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True colors and interest (choice -- for example choose top 3 choices for a book for lit circles)

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Age, numbering groups, split room in half

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Group Maker tool is great! You can specify if certain students you know don't work well, choose size of the group, and it automatically sorts the students.

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I give an anticipatory set. Based on the scores/answers, group them in similar groups.

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I have a very small class this year, so I have them fill out a clock partner template. I then call out a number for groups and that is the partner they go with for the day. It helps avoid working with the same person each time.

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self motivated/starter and low motivation/needs help when in lab groups

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Draw a card from the deck.  Match suits, colors, numbers etc.

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Draw a card from the deck.  Match suits, colors, numbers etc.

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If I want to split students up quickly (not working with their table-mates)--I have them count off and find their like numbers.

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I try to group my adults by material comfort level. This switches regularly so they know they will get moved around quite a bit even during the activity.

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Have students do a task - for instance, choose something I have posted around the room that speaks to them (quote, or something that resonates with them). Students that choose the same ones will be grouped together.

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I found a free "project managing template" and tweaked it so the students can track what they're doing... very similar to what you shared

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Students check "same as group", "more than group", "less than group" to quickly evaluate peers. Also a column for optional comments.

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Your graphic organizers are super if you can share!

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I use reflective listening to help my lab groups listen to each other and determine what they need to do next

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We have a small class and small groups. We do a math problem and everyone in the group need to agree before I check it. If anyone came up with different answers, students have to explain their process and persuade their classmates to their side. It does wonders with bonding.

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I usually assign someone within the group the role of sweeper--to make sure that everyone is having their questions answered--and that all are participating in the conversation. If the sweeper feels that there's a group member who isn't engaging, the sweeper is responsible to reach out and encourage them to participate. Roles rotate within groups.

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I have checklists for each role. The kids check in with me to show progress as I move around the room.

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Project journals - students keep a journal of their work and what successes and problems they have.

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Sometimes groups just need an outside perspective. If a group is struggling I ask questions about what steps have been taken, what is working, and what should the next step be to get them unstuck.

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For one of my group projects, I had my students pick a favorite animal. Each student decided what they were going to research about their animal (what they ate, where they lived, ect).

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For one of my group projects, I had my students pick a favorite animal. Each student decided what they were going to research about their animal (what they ate, where they lived, ect).

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On a side note, I sometimes let students choose to work alone or with others. It's a bit less pressure for everyone, though there is a lot of value in those who are independent to work in a group.

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*More accountability for participation in discussion...ubt I do something similar to the think pair share with group work… everyone has to actively fill out whatever the discussion assignment is... but only one person will be randomly chosen to submit for the whole group

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At the start of the year we learn how to do a science circle. There are cards like.. "Please elaborate on that, " or, "tell me more about that" to give students the words to respond to the complex ideas/models being presented. By the end of the year, they are greatly improved in how they evaluate each other's ideas.

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I have a document which breaks down types of questions in three categories-- first course, second course, dessert.... and questions go from facts about what they've read to analyzing, hypothesizing and adding personal responses to a topic (what surprised you about...?)... Students have become used to our conversation routine and now move through the different "courses" on their own without my guidance.

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In a foreign language, I have students work together to work on a project together - such as a store to sell items (clothing vocabulary that we have been working on). Students take parts of the customer, clerk, manager, etc.

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I use a lot of questioning about why a student said a answer, votes for who agrees/disagrees with an answer and answer a question with a question, always digging deeper