for next time.
Finally, it is important to remember that the teacher must provide students with tasks that challenge the group. It is okay for them to argue and question each other. With this, they are having to defend, support, infer and challenge - this all leads to better understanding and heightened awareness of opposing views.
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