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Encourage small-group effectiveness by clarifying the task, focusing on production, modeling successful behavior, monitoring progress, time, and noise, and building community.

Photo credit: VirginMoney via flickr (CC BY 2.0)

When teachers ask students to work on a task in groups, they issue an invitation for engagement and, potentially, for chaos! Here are five tips that can help encourage productivity and keep mayhem at bay.

1. Be clear and specific about the task.

There's nothing more frustrating than launching group work and seeing ten hands in the air or (worse) hearing students complain to one another, "What are we supposed to do?" If possible, limit initial verbal explanations to a general overview of the task and process. Then, provide crystal clear, detailed electronic or paper-based directions to each student in the group. Anticipate potential questions and areas of confusion by using a checklist format, providing visuals, or recording instructions for groups to listen to on iPads (this is particularly helpful if you have English learners in your class). Consider instituting a "1-2-3, Then Me" format in which students get one minute to read the directions silently, two minutes to discuss the directions with one another or with other groups, and three minutes to plan their approach to the task before they can ask you for assistance.

2. Make production the outcome.

Putting students in groups to simply "discuss" is a recipe for disaster. If students have to work toward producing something to turn in, present, or share with another group, they are less likely to linger in off-task conversations. Products should require all group members' participation or contributions. This might involve a graffiti-like poster in the middle of the table on which everyone records ideas, or a graphic organizer that every student completes. If each student is doing his or her own version of the task, announce that you'll be collecting one paper per group, to be revealed at the end of the activity. When time is up, use random criteria, such as "person in the group with the shortest hair" or "person with the birthday closest to the teacher's" to determine whose paper it will be.

3. Model successful transitions and interactions.

Show (don't just tell) students the basic mechanics that are critical to success in your classroom. Maybe it's how to move between stations, the process for using a discussion strategy, or how to talk during a "think-pair-share." Devote the first few weeks of class to conducting dry runs (i.e., students moving from place to place, students retrieving and returning materials, students using technology appropriately, etc.). Use volunteers to act out example and non-example conversations with "elbow partners." Post or provide sentence frames as scaffolds for group dialogue. This kind of up-front investment will pay off when students are able to move, transition, and converse efficiently.

4. Monitor progress, time, and noise.

Make students partners, if not primary agents, in keeping tabs on their progress, the time, and the noise level. If groups are producing something tangible, they (and you) can see what they have left to do. Use a decibel reader app (e.g., Decibel 10th, a free app by SkyPaw Co. Ltd), or launch a site like Bouncy Balls (from Google Chrome) for visually appealing ways to gauge the volume of the room. Track time with an online digital stopwatch or another easy-to-see timer. (Try this fun five-minute countdown timer from YouTube.) Make sure to give students less time than you think they need in order to build a sense of urgency. Check in when time is running low to see if groups require more. ("Fist to five -- how many more minutes do you need?") If some groups finish before others, have a next-step question or task ready for students to tackle.

5. Incorporate community builders.

Sometimes group work falters simply because students don't know, like, or respect one another -- yet. Full-class community-building activities are critical; but smaller, deliberately planted, group-level bonding moments also reap rich rewards in helping groups gel, release tension, and exercise courtesy. This might involve using an opening prompt like, "Before you start, share your favorite ice cream flavors," or asking students to fist bump each other as they complete each step of the task. Consider displaying fun anchor questions for students to discuss once they are finished. Anchor questions keep students from drifting into uncharted work or conversations, while providing a structure that lets students stretch beyond the content to discover connections with one another. They can be related to the content or task (e.g., "Where have you seen this topic portrayed in real life or in the media?") or appeal to general interests (e.g., "If you could have any superpower, what would it be and why?").

Teachers are more likely to design and implement meaningful group activities when they have the management strategies to do so. Taking the proactive steps like those we've described can enhance engagement while curbing the chaos.

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Encourage small-group effectiveness by clarifying the task, focusing on production, modeling successful behavior, monitoring progress, time, and noise, and building community. Photo credit: VirginMoney via flickr (CC BY 2.0) When teachers ask students to work on a task in groups, they issue an invitation for engagement and, potentially, for chaos!

