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Strategies to Deepen Student Collaboration

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Strategies to Deepen Student Collaboration

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Use these five best practices to help your students build a valuable 21st-century skill.

iStock.com/Christopher Futcher

Most of us who teach believe in the power of collaboration and frequently engage our students in collaborative activities. But how many times have we put students in groups only to watch them interact with their laptops instead of each other? Or pursue their own individual goals instead of consult with one another? Or complain about a lazy teammate?

Promoting real collaboration is hard to do well-and it doesn't just happen on its own. If we want real collaboration, we need to intentionally design it as part of our learning activity. These are five strategies to encourage effective collaboration.

Create Learning Activities That Are Complex

Students need a reason to collaborate. If the assignment is too simple, they can more easily do it alone. At most, they may check in with each other or interact in superficial ways. The real reason to collaborate is because the task is complex-it is too difficult and has too many pieces to complete alone.

Complex activities are challenging, engaging, stimulating, and multilayered. Complex activities require "positive interdependence" (Johnson, Johnson & Holubec, 2008), a situation in which attaining the goal, completing the task, being successful, and getting a good grade require that the team work together and share knowledge.

One way to do this is through rigorous projects that require students to identify a problem (for example, balancing population growth in their city with protection of existing green spaces) and agree-through research, discussion, debate, and time to develop their ideas-on a solution which they must then propose together.

Prepare Students to Be Part of a Team

Help students understand the benefits of collaboration and what successful collaboration looks like.

Guide students through the stages of team building (forming, storming, norming, and performing).

Give students time and opportunities within the activity to develop leadership, decision-making, trust-building, communication, and conflict-management skills.

Establish expectations and norms for working together.

Design, or have students design, protocols for handling conflict disagreement so they can resolve issues within their teams.

Teach students active listening skills.

Collaborative groups can't be assigned-they have to be built and nurtured. Students often need to learn how to work effectively with others and as part of a team. We have to help students understand the what, why, and how of collaboration. We can do this in several ways:

Minimize Opportunities for Free Riding

Create small groups of no more than four or five people. When there is less room to hide, nonparticipation is more difficult.

Ensure a high degree of individual accountability (Johnson, Johnson & Holubec, 2008) by assessing students both individually and as a group. For example, at the end of the day give students an individual quiz based on the intended outcome of their collaborative activity.

Design meaningful team roles that relate to the content and to the task. Roles like time keeper are episodic and don't intellectually engage students in the content, and this can encourage free riding. In contrast, more meaningful roles such as manager, monitor, and leaders for each subtask of the activity give students ownership in the process and allow the teacher to assess students based on successful completion of these roles.

Have students evaluate their own participation and effort and that of each team member and triangulate those assessments with your own

When students complain about collaborative groups, it often has to do with the free riding of one member who lets others do all the work and then benefits from the group grade. We can eliminate free riding in a number of ways:

Build in Many Opportunities for Discussion and Consensus

Many group projects are based on efficiency, dividing labor to create a product in the most effective way possible. This focus on the product means that we often ignore the process of collaboration. Rich discussions that connect students with the experiences of others, that engage them deeply in a shared intellectual experience, and that promote coming to consensus are essential to collaboration.

For instance, students can come to consensus around a solution or decision where they must defend or propose a common vision or develop a set of beliefs or principles. This focus on discussion and consensus builds both academic and social skills-students learn to defend their ideas through evidence and analytical reasoning, to negotiate meaning, and to argue constructively.

Focus on Strengthening and Stretching Expertise

The challenge of designing good collaborative activities is ensuring that all students, even those who struggle, play an important role. Collaboration should not just strengthen students' existing skills but ensure that their interactions stretch existing knowledge and expand one another's expertise. If, for example, a student is much stronger in one skill than her peers in her group, she can teach others and her grade can be contingent upon how much her peers learn.

In collaborative activities, we want to ensure that students don't just occupy the same physical space but that they share an intellectual space-that they learn more, do more, and experience more together than they would alone. As teachers, we can promote real collaboration by shifting our role from instructor to coach-promoting team autonomy, checking in on students and providing instant feedback, and helping them increasingly learn to work together productively to attain a common goal.

Reference:

Johnson, D.W., Johnson, R., & Holubec, E. (2008). Cooperation in the Classroom.

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5 Strategies to Deepen Student Collaboration

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Use these five best practices to help your students build a valuable 21st-century skill.

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Game: 100 Numbers to Get Students Talking

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Game: 100 Numbers to Get Students Talking

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Sara VanDerWerf - Inspiration and resources for mathematics teachers

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New UPDATE - October 2022 - with new 100 Numbers form at end of post (scroll down)

UPDATE May 2020 - Several super creative educators are re-imagining this activity for the COVID-19 era. Scroll to the bottom for links to their ideas.

UPDATE! (8.17.17) There are 3 new versions of this activity - scroll to the bottom for links/downloads.

I have 5-10 things that other math teachers ask me for again and again. (eventually I'll blog about all of them). The item in this blog is one of them. This one is different though because I also get tons and tons of feedback on how useful it is.

My friend Megan Schmidt (@veganmathbeagle) blogged this week about Making Groups Work using a task she got from me. She encouraged me to blog about the same task she did. The following post will have some similarities to Megans with a few additions. Make sure to read her post. ONE SIDE NOTE: MARILYN BURNS (math goddess) commented on her post on this activity, so this activity must have something you may want to look at - just sayin.

January 2017 update: Thom Gibso n recently made a video about him using this task with his students. Check it out here and read further for my take on this task.

My goal:

A quote that has longed haunted me from a presentation I saw several years ago is ' He/she who does the most talking does the most learning' . I had heard versions of this before, but 10 years ago I decided to get serious about changing the percentage of time I talk in class and increase the percent of time EVERY student in my class was talking. I changed lots of things. This post is about just one tweak I made. The results of all these tweaks was a noticeable increase in the time EVERY student in my class talked about math out loud. My goal is to get all students talking - about math - every day.

A TASK to get every group to look like this Day 3 of school.

