Got Groups?

1. Got Groups? Research shows that group work improves learning and can create a dynamic and engaging educational environment. The problem is: Group’s can go very wrong. In this high energy, interactive session we will identify how to effectively integrate Collaborative Learning Techniques into math curriculum and you will leave with a tool box of best practices and hands on activities to use in your classroom this Fall.

2. Introductions • Who are you? • Why did you choose the session? • What experience do you have with Colts?

3. : • Successful Students today are knowledgeable, self-determined strategic, and empathetic thinkers • Successful learning also involves an interaction of the learner, the materials, the teacher, and the context ( Tinzmann, et al)

4. Collaborative, Cooperative & Independent Learning, • Cooperative Learning involves students working in groups or teams to discover the one right answer • Independent Learning involves students receiving direct instruction or single student activities or even group work where students end up working alone (divide and conquer) • Collaborative Learning engages students together in the process of discovering knowledge and co-creating knowledge while developing socially and personally

5. Common problems with using groups in the classroom? • Jigsaw • The next few pages list the jig Saw Results from our session on 6-23-10:

6. Common problems: Forming effective groups • Intentionally place kids • Random w/ certain classes (draw a card) • Academically Group them: • Sometimes balance high/med/low • Sometimes similar ability levels • Rarely- let students self select (sometimes at the beginning of the year to get to know who works well together • Think about classroom design/ arrangement (groups of 2-4

7. Common problems: Chronic absences • Students keep journals. Absent students use notes from teacher’s journal or other student’s notes • Contact parent. Student required to make-up work and catch-up • Talk directly to students. Why are they missing? Is it out of their control? What goals/grade are they hoping to get? • Talk to group. • Consider groups roles and amount of work • Alternative assignment • Connect online • Have student Skype in

8. Common problems: How to deal with the neurotic dictator • Set up specific operational parameters before you make groups • Assigning group roles – give the dictator a role out of their comfort zone • Individual conference • Peer/self evaluations • Rotate roles within groups (maybe like jigsaw or switch within the group) • Let them go with it and then address how their perceived role is creating frustration

9. Common problems: How do you deal with a group or individual members who keep getting distracted or let others do the work • Rotate groups point system requiring everyone’s involvement to get a grade • Role transition • Assign specific roles or tasks • Make the product of the group clearly defined • Create a symbol based behavior monitoring system (write out notes about behavior rather than verbally correcting students) • Give student or group teacher attention • Ask student what is wrong or why they are not participating

10. Common problems: the off task couple • Assign roles deliberately, include non-speaking roles and reporting . . .etc • Establish ground rules • Time speaking, requiring everyone to take turns and share quality content • Monitor interaction (yarn tossed to get a visual of who is dominating vs not participating) • Make the task & goal clear

11. Common problems: Additional thoughts • Is it fair to grade or even require group work in a math class? • How might these suggestion be different in a high cap class vs a developmental or ELL class?

12. What are the common problems you run into when putting students into groups? • Think • Pair • Share

13. How do you Grade group work? • Fishbowl

14. Below is a sample of a situation I use in my Group communication class as an introduction to working in groups. I have 5-6 students participate in the fishbowl and try to address the problems in this story. We then debrief as a whole class about how they can deal with similar situations in groups they will work in. You may want to give a class centered activity to introduce group dynamics before establishing groups Service Learning with Terri Temper Tantrum and Mousey Marguerite You are in a Sociology course which requires a BIG Service Learning project worth 50% of your final class grade. You will need to work with your group through the entire quarter and you can’t kick anyone out of the group. When you arrive at your first group meeting there are some familiar faces that you have worked with before: Sally Smoother (who tries to smooth out any conflict), Mia Missing-in-action (who actually can to the first meeting, but wont show up very often), DicTaytor (He’s already telling everyone what they should do for the project) and Larry Social Loafer (He’s texting his buddies on the Baseball team to see who can write a paper for him next week). There are a few new faces too: Terri Temper Tantrum (She is really angry that she couldn’t be in her friend’s group, she’s also upset that you had to meet all the way on the other side of campus and she’s complaining to everyone). Finally, sitting very quietly in the corner is Mousey Marguerite (she’s attractive petite and VERY quite, when she tells you her name you realize she also has a soft voice, but it’s hard to hear over Dic’s booming volume). Oh, and by the way you too are not only a member of this group, YOU are the official LEADER. Your Service Learning assignment is to raise money and buy Christmas gifts for a Project Self Sufficiency Family. The family is made up of a single mother and her three sons (Paul 15 yrs, George 12 yrs and Ringo 5 yrs). How will you manage this project, keep the group together, turn them into a team and get the money and gifts you need for your Project SS Family and of course get the “A” grade you hope to receive? Copy write 2009- Jo-Ann Sickles • Fishbowl

15. Colts for your toolbox I recommend the following CoLT for math courses. Two suggested texts for descriptions on colts and implementing them into your classroom: Collaborative Learning Techniques by Berkley, cross & Major Team-Based Learning by Michaelsen, Knight and Fink • Jigsaw • Think, pair, share • Fishbowl • Test taking teams • Send a problem

16. Best Practices for CoLTs • Clear goals for the group interaction, establish rules for communication* • Mixed groups work well, not just friends or prior teams • Clear goals for the assignment outcome • Group members must be interdependent, sharing ideas and strategies

17. Best Practices for CoLTs • Space and seating for groups to interact • Teacher acts as consultant, not textbook • Give students opportunities to learn to work together in formative work before grading summative work • Assessment must be fair

18. Suggestions for interpersonal communication in groups: • Have students create a contract with each other including jobs and communication expectations • Contribute your ideas-they may be the key to the question • Listen to others' ideas • Give everyone a chance to speak • Ask all teammates for help before asking the teacher • Use consensus to settle disputes