"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.
I thought this was a great overview and explanation of PGW. I agree that grades are not a great motivator for most kids and I absolutely agree with you Rachel that it needs to be imbedded int he culture of the classroom. Without a trusting, safe environment students won't want to take risks and as it was mentioned later, it is important that kids are able to do this to work through the problems.
ReplyDeleteI liked the cube it idea and was hoping that in the future that could be added the "blue cards" (do we have a name for those cards?) for the teachers to refer to. I think by getting easy to implement PGW activities/strategies teachers will be able to do them and hopefully see the imprortance and feel success with it.
I also think a key point was teaching the students to offer help and accept help. I think this is so important for the classroom culture and will aid in students feeling safe enough to take risks.
Finally, I thought it was ironic talked about PGW over the computer and that is what we do....we rock ;)
Hope you all have a Merry Christmas... the next day we blog is the 25th right :)
Rachel hit all the important concepts of the chapter. I also agree that grades aren't always motivators. I'm interested in hearing from Kristin what she learned at the LETRS that would help all students accountable for their work.
ReplyDeleteOne key component is that the task needs to be meaningful. Ms. Czarnopys uses open ended questions which make the students think instead of just giving yes or no answers. This can help promote conversations between students.
I aha I had while reading was a quote from Ms. Czarnopys: the teacher needs to "allow students the opportunity to create meaning from the questions and not to be too quick to tell them what the question is asking. I think with RTI, teachers immediately go to the the students in tier 2 and start working with them instead of giving them an opportunity to work at least part of the problem/question/task out.
Merry Christmas to everyone too! We blog again on Dec 27th.
This chapter is something that we definitely should share with our staff. It is important for all to realize just how much work goes into planning PRODUCTIVE group work. It does take time to plan and I think unfortunately, that may be where some of our teachers are lagging. They have a certain hope or expectation of what it should be, but are not realizing that most of the work comes from the teacher beforehand. Even so, when the teacher takes the time to plan out a thoughtful lesson with all of the components, on the actual day of teaching the students do most of the work having to debate, defend, and discuss while the teacher takes a back seat to their learning. That does not mean the teacher is not involved, but rather doing less work than the students. The teacher is "making notes about participation and engagement, and listens for evidence from each member" (18). The teacher is also "supporting the interaction of students who may have trouble contributing to the discussion..." (17).
ReplyDeleteI think this is also another way for teachers to interact and assist the Tier 2 and 3 students, but I like how on page 21 it says to resist the urge to always ability group students. I believe that Tier 2 and Tier 3 students could be in a group with Tier 1 students instead of always being a group with each other. That might be the time where the Tier 3 students can learn FROM the Tier 1 students. "In short, by interacting with others, children learn not only what to think but HOW to think" (14).
I agree with Amanda that planning is the key to successful PGW. This chapter shows us that there are many important aspects to successful PGW. It teachers do not carefully plan ahead of time – then the students will not be successful. As we (as a building) begin to implement PGW, we must carefully consider the six principals when doing our lesson planning. I think eventually they will become second nature, but they are not at this point.
ReplyDeleteI also agree with Rachel that accountability for individuals and the group is the key – but no easy task. I have used the paper folding strategy and liked it. However, like anything else, that can get stale for students. We must figure out how to ensure that ALL students are actively engaged in the process. Again, I think models could really help us out.
Also – I like the idea of adding the Cube-it strategy to our blue cards. Maybe we could add the “Down and Up” strategy also!
Great summary, Rachel! I agree with Amanda's point about planning. I think planning productive group work with success criteria is what Hattie would say gives you triple results. It is a good idea to share the principles of group work, but model with adult learners, too. We can add those strategies to our ring. Jen' s "aha" makes me wonder if Tier 2 and Tier 3 students might sometimes look more like Tier I students if the meaningful task engaged them while supported by Tier I students sharing their thinking. I observe all levels of students engaging successfully in debates when given the opportunity and structure.
ReplyDeleteSorry for the late response to Chpt 1. I have been out of the area!
ReplyDeleteI agree with everyone that planning is the only way to have a positive outcome from PGW. I think that teachers need to see how to plan appropriately and what parts of the process are most important. Once the planning is completed I feel that teachers would be much more prepared for how they are going to deliver the lesson and how smoother the lesson would go.
Jenn made the ahaa connection on how we as teachers immediately go and assist the Tier 2 or 3 students once we break into PGW. I think this is where we create learned helplessness, as we are always there to assist instead of making the students work together to problem solve as a group. With monitoring the progress that each groups are making, it enables the teacher to give help where needed and probe deeper with higher-order thinking questions when necessary.
Aaron
I, also, apologize, for the delayed comment as I have been traveling and then ill for the better part of our break...anyways, better late than never, right?
ReplyDeleteSeveral things that I made note of while reading this chapter:
It is critical for the students that we are responsible for teaching to interact and learn from other students in a productive group setting due to the fact that they might not have as many of the same experiences that some of their same-aged peers have experienced in different areas.
It can not be stated enough, "conditions must be right," (p. 14). PGW will never be successful if it is not planned-out , AND if the teacher has not spent an extensive amount of time practicing the procedures of PGW. This is one reason why I think that Amanda and Becky have so much success with PGW; it didn't happen overnight, they practice procedures just like an elementary school teacher would extensively at the beginning of the year.
Within PGW, it is the exchange of ideas that must be emphasized. PGW is NOT dividing out tasks to the different group members. In my experiences, adults are too often guilty of this. The task(s) get completed, but how much better and deeper could have things gone if ALL individuals collaborated throughout the entire process?
Why would a teacher not want to implement PGW after reading the portion of 'Interpersonal and Small-Group Skills'? What, in education, is more important than these skills? Able to resolve conflicts, communicate effectively, draw upon the strengths of others, both offer and accept help from others, knowing when to ask for help, and knowing how to turn-down help with grace. Once a student acquires these skills, he/she will be able to be successful not only in their future careers/jobs, but also in all of the relationships that they develop throughout their lives.