If I am going to get students to talk every day of class, then I need to teach them how to work in groups and teach them how to talk to one another. This is my goal week one of school. Lots of years ago, Beth Esposito gave me this task (I think it is an AVID task) that I've adapted. It is magic. It makes groups look like the pics above with little effort on my part. I've used this activity in both middle and high school and it works great at both levels. Here is the task. I call it the 100# task.

Implementing the task:

1. Group students any way you like (my groups week one are alphabetical). Groups of 4 work best for this task. Groups of 3 and 5 work too.

2. This task takes a minimum of 25 minutes and can last up to a 55 minute class period depending on how you implement the task. I spend longer with middle school students and it seems to go more quickly with HS students. I've done this task on the 3rd day of school the last several years.

3. You will need one highlighter per student and 3 copies per group of the first page of this task. 1-100_group_work_activity (Note: This document is a set of directions I attached to my districts curriculum guides that has some of the information written below 1-100 Task Directions or Teachers

4. Tell your students that in this class they will be expected to talk about math out loud everyday. Many days they will be talking and working with either a partner or their group. Today we are going to practice what it is like to work in groups.

5. Give directions for the task. I show the task on my Smart Board for 1 minute and turn it off. I then say their group will have 3 minutes to find as many numbers from 1-100 in order. Group members will take turns going in a circle highlighting each number as they find it. Student 1 will highlight 1, student 2 highlights 2, student 3 highlights 3....when we get back to student 1, they highlight the next number. They can help each other find numbers, but each student has to highlight their number in turn.

6. Ask students to clear their tables of everything . Hand out one highlighter per student. Hand out one copy of the numbers 1-100 to each group UPSIDE DOWN.

7. Put a 3 minute timer up front. (note to teachers, groups generally find 20-40 numbers the first time they do this activity). Say go. While students are working, GET OUT YOUR PHONE and start taking pictures of the groups as they work. I take pics of every group in round 1 and 2 of this activity.

8. At 3 minutes, say 'hands up'. Ask groups how many numbers they found. Tell them we will be doing this activity again. Have students talk with their group about a strategy to do better the next time. Give groups 2-5 minutes to talk. Have a few groups share out what went well in round 1.

9. This is where you have some choice. You need to do this 3 minute activity at least twice, but can do it 3 or 4 times. I do the 3 min round twice with HS students and 3 times with MS students.

10. If you only do this twice, then ask students to also talk about any patterns they noticed in the numbers. Tell them there is a pattern to the numbers. (On day 2 I gave them the definition of math-the study of patterns and we talked about how recognizing patterns can make us more efficient) Ask students to share out what they noticed. I do this on the smart board. I've always had at least one group in every class that noticed that the first number was in the top left quadrant and the 2nd number was in the upper right quadrant as shown below (and I show this to everyone on the smart board after a group names it). If you are doing the 3 min round 3 times, wait to talk about patterns until between rounds 2 and 3.

11. In round 2 (and 3) tell students that their goal is to get more than round 1. (Note, I love how Megan implemented this part and recorded their results in round 1 and 2 and calculated the % increase. I've not done it that way yet, but I will). Set the timer for 3 minutes. Say go and TAKE PHOTOS again.

12. At 3 minutes day 'hands up'. Collect the results. I've always had EVERY single group's result go up.

13. Next show students the photos you took while they are working in groups. When I do this, almost every student says 'I did not even know you took our photo'. I then ask why do you think this was? They say they were so focused on the task that they did not

- Swipe left/right to see more

notice what was going on around them. I say, this is what I want group work to look like EVERY time we do group work in my class.

14. I have every student get out their notebook and do a individual quick write on the question "What does great group work in math look like?" Students share their ideas with their groups and groups share out ideas with the class as I record their ideas.

15. The next day I come to class with a consolidated list of what group work looks like in Ms. Van's classroom. I tell them this is the rubric we will use all year. Here is a copy of what my 2015-2016 students came up with.

16. The next day it is imperative that you have a group task for students to work on in class so they can practice working in groups using the rubric they developed.

17. Here are the tasks I've used the last couple of years. You want to choose a task that has multiple entry points for all level of students. Something they will struggle with a bit, but not too much. Something that is emotionally safe for the class since we are just getting to know one another. Since I use this the first week of school I select tasks that should be review of material they've learned in the past (but may have forgotten). Here are my favorite tasks to use for this:

1. In grade 7 I used Dan Meyer's Partial Product Task. Students should enter 7th grade with an understanding of ratios, and this is a great task for week 1.

2. In grade 8 I used the In & Out 100×100 task from Robert Kaplinsky's site.

3. This year in AdvAlgebra I used Fawn Nguyens Noah's Ark task. This task would work well at most grade levels. Noahs-Ark

4. UPDATE 9.14.18: I get asked all the time for other tasks to use with students. If you have one, please share what you use. One recent person emailed asking about tasks for 5th grade. My good friend, Laura Wagenman, responded that she loves using Jo Boaler's Four 4's as a first task after the 100 #'s group modeling task. She shared all of her upper elementary beginning of the year stuff HERE. (thanks Laura).

18. After spending time working with partners on the task, give students some type of exit ticket to reflect on their group work for the day. Here is one I used.

19. I recommend printing out and posting the pictures you took of groups working. Every time you do group work, point to the pictures and say 'Today we are doing a group task, what do I expect your group to look/sound/feel like today?'

20. You can use this task mid year too. If you do, I recommend using it at the start of a quarter or semester.

That's it. The 25 minutes I spend on this task at the start of the year pays off big time I do group or partner work. Students know what group work should look like, as a result more students talk in class. I have more tricks up my sleeve to get students talking, but this is one of the first I do each school year.

UPDATE! (8.17.17) There are 3 new versions of this activity!

Greta Bergman made a version 2 of this activity to use with students who had seen my original one above. It includes expressions and a new pattern. Check it out on her blog HERE for more information and to download the pdf.

Tony Riehl made a version for groups of 3. Download his version HERE: 100s chart for groups of 3

I teach HS and have shared the original task with many, many in my district. I too want to try something new this fall. Here is what I came up with for my Advanced Algebra (Alg 2) classes. I am a bit concerned using expressions made up of factors vs. just numbers as it takes away from the week 1 safety of the original task. I am a bit fearful of students shutting down if they don't define themselves as being quick with math facts. I plan to define a few terms prior by printing this on the pack of their task sheet (I always pass out the 100#'s upside down).

