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.

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.