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Top 12 Ways to Increase Student Participation - TeachHUB

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Every teacher has experienced it: students that don't contribute. Engage even the most reluctant kids with our top 12 ways to increase student participation

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For many companies, when a project starts it will be staffed with a new team. Some of the team members may have worked with each other in previous projects, but as a whole, the team is new.

As the project manager for a newly formed team, you will want to help them get to an effective and high-performing state as quickly as possible. Understanding the stages of group development can help you build a cohesive team that gets results.

One of the most influential models of teamwork theory was developed in 1965 by Bruce Tuckman. His original model identified four stages that all groups pass through as they move from "newly formed" to "high-performance" teams. In 1977, he revised the model to include a fifth stage. Those stages are Forming, Storming, Norming, Performing, and Adjourning.

Stages of Group Development

Forming

During the Forming stage, members of the project team meet each other and learn about the tasks they will need to perform. Team members will try to see how they fit in with each other and understand what is expected of them.

During this stage, it is critical for the project manager to provide structure and direction for the team. Clearly defining the project's objectives and making sure each team member understands their role and responsibilities will help you lead the team through this stage successfully.

Storming

The Storming stage is characterized by interpersonal issues such as conflict and polarization. During this stage it is common for team members to challenge each other, including the project manager! Team members will also question what they are doing and how it is being done.

As the project manager, this will likely be the most challenging time leading your project. Understanding that this type of conflict is normal for any team will help you pass through this stage successfully.

During this stage, some of the skills that will help you build your team are conflict management, active listening, and relationship building. It is also important for you to be assertive, confident, and positive during this stage, especially if some of the team members are challenging your leadership.

Norming

As conflicts become less intense and the team members begin to understand and accept each other, the team will gradually move into the Norming stage. It is during this stage that your team starts to come together and is able to focus more effectively on the project tasks and objectives.

During this stage, you will want to focus on keeping everyone moving in the right direction. Communication and constructive feedback will help you do this. You can continue your team building efforts by arranging social events with the team and making sure to give positive recognition to team members.

Performing

In the Performing stage, team members are comfortable with each other and group norms have been accepted. Interpersonal and structural issues have been settled and support task performance. Team synergy is high during this stage which results in high performance.

Now that the team is performing at a high level, you will be able to focus more of your energy on leadership activities and less on supervisory activities. This level of synergy amplifies the overall effectiveness of your project.

Adjourning

As the project comes to an end, the team moves into the Adjourning stage. At this point, the team has become very close and many of the team members will feel a sense of loss. For this reason, this stage is also known as the Mourning stage.

As the project manager, it is important that you arrange for a celebration to recognize the team's accomplishments. This will close the project on a positive note. Plus, you never know when you will work with some of these same people on a future project you are leading. They'll remember the recognition and appreciation you showed them on this project.

In Conclusion...

The Tuckman model is one of the most influential models of teamwork theory. Understanding its five stages of group development can help you develop a high performing project team.
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Teamwork Theory: Forming, Storming, Norming, Performing and Adjourning

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For many companies, when a project starts it will be staffed with a new team. Some of the team members may have worked with each other in previous projects, but as a whole, the team is new. As the project manager for a newly formed team, you will want to help them get to an effective and high-performing state as quickly as possible.

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Dr. Gambari, Amosa Isiaka Department of Science Education, Federal University of Technology, Minna. E-mail: gambarii@yahoo.com; gambarisiaka@gmail.com; gambari...