I then plan to have them flip the sheet to the 100# expressions side and let them all silently look at it for 30-60 seconds before we begin to give them some time to look for their first few numbers.

There are a couple of things to notice on this version. Every expression is some factored form (some using exponents) of the numbers 1 to 100. You will notice the prime numbers are written as '11' vs '11×1′. I plan to ask questions later about what they notice about the placement of numbers.

I switched up the starting quadrant (quadrant 4) and the direction (counter-clockwise) compared to the original. I am a bit worried about starting with 10 to the zero power for 1, we will see how this goes. I will be using this the week of August 28th. I'll update you on how this activity goes.

Here is the Word-doc of my new version with factor/expressions: 100# task FACTORS

Let me know if you find mistakes or have suggestions for improving this task. Have a great start to your school years.

I thought I'd show you how I display the photos I take of my students as they work on the 100# task. I just put this years photos up in my classroom for our Open House tonight. I love to have the photos on my walls so I can refer to them whenever we do a group task and ask "What are 4 things I am looking for all groups to be doing while we work today" as I point at the pictures. (for more on how I hung these up, see my post 'A peek inside my classroom ')

I'd love to hear what you think. Email me at sarav@mpls.k12.mn.us or Tweet me @saravdwerf or Comment below.
UPDATE January 21, 2019
I get asked often about other activities you can use if you've already used the 100 number task. Check out this twitter thread for other ideas...Click the tweet below to see other's ideas.

Does anyone have good first day of the semester tasks that involve students working together in groups? I've done @saravdwerf 100 task and Building 3D shapes out of yarn. #mtbos
- Julia Shube (@jnshube) January 21, 2019

UPDATE Spring/Summer 2020

On idea from teachers is to create slides and move this into ZOOM breakout rooms.

UPDATE October 2022 - For everyone that has asked for another version of the 100#'s - Lauren Johnson came to your rescue!

Link to Lauren's version.... https://docs.google.com/presentation/d/1s6vsVw4nApkNCULr1SPK9ZPPnI8eqYYkH6fsTGFyvbc/edit#slide=id.g16c940c7438_1_34 (organized in diagonal quadrants)

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100 Numbers to Get Students Talking - Sara VanDerWerf

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New UPDATE - October 2022 - with new 100 Numbers form at end of post (scroll down) UPDATE AUGUST 2020: Is it possible to do the 100 Number Task in Distance Learning? I have a new post answering this question.

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Peer Tutoring

Brittany Hott and Jennifer Walker, George Mason University; Jasneen Sahni, Marymount University (April, 2012)

What is peer tutoring?

Peer tutoring is a flexible, peer-mediated strategy that involves students serving as academic tutors and tutees. Typically, a higher performing student is paired with a lower performing student to review critical academic or behavioral concepts.

Why choose peer tutoring?

It is a widely-researched practice across ages, grade levels, and subject areas

The intervention allows students to receive one-to-one assistance

Students have increased opportunities to respond in smaller groups

It promotes academic and social development for both the tutor and tutee

Student engagement and time on task increases

Peer tutoring increases self-confidence and self-efficacy (Spencer, 2006)

The strategy is supported by a strong research base (e.g., Calhoon, Al Otaiba, Cihak, King, & Avalos, 2007; Kunsch, Jitendra, & Sood, 2007; Vasquez & Slocum, 2012)

What are the most frequently used peer tutoring models?

Classwide Peer Tutoring (CWPT): Classwide peer tutoring involves dividing the entire class into groups of two to five students with differing ability levels. Students then act as tutors, tutees, or both tutors and tutees. Typically, CWPT involves highly structured procedures, direct rehearsal, competitive teams, and posting of scores (Maheady, Harper, & Mallette, 2001). The entire class participates in structured peer tutoring activities two or more times per week for approximately 30 minutes (Harper & Maheady, 2007). While the procedures and routines in CWPT remain the same, student pairings or groups may change weekly or biweekly. In CWPT, student pairings are fluid and may be based on achievement levels or student compatibility. Students may

Cross-age Peer Tutoring: Older students are paired with younger students to teach or review a skill. The positions of tutor and tutee do not change. The older student serves as the tutor and the younger student is the tutee. The older student and younger student can have similar or differing skill levels, with the relationship being one of a cooperative or expert interaction. Tutors serve to model appropriate behavior, ask questions, and encourage better study habits. This arrangement is also beneficial for students with disabilities as they may serve as tutors for younger students.

Peer Assisted Learning Strategies (PALS): PALS, a version of the CWPT model, involves a teacher pairing students who need additional instruction or help with a peer who can assist (Fuchs, Fuchs, & Burish, 2000). Groups are flexible and change often across a variety of subject areas or skills. Cue cards, small pieces of cardstock upon which are printed a list of tutoring steps, may be provided to help students remember PALS steps (Spencer, Scruggs, & Mastropieri, 2003). All students have the opportunity to function as a tutor or tutee at differing times. Students are typically paired with other students who are at the same skill level, without a large discrepancy between abilities.

Reciprocal Peer Tutoring (RPT): Two or more students alternate between acting as the tutor and tutee during each session, with equitable time in each role. Often, higher performing students are paired with lower performing students. RPT utilizes a structured format that encourages teaching material, monitoring answers, and evaluating and encouraging peers. Both group and individual rewards may be earned to motivate and maximize learning. Students in RPT may prepare the instructional materials and are responsible for monitoring and evaluating their peers once they have selected a goal and reward as outlined by their teacher.

Same-age Peer Tutoring: Peers who are within one or two years of age are paired to review key concepts. Students may have similar ability levels or a more advanced student can be paired with a less advanced student. Students who have similar abilities should have an equal understanding of the content material and concepts. When pairing students with differing levels, the roles of tutor and tutee may be alternated, allowing the lower performing student to quiz the higher performing student. Answers should be provided to the student who is lower achieving when acting as a tutor in order to assist with any deficits in content knowledge. Same-age peer tutoring, like classwide peer tutoring, can be completed within the students' classroom or tutoring can be completed across differing classes. Procedures are more flexible than traditional classwide peer tutoring configurations.

