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!)
Chapter 3 brings in some research behind group work and the benefits of students working together, face to face. One of my favorite quotes in this chapter is on page 37, “…watching students wrestle with ideas, challenge each other, and come to common understandings can be the high point of our day, week, or month.” I immediately connected with this quote after reflecting on one of my lessons where students participated in the shared inquiry process right before break. It is so enjoyable to sit back and watch students defend their own opinions and debate over issues that they feel strongly about. “We have a responsibility to provide our students opportunities to engage in them (PGW)” (37).
ReplyDeleteI enjoyed the fact that the authors expressed how they use rubrics for their assignments and set expectations before they introduce the lesson. They don’t “tell” the students what to do, but rather “show” them how to do it. I think this a key piece our staff has not mastered yet. I know that we have great ideas for projects, assignments, group work, etc. but have lacked to model for students EXACTLY what we want them to do and what we expect from the final project. I know that I have been guilty of showing students the rubric for how they will be graded, but I don’t always show them an example for every assignment. This is something that I know I need to get better at.
I liked the poster on page 43 and I would like to use it in my classroom after break. I think it correlates with some of the higher levels on Bloom’s and it is something that transfers to all subjects. It was interesting to read about this “higher level of academic language” and when students/teachers “tell” others the answers instead of showing them or explaining to them how they arrived at the answer, it “could reinforce the kind of negative experiences that inhibit learning” (42). I think it is hard for us as teachers to watch students struggle with concepts, and sometimes we think we ARE helping them by giving them the answer instead of watching them toil with the work. The strategies that are discussed at the end of the chapter give me reassurance that there are ways for us to prepare students without making them look like failures. I have used variations of all three in my classroom and I would agree that they “foster productive interaction in student group work” (44). Overall, these chapters have given me a more clear direction in how I want to proceed with my teaching for the rest of the year. I think that the strategies can be easily incorporated and follow with the gradual release of instruction.
Let me preface this by saying, I think the fact that we are able to collaborate and share ideas via this blog on our own time is extremely convenient. However, it is NOT a substitute for face-to-face interaction. There is no even trade-off for face-to-face interaction with other people. Something from chapter three that Aaron quoted, “If we are wired to learn vicariously by observing facial expressions and physical gestures, and then 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.” There is the classic cliche, 'actions speak louder than words.' I'm not sure that the cliche fits perfectly here, but it does to an extent. Students must learn not only how to express themselves via their words, but they also must be made aware of what they are conveying through things like facial expressions, gestures, posture, etc. This becomes even more difficult as communication avenues such as email, blogs, Facebook, Twitter, etc. continue to replace face-to-face interactions.
ReplyDeleteFurthermore, I, also think that the poster on page 43 would be beneficial for all our teachers to be made aware of/have at their disposal. It definitely correlates with Bloom's, and it would be very beneficial when considering how to move instruction to a five or a six on the IPI scale.
I agree with all that the poster on pg. 43 would be beneficial to teachers. Another point the authors make is "When students actively invest in and support their groupmates' learning, they are practicing the skills required to be part of an effective learning team. Most jobs require that people work effectively in groups. Implementing PGW will help prepares students for those kind of jobs.
ReplyDeleteThe authors talk about showing the students how to work in groups instead of just telling them. I think this is a point we need to consider when discussing PGW with our staff.
The three strategies all go back to writing and I think would be easy to implement in any curriculum.
I also thought that the poster on page 43 was thought provoking. It does relate well to higher order thinking and would benefit our teaching staff. I also agree with Eric that this blog is a convenient way to share our thoughts and ideas I would better and more clearly understand everyone else's thought and opinions in a face to face manner. So it stands to reason that the authors are correct when they state that students need a similar face to face interaction. Really thought this chapter was excellent at explaining why the PGW process is so important.