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by Matthew Levit, Doctor of Pharmacy Candidate, Class of 2018, University of Maryland School of Pharmacy

Traditional instructional models stress the importance of individualism, but many educators and schools have begun to emphasize cooperative learning methods. ¹ Cooperative learning is an integrative learning model that seeks to educate students through activities that promote social learning and leadership experiences. 2,3 Cooperative learning has its origins in social interdependence theory. According to this theory, the learning outcomes of an individual are determined by their own actions as well as the actions of others. 3 Cooperative learning builds on this theory by postulating that learning occurs best through social engagement. ⁴

Cooperative learning is more than just working together in a group. Students learn by using their social and interpersonal skills to achieve an academic goal. ¹ Cooperative learning is commonly used in a variety of practice-based settings including service learning, integrative internships, and continuing education (CE) seminars. ⁵ In some of these settings, students receive academic credit and solve real-world problems. ⁵ For example, students rotating on an interprofessional team may encounter a patient that suffers from multiple comorbidities (e.g. diabetes, hypertension, and neuropathic pain). One student in the group may be adept at diabetes management.Another may have experience managing patients with high blood pressure.And another may be very knowledgeable about neuropathic pain. Collectively, the students learn from each other and are more likely to successfully complete the academic exercise.

There are five key elements to the cooperative learning model. These include positive interdependence, individual and group accountability, face-to-face promotive interaction , interpersonal and small group skills, and group processing. ¹ Face to face promotive interactions require learners to share resources as well as support and encourage their teammates success. 1,6 Positive interdependence requires that every member of the group value each other's contributions. ¹ Interprofessional healthcare teams must have positive interdependence in order to fully utilize each member's unique contributions to the patient's care. Individual and group accountability requires that each member of the group is accountable for one's actions and all must contribute to the completion of the assigned task. ⁶ An evaluator should discipline students who do not contribute because it is detrimental to the group's overall success. Interpersonal and small group skills include effective leadership and communication, building trust, making clear decisions, and managing potential conflicts. ⁶ Group processing requires communication among group members. Members should be encouraged to express any concerns they have with each other for the overall benefit of the group. ⁶

One example of an instructional method that uses the five key elements of the cooperative learning model is the jigsaw technique. 3,5 In this method, students are assigned a topic and placed into two groups: a home group and an expert group. Students in the home group go to the expert group to learn a particular topic and then go to another group to teach that particular subject. ³ This technique promotes contributions from each member of the group (positive interdependence and face to face interaction) as well as accountability for each member's actions (individual and group accountability). Educators that use this model expect their students to support each other's learning as well as understand that each member of the group must be able to teach a piece of the subject matter to others. In addition, students are expected to communicate effectively with each other using verbal and non-verbal communication (interpersonal and small group talks and group processing). 3,5 This certain isn't the only example of cooperative learning.Several other cooperative learning methods exist [See previous blog essay regarding the Processed Oriented Guided Inquiry Learning (POGIL) method].

In healthcare today, interprofessional healthcare teams are practicing cooperative learning. During these clinical exercises, the instructor can require that each student to write a reflection on how they contributed to the group's work as well as evaluate peers (positive interdependence and individual and group accountability). This reflection will allow the educator to see how well collaborative learning is working and student comments can be used to make changes. In practice-based settings, preceptors and other healthcare instructors can encourage interprofessional healthcare teams to use this model of learning when "rounding" in the hospital or during interprofessional meetings in clinic. ⁷ In the past, different specialties would work independently and had little appreciation or understanding regarding the unique contribution that other members of the health care team could make.If students start collaborating in the classroom with their peers, then perhaps this will translate to working with other healthcare professionals. ⁷ Health professions educators have an important role in helping students become effective members of a team. In order to implement cooperative learning, educators must promote instructional methods that use the 5 key elements of the cooperative learning model. For example, in the classroom setting, an educator can design case-based group exercises (interpersonal and small group skills and group processing). Students should be encouraged to work in small groups so that everyone has a chance to participate ( face-to-face promotive interaction) and learn from each other. 4,7 Evaluations of their experiences can be used to individualize students' needs and provide an overall framework for future collaborative work. The ultimate goal every educator should stress when using cooperative learning strategies in healthcare is to promote optimal patient care.

Cooperative learning is a model for developing and implementing instructional activities that helps students to develop social learning and leadership skills. 2,3 Educators and students in the health professions must become proficiency in these skills in order to effectively manage complex patients through team-based collaborations. 4,7

1. Salam T, Greenberg H, Pitzel M, Cripps D. Interprofessional education internships in schools: Jump starting change . Journal of Interprofessional Care. 2010; 24(3): 251 - 263.