How should tutors and tutees be selected?

One common method for determining dyads, or groups, involves ranking students from the highest performing to the lowest performing student for the particular activity or subject. Pairs can be formed by cutting the list in half and then matching the top performing student with the first lowest performing student, the second highest performing student with the second lowest performing student, and so forth (Fuchs, Fuchs, & Kazdan, 1999). If heterogeneous groups are desired, the number of students in each team should be determined. The list of students can then be numbered from one to the desired number of persons in a group and then repeated until the entire class is included (Harper & Maheady, 2007).

When selecting tutors, teachers should be cognizant of which students can be most helpful in the process. Teachers should be mindful of differing student personalities, needs, and preferences. Dyads or groups should be established accordingly.

How should peer tutoring models be selected?

Peer tutoring models are flexible and can be altered to meet individual student or class learning needs. The academic task should dictate the appropriate model based on content and learning goals. While there is some upfront planning and instruction, once students develop an understanding of procedures, groups or dyads can be altered dependent upon the setting, activity, or desired learning outcomes.

How much instruction is needed to use peer tutoring?

Depending on the subject area and model selected, one to four, 30- to 45-minute sessions can be devoted to teaching and modeling (see Mastropieri & Scruggs, 2007; Spencer, 2006; Polloway, Patton, & Serna, 2008). Students should master each step of the model selected before learning additional skills. A teacher will need to closely monitor student progress to ensure that established procedures are followed, students utilize interpersonal skills, and content is covered.

How should peer tutors be trained?

Establish rules for confidentiality of student progress.

Define and develop procedures for social skills students may need throughout peer tutoring (i.e., sharing, taking turns, using respectful language, and accepting criticism or feedback).

Define and develop procedures for moving into peer tutoring groups quickly and quietly.

Explain and model peer tutoring and allow students to practice prior to the first peer tutoring session. Consider using a prepared script for practicing interactions (Fulk & King, 2001).

Train students how to provide feedback for correct and incorrect peer responses, including praise.

Teach students how to carefully monitor their own and their partner's progress.

What can be done to support peer tutoring initiatives?

Provide direct, systematic instruction for the peer tutoring process selected.

Consider providing cue cards summarizing procedures or post procedures until automaticity is established.

Model error correction procedures.

Chart, and consider posting, student or group progress.

Praise use of tutoring procedures in addition to correct responses.

Share with students the link between peer tutoring and increased achievement.

What is an ideal schedule for peer tutoring implementation?

Like the models and formation of groups, the development of a peer tutoring schedule is flexible. However, it should be consistent. For example, peer tutoring can occur two to three times per week for 20 minutes, with increasing student responsibility and fading of supports as students master the selected peer tutoring process. However, it is important that student progress and procedures are consistently monitored to ensure that accurate review and error correction occurs.

What steps are needed to plan for peer tutoring implementation?

Planning and Implementing a Peer Tutoring Program

Clarify the specific objectives of the tutoring program, including both academic and social objectives when appropriate.

List objectives in a form that can be easily measured. For example:

"Students serving as tutees will improve reading fluency by 30% on classroom reading materials in the next 12 weeks."

"Performance of all students on weekly spelling tests will improve to an average of 85%; no student will score lower than 60%."

"Within 8 weeks, students involved in tutoring will report that math is at least their third favorite class."

Choose tutoring partners carefully. No firm conclusions can be drawn to direct tutoring choices; nevertheless, several considerations should be taken into account. Some teachers have recommended choosing students as tutors who are conscientious in class, and who generally have to work for their grades. These teachers have believed that the brightest students may have less empathy for students who do not learn easily (Jenkins & Jenkins, 1981), although, exceptions to this are commonly found. Other considerations include the compatibility of the tutoring pair. Teachers should find pairs who will work together well; however, they should also encourage pairing students who are different in gender, race, or socioeconomic status whenever possible, and not exclusively support established groupings.

Establish rules and procedures for the tutoring program. These rules should cover how students are to interact with each other, and specify the type of interactions that are not acceptable. Procedures should specify the times and dates of tutoring, the materials to be used, and the specific activities to be undertaken.

Implement the tutoring program, monitor it carefully, and be consistent in enforcing the rules and procedures. Modify rule and procedures as necessary.

Evaluate the program frequently, and do not wait for the end of the program to determine whether it was effective. Collect information throughout the program, and predict whether it will be successful. If progress is not being made, modify the program.

Note: From The Inclusive Classroom: Strategies for Effective Instruction (3rd ed., p. 183), by M. A. Mastropieri and T. E. Scruggs, 2007, Upper Saddle River: NJ: Merrill/Prentice Hall. Copyright 2007 by Merrill/Prentice Hall. Reprinted with permission.

What are some strategies for avoiding behavioral challenges?

Use multiple sources of data to establish groups(Sutherland & Snyder, 2007).

Provide cue cards.

Post procedures.

Review and model steps for providing constructive feedback.

Reinforce students using specific, clear feedback.

View challenges as teachable moments.

Evaluate and re-evaluate student pairings to determine success, and if necessary, rearrange pairs accordingly.

What would a CWPT session look like in a classroom?

After determining the desired content for CWPT, three 20-minute sessions were scheduled for the first week. A list of key vocabulary from the current science unit was identified and the method of tutoring was established as flashcard review. Key questions relevant to the unit concepts were printed on one side of index cards while the other side of the card was printed with the answer. Students were ranked from highest performing to lowest performing. The student list was cut in half and the top performing student was paired with the highest lower performing student. In addition, all students were split into two teams, independent of tutor/ tutee pairings.

Students were reminded of procedures, rules, and expectations during CWPT. Students were instructed to collect flash card materials and to select the first tutor. Procedures were outlined to include having the tutor pose each question to the tutee as written on the flash card, and upon receiving an answer from the tutee, placing the card into either a correct or incorrect pile. Tutors were instructed to praise tutees for correct answers and to providing corrections for incorrect answers.