ReplyDeleteTeachers clearly explaining their expectations at the outset will avoid the numerous pitfalls of group work. I think it is imperative that we share the thoughts and expectations with all teachers so that they feel a level of comfort before they get too far into the process of PGW
I would say the biggest thing I took away from Read 180 is having the kids write before they talk. By doing this it allows the kids that won't speak up a chance to get ideas written so they know what they want to say, it also keeps all kids accountable. I think it is important to write before AND after PGW.
ReplyDeleteAlso, using sentence startes/frames is very beneficial is teaching students how to work in groups. This gives them a way to stay focused and frames their thinking in a more productive way.
It all comes back to modeling! Teachers need to make sure they model how to do each aspect of PGW. I know this is hard to do, I continue to struggle with knowing how much modeling of PGW is enough and when is it too much. It would be helpful to have lessons to give to teachers to say, "this is a good way to model *this component* of productive group work".
When I read this chapter I pictured our data team meetings. I have noticed that when the team is focused on the form and staring at the screen the meetings seem a little less meaningful, but when it is an alternate meeting and teachers are teaching or modeling a strategy...the meetings seem so engaging. I really think it has to do with that face to face interaction...you can be in a group around a table discussing something but not be engaged. I wonder if we could share some video clips to make this point. I know we see productive group work in different contents and different areas, but visual examples of the engagemnt level talked about in this chapter would be helpful...teachers need to see what the difference is and have time to discuss what they observe. Do you think we could get teachers to observe over part of their prep? I think we would get volunteers for video taping. Teachers could use iPads to video and use the clips to show students the process, too. Maybe students would enjoy seeing a video clip of our teachers modeling PGW at a staff meeting. I recommend we identify and share some non-negotiables for group work and present to the staff. I just printed an interesting article from ASCD titled "Don't Prevent Students' Mistakes, Prepare For Them" it fits with your blog responses...I will put a copy in your boxes.
ReplyDeleteMarianne
Communication helps us to convey but also OBTAIN meaning. I truthfully think that our staff is still not at a complete understanding of this. On page 38, the message I received was that, YES, PGW will and does take more time. Teachers will (most likely) end up “covering” less (not in line with that pacing guide that most are still sticking to), but more importantly students will take more away from what they learned, will learn how to verbalize, write about, and most of all explain their ideas, as well as learn HOW to learn from the resources (including their peers) around them.
ReplyDeleteWe, as a DRT, need to emphasis the ideas we all brought up about modeling meaning showing not telling and the need for repetition with PGW. On page 41, the comparison to an untrampled field made me think of those classrooms that use PGW just once and awhile. Any observer can tell. As the brush, grass and plants in a field would act, the first several passes through the structures and routines of PGW are more difficult, take more time, and require many more tools. It will get easier as we all practice and continue to plow through the tough path. Additionally, we must encourage students to challenge or help each other and not just give answers. This happens WAY more than most teachers think.
Overall, this chapter brings up some things we are already trying and making headway with, but it also reminds us that we need to keep on with our focus and not veer. We must not throw new concepts at our teachers, but help them perfect what we have already started.
I agree that there is no substitute for face-to-face interaction. Interaction online is ANOTHER important skill that students need to learn. I do however like the rubric provided on page 39. I think this could be useful if you were using kidblog or something similar. It would help to hold students accountable for those activities. I also really liked the Language of Learning Poster on page 43. This could be another valuable resource for our staff!
ReplyDeleteI especially liked how the authors remind us that using Quickwrites (or something similar) is very useful in starting PGW. I think having students prepare something to contribute allows all students to feel ready to work in the group. I agree with the authors that these can also be useful is assessing the effectiveness of partner discussions. I often find partner discussions hard to gage because it is difficult to get around to all pairs!
I also think the phrase “teachers must show, not tell” is extremely important! It makes a lot of sense that students want to just tell each other answers when that is what they see their teachers doing. We have to remember that we are always modeling for our students. I also think this is another reason that students should be shown a video or some kind of model of what PGW should look like.