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Students should be divided into 4 groups. Each group will be assigned a portion of a given text. As a group, students must work together to understand the text before sharing their understanding of the text with their peers. Students will be responsible for completing a piece to the overall puzzle within the group (Cooperative Learning, n.d.).

Application: In order to make this particular method work for a high school government class, each group will be assigned a historical text that will then be divided among the individuals within the group. For example, one group will be given Martin Luther King's I Have a Dream Speech, while another investigates President Lincoln's Gettysburg Address. The assigned speech will be divided among the members in the group, with each student being responsible for a portion of the text. The students must investigate the historical context of their portion of the text before working with group members to create a synopsis of the entire speech. Each group will then present their completed assignment in a PowerPoint presentation to the class as a whole. This will encourage students to gain a more in-depth understanding of their text as well as the historical context. In some cases this may lead to discussions regarding important topics, such as equality. Students will be working with those of various backgrounds and will be encouraged to discuss these topics in an encouraging and safe manner.

References: Cooperative Learning Strategies. (n.d.). Retrieved February 04, 2017, from http://www.colorincolorado.org/article/cooperative-learning-strategies

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Students are numbered off one through four. Students must work together to answer the question provided by the teacher within a specific time limit. When called upon the students will present their answers and the teacher will help spur discussion by recognizing correct answers and elaborating as necessary. Collaborating with a larger group will allow students to strengthen their interpersonal skills. At the end of the lesson, the teacher should debrief the students by asking what was learned from the lesson (Cooperative Learning, n.d.).

Application: This specific method of collaboration can be used in a number of different circumstances. One example, is the teacher presents a scenario in which the students are asked to list the protection as afforded in the Bill of Rights. For example, an individual walks into a movie theater and shouts fire. Is this a protected scenario under the Bill of Rights or is the individual breaking the law? If this action is protected where in the Bill of Rights can it be located?  The classroom with the assistance of the instructor can elaborate on Supreme Court cases or laws that have been supported by the Bill of Rights.

References: Cooperative Learning Strategies. (n.d.). Retrieved February 04, 2017, from http://www.colorincolorado.org/article/cooperative-learning-strategies

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Catch up allows students to work with a partner in order to discuss ideas or concepts that may be challenging (Cornell University, n.d.). Students will be able to ask each other clarifying questions. This will encourage communication and collaboration, ensuring all students succeed and gain a better understanding of the given topic.

Application: This particular collaboration method can be used when discussing the various political systems. Students will be able to work with a partner or with a small group of no more than four students to compare and contrast the various types of governments around the world. Students can be asked to record their discussions or present a synopsis to the class, with each group presenting information on a specific political system. This method of collaboration will allow students to exchange ideas about how political systems impact specific countries.

References:Cornell University (Ed.). (n.d.). Collaborative Learning: Group Work. Retrieved February 4, 2017, from https://www.cte.cornell.edu/teaching-ideas/engaging-students/collaborative-learning.html

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Fishbowl debate encourages students to work in pairs of three, with one student taking notes, one student discussing one side of the debate and the third student discussing the other side. The student recording notes should decide which argument prevails, before groups present their discussion to the class.  This will allow the students to understand the topic on a deeper level, while continuing to strengthen social and intellectual abilities (Cornell University, n.d.).

Application: Groups will be asked to discuss the topics at of the Constitutional Convention of 1787. One student should be asked to argue the side of the larger states, while the other acts as a delegate from the smaller states. The third student will record the notes of the debate and then be asked to which explain various points before the class. This allows students to understand the complicated decisions that were made by the founding fathers and the importance of compromise.

References:Cornell University (Ed.). (n.d.). Collaborative Learning: Group Work. Retrieved February 4, 2017, from https://www.cte.cornell.edu/teaching-ideas/engaging-students/collaborative-learning.html

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Whole group strategies can allow the instructor to "maintain student engagement, gather information to inform future instruction, and monitor student progress (Nagro, Hooks, Fraser, and Cornelius, 2016)." Students should be encouraged to participate through the use of hand signals, response cards or dry-erase boards (Nagro, et. all., 2016).  This collective approach ensures all students are participating rather than those whom volunteer to answer given questions.

Application: Students at the beginning of class can be instructed to respond through the use of hand signals or dry-erase boards. If hand signals are used the teacher may create a graph explaining the meaning behind each signal. The instructor may then ask a series of questions relating to the given topic. For government, the questions and discussions could revolve around comprehension of the legislative process. Students can express whether they comprehend the discussion presenting fingers 3-5, with 3 being the lowest comprehension and 5 being the highest. Furthermore, students can hold up one finger if they would like to contribute a new idea to the discussion or two fingers if they would like to contribute to their classmates idea. This allows the teacher to have great control over the discussions, ensuring that they do not veer off course (Nagro, et. all.,2016).

References: Nagro, S. A., Hooks, S. D., Fraser, D. W., & Cornelius, K. E. (2016). Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms. Teaching Exceptional Children, 48(5), 243-249.

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There are numerous ways that teachers can randomly assign students to a group. Technology has assisted in making randomization effective and easy. However, the use of word or event cards can also be beneficial when teaching government. The teacher can prepare word cards before class, passing each out as students enter the classroom (Herrmann, 2014). Those with the same word or event form a small group between 5-7 students.

Application: The teacher must have specific reason for grouping the students together using this randomization theory. Students must work in their assigned groups to complete a project based around the word that they were assigned on the card as they entered class. As an example, if the students were assigned the Declaration of Independence they must work together to create a presentation about the Declaration of Independence over the course of the semester, presenting to their peers as a final project. This creates stable groups for a number of weeks, building trust and allowing for collaboration among students.

Reference: Herrmann, Erick. (2014). Grouping students: Heterogeneous, homogeneous and random structures. Retrieved February 03, 2017, from http://exclusive.multibriefs.com/content/grouping-students-heterogeneous-homogeneous-and-random-grouping-structures/education

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Using controlled affiliation allows the instructor to decide the level of trust and diversity needed in order to complete the task at hand. According to Rancy-Roney (2010), grouping friends together can facilitate trust but can hinder diversity within the groups, as friends will tend to have similar outlooks and views.

Application: Students in government will need to be aware and able to participate in debate and discussions with those who possess differing opinions. Teachers could group students together by using controlled affiliation, putting those that are differing backgrounds within a group. This method encourages diversity and the understanding of differing religions and backgrounds. Groups would then be encouraged to act a legislators needing to solve a particular issue effecting their nation. This would allow the free flow of ideas and discussion in a small and well-managed atmosphere.

Reference:   Rance-Roney, J. A. (2010). Reconceptualizing Interactional Groups: Grouping Schemes for Maximizing Language Learning. English Teaching Forum, 48(1), 20-26.

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Academic orientation grouping allows the educator to place students within groups based upon academic abilities. Grouping students who excel academically with those who struggle can enhance the conversation for participants (Rance-Roney, 2010). These groups should contain between 3-5 individuals.

Application: During 11th and 12th grade economics/government, students will be expected to learn how to balance a budget. Grouping those who are strong in math with those who struggle will allow students to work collaboratively to produce a budget for their created home or business. Students will be able to work together to better understand the budget process, benefiting all those involved.

Reference:   Rance-Roney, J. A. (2010). Reconceptualizing Interactional Groups: Grouping Schemes for Maximizing Language Learning. English Teaching Forum, 48(1), 20-26.