Once instructions were provided, a timer was set for 10 minutes for the first tutor and tutee rotation. At the end of the 10 minutes, tutors recorded the number of correct and incorrect answers on a progress monitoring worksheet. Tutors and tutees switched roles and the remaining flash cards were used to quiz the second student. Again, at the end of another 10 minute session, the second tutor recorded the tutees progress, tallying correct and incorrect answers. Each student's progress for the daily peer tutoring session was recorded on the class-wide team tally sheet displayed in the classroom. At the end of the week, winning teams are presented with certificates and new teams were generated for the following week.

What would a PALS session look like in a classroom?

To assist students with math concepts, two 30-minute sessions were scheduled for the first week. Math problems from the current math unit were compiled and a worksheet covering each component of the unit was created to highlight the most important material. Students were placed into pairs based on an alphabetical list of student last names. Students were reminded of procedures, rules, and expectations during PALS.

Roles were determined for each pair. A "coach" and a "player" were assigned for the first day. Coaches were instructed to ask the player guided questions as a way to review math problems in each unit component. Each coach in each pair was provided with the same guide as a way to prompt players to think about solutions to the math problems. In addition, all students were trained to correct peers who made mistakes in a polite and constructive manner. The coach questioned and guided the math problem activity for approximately 15 minutes. For the remaining 15 minutes of the PALS activity, all students received a worksheet that covered the material presented. During the first 10 minutes, each student individually completed the worksheet task that included both review and more challenging problems. During the last five minutes, students exchanged papers and, using a key provided by the teacher, corrected one another's papers. Each paper was scored and collected by the teacher who used the information as a means of assessing student progress. For the second session during the first week, the roles of "coach" and "player" were reversed, allowing each student to assume a tutor and tutee role.

References

Calhoon, M. B., Al Otaiba, S., Cihak, D., King, A., & Avalos, A. (2007). Effects of a peer-mediated program on reading skill acquisition for two-way bilingual first-grade classrooms. Learning Disability Quarterly, 30, 169-185. doi:10.2307/30035562

Fuchs, D., Fuchs, L. S., & Burish, P. (2000). Peer assisted learning strategies: An evidenced-based practice to promote reading achievement. Learning Disabilities Research and Practice, 15(2), 85-91.

Fuchs, L. S., Fuchs, D., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial and Special Education, 20, 309-318. doi: 10.1177/074193259902000507

Fulk, B. M., & King, K. (2001). Classwide peer tutoring at work. Teaching Exceptional Children, 34, 49-53.

Harper, G. F., & Maheady, L. (2007). Peer-mediated teaching and students with learning disabilities. Intervention in School and Clinic, 43, 101-107. doi: 10.1177/10534512070430020101

Kunsch, C. A., Jitendra, A. K., & Sood, S. (2007). The effects of peer-mediated instruction in mathematics for students with learning problems: A research synthesis. Learning Disabilities Research and Practice, 22, 1-12. doi: 10.1111/j.1540-5826.2007.00226.x

Maheady, L., Harper, G. F., & Mallette, B. (2001). Peer-mediated instruction and interventions and students with mild disabilities. Remedial and Special Education, 22, 4-15.

Mastropieri, M. A., & Scruggs, T. E. (2007). The inclusive classroom: Strategies for effective instruction (3rd ed., pp. 178-185). Upper Saddle River, NJ: Merrill/Prentice Hall.

Polloway, E. A., Patton, J. R., & Serna, L. (2008). Strategies for teaching learners with special needs (9th ed., pp. 73-74). Upper Saddle River, NJ: Merrill/Prentice Hall.

Spencer, V. G. (2006). Peer tutoring and students with emotional or behavioral disorders: A review of the literature. Behavioral Disorders, 31, 204-223.

Spencer, V. G., Scruggs, T. E., & Mastropieri, M. A. (2003). Content area learning in middle school social studies classrooms and students with emotional and behavioral disorders: A comparison of strategies. Behavioral Disorders, 28, 77-93.

Sutherland, K. S., & Snyder, A. (2007). Effects of reciprocal peer tutoring and self-graphing on reading fluency and classroom behavior of middle school students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders,15, 103-118. doi: 10.1177/10634266070150020101

Vasquez, E., & Slocum, T. A. (2012). Evaluation of synchronous online tutoring for students at risk of reading failure. Exceptional Children, 78, 221-235.

Peer Tutoring Resources

Websites

http://iris.peabody.vanderbilt.edu/: Resources and professional development modules for implementing PALS at the primary, elementary, and high school levels

http://aim.cast.org/learn/historyarchive/backgroundpapers/peer-mediated_instruction: National Center for Assessable Instructional Materials; provides information and materials for implementing peer-mediated learning strategies and interventions

http://www.k8accesscenter.org/index.php/category/peer-tutoring/: K-8 Access Center, provides information about using peer tutoring strategies in mathematics

http://kc.vanderbilt.edu/pals/: Professional development, teacher materials and frequently asked questions for teachers implementing PALS

http://cecp.air.org/Peer_Tutoring.pdf: Brief synopsis of peer tutoring from The Center for Effective Collaboration and Practice's Classwide Peer Tutoring: Information for Families

Books

Gordon, E. E. (2005). Peer tutoring: A teacher's resource guide. Lanham, MD: Scarecrow Education.

Lane, K. L. (2004). Academic instruction and tutoring interventions for students with emotional and behavioral disorders: 1990 to the present. In R. B. Rutherford, M. M. Quinn, & S. Mathur (Eds.), Handbook of research in behavioral disorders (pp. 462-486). New York, NY: Gilford Press.

Topping, K. (1988). The peer tutoring handbook: Promoting co-operative learning. New South Wales: Australia: Croom Helm Ltd.

Wendling, B., & Mather, N. (2008). Essentials of evidenced-based academic interventions. Hoboken, NJ: Wiley & Sons.

Articles

Cole, J. E., & Wasburn-Moses, L. H. (2010). Going beyond the "math wars": A special educator's guide to understanding and assisting with inquiry-based teaching in mathematics. Teaching Exceptional Children, 42, 14-20.

Fuchs, D., Fuchs, L., Mathes, P. G., & Martinez, E. A. (2002). Preliminary evidence of the social standing of students with learning disabilities in PALS and no-PALS classrooms. Learning Disabilities Research and Practice, 17, 205-215. doi: 10.1111/1540-5826.00046

Fulk, B. M., & King, K. (2004). Classwide peer tutoring at work! Teaching Exceptional Children, 34, 49-54.