2. Johnson DW, Johnson RT. An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning . Education Educational Res 2009; 38(5): 365 - 379.

3. Basak T, Yildez D. Comparison of the effects of cooperative learning and traditional learning methods on the improvement of drug-dose calculation skills of nursing students undergoing internships . Education Educational Res 2014; 73(3): 341 - 350.

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Teaching Team Work and Cooperation: Critical Skills in Healthcare Today

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by Matthew Levit, Doctor of Pharmacy Candidate, Class of 2018, University of Maryland School of Pharmacy Traditional instructional models stress the importance of individualism, but many educators and schools have begun to emphasize cooperative learning methods. 1 Cooperative learning is an integrative learning model that seeks to educate students through activities that promote social learning and leadership experiences.

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Social Reciprocity: The Science of Giving

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"We need to hold people more accountable." How many times have you said this in the past year? When things aren't going well - maybe your numbers are down, you haven't met your goals, or your pipeline is dry - it's easy to turn to this familiar mantra. But when you say it, what your team members actually hear is: "You are letting me down," or, "We are failing." Instead of lighting an inspired fire under people, you can end up deflating them.

While there will undoubtedly be times when your team could put in a more focused effort, in my experience, a "lack of accountability" is rarely intentional. More often, it's the result of an underlying issue, such as unclear roles and responsibilities, limited resources, a poor strategy, or unrealistic goals. This is why leaders who default to a plea for accountability often end up hitting a wall and feeling even more frustrated.

Further, verbalizing that there is "a lack of accountability" on your team can easily come off as threatening or condescending to people on the receiving end. This is hardly productive when you are trying to inspire change, and more importantly, it doesn't help you get to the root of the problem.

When you need to push those around you to get better results (that's really what you are looking for, right?), a better approach is to tackle the issue with a leadership mindset. Use the following steps to guide yourself on how to start the conversation, identify the real issue at hand, and execute a plan that will help you solve it.

Check in with yourself first.

When a work issue is causing you stress, pointing "outward" and blaming others is a normal first instinct. But if you want to have a productive conversation with someone who appears to "just not be getting it," first consider if you may be contributing to the problem (even unintentionally). Instead of asking, "Why aren't they doing their part?" ask "Is there anything I can do differently to help?"

While you should avoid feeling compelled to complete someone else's work, it is beneficial to consider whether gaps in communication, process, or other areas, are setting you both back.

Before even approaching the other person, consider:

Have I been clear about my expectations?

Have I asked what I can do to help?

Have I taken time to brainstorm and review processes?

Have I built a plan of action with my team member?

Self-awareness is a leadership super power, and reflecting in this way may help you recognize any unhelpful patterns that you can fall into.

Another tip for increasing your self-awareness is to pay attention to what's happening in your body. When you think about having this discussion with your team member, do you feel tense? Do you clench your jaw, fidget, pace, bounce your leg, change your facial affect, talk more or shut down? For example, if you find yourself defaulting to an intense glare, see if you can pause and shift to a lighter or softer gaze. Awareness of your physical reactions can help you identify feelings of anger, frustration, or discomfort you may be burying. It will also help you to be more attune to how your body language may negatively impact others. Work to shift your mindset from a place of hostility to a place of curiosity with respect to how you can help.

Create a safe environment for the other person.

After you have checked in with yourself, and you feel ready to approach the conversation from a place of curiosity, remember to be mindful of your tone, whether you initiate a meeting in person or through an email. A great place to start is by asking the person if you can schedule some time or make a date with them to discuss a business challenge. Making an appointment shows your commitment to taking the time to listen. In addition, when you frame the topic around a business challenge, you eliminate the risk of finger pointing and indicate that you have enough respect to collaborate.

Once you've set up time to talk, begin the conversation by asking questions. For example, if your team member is constantly missing deadlines, you could begin by saying, "I've noticed that you seem to need a little more time to get the work done lately." Provide specific examples, then ask, "What can we do to help you get back on track?" If a team member has failed to reach their quarterly goals, you could say something as simple as, "How do you feel your work has been going this quarter?" and gauge their initial reaction.

