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.

Ms. Czarnopys' example of a cumulative PGW assignment worked well as an example for the principles. The tie to positive interdependence came in when she asked the discussion questions of individual students after the group had a chance to review, discuss, and formulate ideas. As we learned from the Doug Fisher talk this fall, having students listen to others and have a means for recording it (Down and up, folded papers, etc.) does encourage participation from all members of the group.

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.

Productive Group Work - Introduction

Contrary to what many believe, group work is not the same thing as productive group work. Furthermore, there is a stigma attached to group work and the fact that the teacher has to relinquish control in the classroom. This stigma is due to the fears associated with what could happen during group work. However, when teachers plan productive group work in their classrooms, the benefits are substantial and the possibility for the chaos associated with group work is reduced and/or eliminated. After reading the introduction to Productive Group Work, I found several key points that I think are the keys to transforming group work into productive group work.

*        Teachers must have a way to hold individual students accountable during PGW

*        Students must learn to communicate with one another over a meaningful task prior to engaging in PGW

*        Teachers must pre-establish the conditions for the collaborative learning of PGW

*        The teachers’ job is NOT to supervise by walking around the classroom

*        This is an opportunity for RTI while the majority of the class is engaged in PGW

*        Engage students in PGW that builds off what you did as a whole group, which was an extension of your modeling during an ‘I do’

*        Soon after PGW, students will be ready for independent work

*        Independent learning is the ultimate goal. PGW will help prepare students to achieve independent learning