Impecoven-Lind, L. S., & Foegen, A. (2010). Teaching algebra to students with learning disabilities. Intervention in School and Clinic, 46, 31-37. doi: 10.1177/1053451210369520

Maheady, L., & Gard, J. (2010). Classwide peer tutoring: Practice, theory, research, and personal narrative. Intervention in School and Clinic,46, 71-82. doi: 10.1177/1053451210376359

Maheady, L., & Harper, G. F. (1991). Training and implementation requirements associated with the use of a classwide peer tutoring system. Education and Treatment of Children, 14, 177-199.

Mastropieri, M. A., Scruggs, T. E., & Berkeley, S. (2007). Peers helping peers. Educational Leadership, 64(5), 54-58.

Okilwa, N. S., & Shelby, L. (2010). The effects of peer tutoring on academic performance of students with disabilities in grades 6 through 12: A synthesis of the literature. Remedial and Special Education, 31, 450-463. doi: 10.1177/0741932509355991

Ramsey, M. L., Jolivette, K., & Patton, B. (2007). Peer-assisted learning strategies (PALS) for reading in the EBD classroom. Beyond Behavior, 17(1), 2-6.

Strickland, T. K., & Maccini, P. (2010). Strategies for teaching algebra to students with learning disabilities: Making research to practice connections. Intervention in School and Clinic, 46, 38-45. doi: 10.1177/1053451210369519
www.frostig.org

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Peer Tutoring | Council for Learning Disabilities

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Peer Tutoring Brittany Hott and Jennifer Walker, George Mason University; Jasneen Sahni, Marymount University (April, 2012) What is peer tutoring? Peer tutoring is a flexible, peer-mediated strategy that involves students serving as academic tutors and tutees. Typically, a higher performing student is paired with a lower performing student to review critical academic or behavioral concepts.

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The social and emotional lives of our students is of paramount concern, especially as we enter the third year of pandemic teaching. We have witnessed firsthand how much we depended on our ability to learn about our students and communicate with them, and the difficulties that resulted when we were forced to do so virtually. Yet so many caring educators rose to the challenge by fiercely committing to do so no matter what the odds. Our students' academic progress, we have come to understand, hinges on their ability to utilize their emotional skills. Chief among these is gaining a sense of belonging.
Why Is Belonging Important?
Belonging in the context of schooling means that a young person feels accepted, respected, included, and supported. A student's sense of belonging in school has long been associated with their achievement. However, newer research has shown a light on the relationship between belonging and academic hardiness. The construct of academic hardiness describes three important elements necessary for school success: commitment, control, and challenge. Commitment is the willingness to persevere when circumstances are difficult. Control speaks to the sense that one can manage academic stresses. Challenge is the perception that a difficulty is also an opportunity to learn.

One study of more than 500 high school students found that school belonging had a mediating effect on academic hardiness. In other words, those who experienced higher degrees of belonging where more likely to possess a higher degree of academic hardiness (Abdollahi, & Noltemeyer, 2018). And it makes sense, right? When faced with adversity, students with stronger ties to school are more likely to persevere.
Active Listening Builds Belonging
It's easier to build a sense of belonging in the classroom with students who already possess the prosocial skills and academic prowess that we equate with school success. But what about those that don't? Our acceptance or rejection of a student telegraphs a powerful message to peers. Peer rejection further undercuts a student's sense of belonging. Consequently, other children internalize this. "My teacher doesn't like _____, and neither do I." Being an educator means accepting a truth: young people will not always be at their best. How can we be there for them, and accept them, when they are not their best selves?

We contribute to the belonging of others when we engage in active listening. This is an essential social skill for educators. Carl Rogers, who pioneered nondirective therapy, believed that power was often used to shut down conversations. Thomas Gordon, a student of Dr. Rogers, developed "I" messages to build empathetic listening and reflective thinking. Gordon (2003) incorporated these into a teacher effectiveness training program as a means for educators to interact constructively with students.
How to Actively Listen
Your response will prove to be a crucial moment during conversations with a student who is struggling emotionally. Resist the urge to connect it to your personal experiences, as the goal is for students to understand themselves, not you. Nichols, author of The Lost Art of Listening, advises using active listening techniques "to let them be themselves while [you] continue to be [yourself]" (Nichols, 1995, p. 250). Think of yourself as a mirror that reflects what the student is saying. Simply repeating back impactful words and phrases they have said or written can open up their insight into understanding themselves.
Hone Your Active Listening Techniques
These same techniques work well with colleagues who are processing something that they find challenging. Your instinct to take care of another person often starts with listening to their concerns. You may, or may not, have the same concerns or experiences as the other person. But listening to them can help them feel heard and perhaps even help resolve the issue. The key, though, is to avoid getting pulled into their emotions. Whether talking with a young person who is struggling, or a colleague who is facing a dilemma, consider your active listening skills and identify areas that you may need to attend to.

Give the person your full and undivided attention and eliminate environmental distractions. This may include changing the setting for the conversation.

Avoid thinking about what you're going to say next. The opposite of speaking isn't waiting to speak again. It's listening.

Repeat key words or phrases and repeat them, but don't comment on them. In doing so, you demonstrate that you are attuned to the speaker.

Ask open-ended questions that invite them to elaborate or speculate. "When you say that you're crushed by what happened, what do you mean? What did that feel like when it happened, and how is it feeling now?"

When it is necessary for you to comment, use "I" statements. "What I think I am understanding is..." invites the person to acknowledge or clarify what the feelings they are experiencing.

Don't interrupt.

A Sense of Belonging Begins with Feeling Heard
A sense of belonging to a classroom and school means that students experience an affiliation to and an acceptance by the learning community. This is easy to accomplish when all is going well. It is much more challenging when they are not their best selves. But it is exactly those times when we have the opportunity to model how it is that we take care of others when things are going so smoothly. In doing so, we teach students about themselves, and how they can walk a bit more gracefully in the world.

Abdollahi, A., & Noltemeyer, A. (2018). Academic hardiness: Mediator between sense of belonging to school and academic achievement? Journal of Educational Research, 111(3), 345-351.

