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!)

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!