Gordon, T. (2003). Teacher effectiveness training: The program proven to help teachers bring out the best in students of all ages. Three Rivers Press.

Nichols, M. P. (1995). The lost art of listening: How learning to listen can improve relationships. Guilford.

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author: Vince Bustamante, Tim Cusack, Wayne Davies, and Sarah Adomako-Ansah

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author: Logan Rutten, Nancy Fichtman Dana, and Diane Yendol-Hoppey

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author: Kierstan Barbee, Douglas Fisher, Nancy Frey, and John Almarode

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Active Listening Builds Belonging in Others - Corwin Connect

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Active listening can promote a sense of belonging, helping students feel accepted, respected, included, and supported.

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Corwin Connect Blog-Sense of Belonging by D. Bindreiff and L. Wells

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Corwin Connect Blog-Sense of Belonging by D. Bindreiff and L. Wells

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#CorwinTalks: Strategies to Ensure Students Feel a Sense of Belonging at School - Corwin Connect

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Families, parents, and caregivers possess essential knowledge about how to best support their children.

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The last few years have highlighted the importance of relationship-building and checking in with students on a regular basis.

For learning to happen, students need to see their identities valued. They need to feel safe physically and emotionally-and they need to feel a sense of connection to peers and adults. You can do that by creating space for students to tell their stories, learning about their lives outside of school, and creating rituals that cultivate belonging and connectedness.

To help you get to know your students, we've curated this list of 101 asset-based, inclusive questions. Most are open-ended questions, but you can also adapt them into a multiple-choice format.
Free PDF Download: Panorama's Full Check-Ins Question Bank
How to Use These Questions

If you are a district or school administrator focused on improving relationships and belonging campus-wide, we invite you to share this article with your teachers and staff. This is a great resource to include on district or school resource sites, Tier 1 resource hubs, or in staff newsletters.

If you are a teacher, practitioner, or instructional coach, feel free to borrow these questions to get to know your students in the classroom-virtually or in person! These questions are great for small group brain breaks, icebreaker games, morning meetings or morning circles, and advisory periods. Or, use them as conversation starters in a 1:1 setting.

Click on the following links to jump to a section:

Interests and Hobbies

1. What are your favorite hobbies?

2. In your free time, what do you like to do?

3. Have you volunteered in your community?

4. What was the hardest part of the past week for you?

5. What is your favorite book?

6. What is your favorite TV show?

17. What is your favorite flavor of ice cream?

18. What is your favorite thing to do over the weekends?

19. If you could travel anywhere in the world, where would it be?

20. What is your most frequently-used or favorite emoji?

21. What are three awesome things about yourself?

22. What is something people don't know about you that you wish they knew?

23. What is a unique talent you have?

24. What do you want to be when you grow up?

25. What is a big world problem that you would like to change?

26. What is your biggest dream or goal in life?

Relational and Social-Emotional Learning

27. What is your social-emotional learning superpower?

28. Which of the following traits do you think best describes you: funny, thoughtful, caring, or outgoing?

29. How do you most like to connect with your friends? Through social media, by talking over the phone or texting, or by meeting up in person?

30. What is one thing your teacher can do to get to know you better?

31. How can your teacher help you if you are feeling down?

32. What is one thing you want to know about your teacher?

33. What do you think is the most important quality for a teacher to have?

34. Who is an adult at school that you know you can count on?

35. Who is a friend at school that you know you can count on?

36. When you are stressed, what do you do to relax?

37. What makes you feel the most appreciated and understood?

38. How would your friends or a relative describe you?

39. What is something that you are thankful for?

Family and Cultural Background

40. Where do your family members work?

41. What does dinner time look like at your house?

42. What are some family items or artifacts that represent your culture and identity?

43. Which languages do you speak (even just a little bit)?

44. Who is someone in your family that you look up to?

45. What is a favorite memory you have with a family member?

46. What do you like most about your family?

47. What is a family tradition that you have?

48. Does your family have pets? If not, would you like to have a pet? What kind?

49. What is your favorite family recipe?

50. Do you have siblings? If not, would you want to have siblings or do you like being an only child?

Academic Strengths and Opportunities

51. What is your favorite subject and why?

52. What is your least favorite subject and why? What is the best way I can support you when we work on that subject?

53. What is one thing you think you do well as a student?

54. What is one thing you would like to do better as a student?

55. What do you like most about school?

56. What do you like least about school?

57. What is something you would really want to learn about at school?

58. Which of the following is your favorite way to learn: by talking with others, by listening, or by reading?

59. What would be your dream field trip?

60. Would you rather do schoolwork as a group or by yourself?

61. What is the best school project or lesson you can remember?

62. What is the best way I can support you outside of class?

63. How would you like to be recognized if you get a good grade on an assignment or project?

The Transition Back to School / First Day of School

64. What is one thing you are looking forward to this school year?

65. What is something you learned over the summer?

66. What is something you would really want to learn about this year?

67. What is one thing you would like your classmates or teacher to know about you this year?

68. What is one thing you want to know about your teacher(s) this year?

69. What was the best part of the past week for you?

70. What was the hardest part of the past week for you?

71. What can teachers or other adults at school do to better support you?

72. How much did you enjoy class today?

73. How included did you feel in class today?

74. What was your favorite part of class today?

Virtual Learning

75. What is the best part of virtual learning?

76. What is the most challenging part of virtual learning?

77. How is your internet connection at home?

78. Where do you do your school work?

79. What is something your teachers could do to improve virtual classroom time?

80. What is your favorite Zoom background?

81. How do you prefer to be communicated when learning online? By email, a messaging app, on a video call, or by phone?

82. When you take breaks from school at home, what do you like to do?

83. What is your favorite way to get in touch with your classmates and friends online?

84. What would help you feel more connected to your classmates and your school?

"Would You Rather" Icebreaker Questions

These questions can also be used between classmates to help students reconnect with one another, discover similarities, and learn new things about one another.

85. Would you rather read a book or watch a movie?

86. Would you rather eat pizza or ice cream?

87. Would you rather do a school project by yourself or with friends?

88. Would you rather play a video game or play outside?

89. Would you rather have a dog or a cat?

90. Would you rather have chocolate or vanilla?

91. Would you rather go to the beach or go camping?

92. Would you rather eat salty or sweet snacks for the rest of your life?

93. Would you rather win the lottery or be famous?

94. Would you rather dance or sing in front of a group of people?

95. Would you rather be the oldest sibling or the youngest sibling?

96. Would you rather give a presentation or write a long paper?

97. Would you rather do your homework or do chores?

98. Would you rather travel back in time or travel to the future?

99. Would you rather live in snow or rain for the rest of your life?

100. Would you rather be able to fly or be invisible as a superpower?

101. Would you rather live without Netflix or live without YouTube?
Download Panorama's Check-Ins Question Bank

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101 Inclusive Get-to-Know-You Questions for Students [+ PDF Download]

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Explore 101 inclusive "get-to-know-you" questions for students. Ask students about their family, interests, hobbies, academic & social-emotional strengths, learning preferences, and more.

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200+ Epic Would You Rather Questions for Teens | LoveToKnow

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Some choices are easy, and some will take a bit more thought. But these Would You Rather questions for teens are guaranteed to be a good time.

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You found our list of fun this or that questions.

This or that questions are prompts that ask participants to choose one of two options. The topics are often fun but can be polarizing too. For example: "wine or beer?", "city or countryside?", "talking or listening?." The purpose of these questions is usually to break the ice, or serve as a quick game for groups.

These questions are a type of question game and are similar to would you rather questions and yes or no questions.

This post contains:

Here is the list!

This or that question generator

Press the button to generate a random this or that question.

This or that questions for adults

This or that questions for students

This or that questions for couples

This or that questions for friends

This or that questions for work

Funny this or that questions

This or that questions for kids

Hard this or that questions

Dirty this or that questions

Final Thoughts

This or that questions are short and simple activities, yet effective. By asking these questions with adults or students, you can quickly learn important information about an individual or group. These questions can also spark deeper, insightful conversations.

Next, check out our list of most likely questions, list of quick icebreaker questions, and this article on icebreakers for large groups.

We also have a random question generator tool.

FAQ: This or that questions

Have more questions about this or that questions? Here are answers to common queries.

What are this or that questions?

This or that questions are a type of icebreaker question that asks participants to choose between one of two options. Examples of this or that questions include:

Cats or dogs?

Chocolate or vanilla?

Night or morning?

Messy or tidy?

Cash or credit?

This or that questions are similar to would you rather questions, except the former presents a choice between two objects, while the latter presents a choice between two objects. This or that questions demand quick answers, but can spark longer, engaging discussions that reveal inner logic and psychology.

How do you ask this or that questions?

There are many ways to ask this or that questions. Avenues include:

Video call polls

Team building emails

Casual discussions

Icebreakers at the beginning or end of events or meetings

Social media posts

If you pose questions to a large group, then you may ask folks to move to separate sides of the room instead of answering individually.

What are some funny this or that questions?

Funny this or that questions include:

Zombies or vampires?

Bad breath or body odor?

Working hard or hardly working?

Speeding ticket or parking ticket?

You can tailor this or that questions to suit the situation, opting for more risque or clean humor depending on the audience.

What are some hard this or that questions?

Difficult this or that questions include:

Logic or emotion?

Predictability or excitement?

Money or love?

Success or happiness?

Painful truth or comforting lie?

Pause time or rewind time?

These questions are thought-provoking and inspire insightful responses, revealing the beliefs and values of the people answering.

P.S: Press "CTRL + D" or "Command + D" to bookmark this page - we update it often.

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271 Fun This or That Questions for Adults & Students in 2021

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You found our list of fun this or that questions. This or that questions are prompts that ask participants to choose one of two options. The topics are often fun but can be polarizing too. For example: "wine or beer?", "city or countryside?", "talking or listening?."

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Helping Students Feel Welcomed Every Day - Edutopia

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Helping Students Feel Welcomed Every Day - Edutopia

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How to Make Students Feel Welcome Every Day

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High school teachers can use these strategies to keep students engaged in learning throughout the year.

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We teamed up with Astra Nova to create Conundrums! This learning series with Activities introduces the challenging idea that not all problems have a clear right answer. Each episode is carefully designed to develop problem solving and critical thinking skills!

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We teamed up with Astra Nova to create Conundrums! This learning series with Activities introduces the challenging idea that not all problems have a clear right answer. Each episode is carefully designed to develop problem solving and critical thinking skills!

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Community Building Questions and Prompts

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Community Building Questions and Prompts

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Sample Plan for Developing Classroom Agreements (H. Peine)

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Sample Plan for Developing Classroom Agreements (H. Peine)

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Sample Plan for Developing Classroom Agreements

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Slides for Tuesday, July 8-Climate and Culture

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Slides for Tuesday, July 8-Climate and Culture

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Warwick Summer Institute Day 1-Shareable Items.pptx

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Warwick Summer Institute Day 2 Shareable Items.pptx

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The Collaboration Strategy generates focused groups, enables students to communicate, both as speaker and listener, exposes them to other points of view, and maximizes engagement. Individual…

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See Think Wonder Protocol-Dr. Caitlin Tucker

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See Think Wonder Protocol-Dr. Caitlin Tucker

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The Power of See, Think, Wonder - Dr. Catlin Tucker

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The see, think, wonder thinking routine can help students develop their metacognitive muscles and engage more deeply in learning.

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Engagement Resources-This is a shared file so download before you edit! 

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Engagement Resources-This is a shared file so download before you edit! 

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If you need access and it is not letting you in, email me! kim.west@corwin.com

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See, Think, Wonder : collaboration protocol

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+1 Routine

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What makes you say that?

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Ping Moroney is an AMAZING artiste!

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See Think Wonder

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Color - symbol - image

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Think, Feel, Care

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If these do not download for you, email me and let me know! kim.west@corwin.com

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Warwick Summer Institute Day 3 Shareable Items.pptx

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Warwick Summer Institute Day 2 Shareable Items

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Warwick Summer Institute Day 3 Shareable Items

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Warwick Summer Institute Day 1-Shareable Items

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Here are all of the videos and photos from the Goosechase!

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Here are all of the videos and photos from the Goosechase!