Avoid jumping directly into critical feedback or using judgmental language such as, "Why would you...", "You should have...", or "That's wrong." It helps to assume positive intent in the other person. The goal here is to listen and to remain genuinely open to their "take" on things.

Listening, paying attention, and understanding the needs and motivations of the other person will help you put aside any assumptions you may be making about their character. You may discover that they are not "lazy," "incapable," or "unreliable," but rather, that they are unclear on organizational goals, and therefore, are not properly prioritizing projects. You may discover that they need more feedback to do their best work, or that other obstacles are holding them back. While none of these things entirely excuse a lack of initiative or follow through, understanding the underlying issues can give you a clear idea about how to move forward.

When you are only aware of what you are trying to achieve, without considering the experience of others, you can easily slip into the habit of shaming or blaming. If your team member feels they are truly being heard, they are more likely to feel emotionally safe and work with you to solve the problem. Whether you are in a leadership position or seeking to be a better peer, listening with positive intent is a skill that will help you reach your goal.

E nsure that there is clarity and a mutual agreement on how to move forward.

Now that you have identified any underlying issues, it's time to clarify that your intention in starting this conversation is to address the core of the issue and agree upon path forward (taking into consideration any new information you have just been given). Whether your goal is to help a direct report meet deadlines or to collaborate more effectively with a team member on a project, it's vital to make sure that you both understand what the issue is, how to address it, what success looks like, what needs to be done, by who, and by when to achieve it.

You might begin by recapping what you have heard from them so far to be sure that you understand where they are coming from. Once they confirm that "you get it," acknowledge that what they have shared makes sense. It's important to note that "making sense" doesn't necessarily mean you agree, it just means that you are clear on their point of view.

Next, directly own and express your personal frustration with what you see to be the problem. For example, you might say, "I know you are not intentionally missing deadlines, and now I have a clearer understanding of everything on your plate. But when you do miss deadlines, the result is that I have to take on your unfinished work, which causes me to get behind on my own projects. I often feel frustrated by this."

Finally, ask if the other person would be open to trying some new strategies to address the issue. Your approach to this last step may vary depending on who you are having the conversation with. If you are talking to a direct report, for instance, you might then say, "I want to set you up for success here. To make sure we are on the same page, can you repeat back to me what you understand the problem is and we can work together on a plan to move forward?" If you are confronting a peer, a better approach may be, "Based on our conversation, let's try to agree to a mutual set of objectives and then brainstorm on how we might develop an approach to achieving those goals. "

In all cases, seek to demonstrate empathy, and work towards a mutual commitment around a goal. From there, you can brainstorm and agree to some concrete next steps.

Commit to setting those you work with up for success.

As you begin to devise your plan, work with your colleague to set up realistic expectations. This is the only way to make sure you are both set up to win. Whether you are working with a peer, a direct report, or even somebody above you, before agreeing on next steps, ask them (and yourself): Does this all feel doable, given everything else on our plates? If the answer is no for either of you, go back to the drawing board.

For example, imagine your team member appears unaccountable because they have failed to meet their quarterly sales goals. After discussing the issue with them, you might discover that the real problem is that they lack confidence in their knowledge about the product. Maybe pushing them to make more pitches isn't the right next step. Instead, with a mindset of "success breeds success," focus on getting them what they need to be able to better position the product. If the goal is to close 20 deals in the next quarter, you may choose to lower the goal temporarily and provide them with more training so they are better prepared for the following quarter and can get back on quota.

No matter what the situation is, you need to be prudent - cut back, reframe, offer support, or delegate work to others where necessary. Your revised plan might be smaller in scope than what you had originally anticipated, but often baby steps lead to walking then to running.

Regularly track and measure progress.

You've heard of the importance of leaving a paper trail. While we don't use paper much these days, the lesson is the same. Make sure you get the agreed upon plan in writing so it can be revisited going forward if there are ever any questions on what was originally decided. Don't just set it and forget it. Determine what communication tools you will use to check in on progress.

Some helpful tools include:

Roles and responsibilities write-ups (to use as references)

Scorecards (to measure outcomes)

Regular progress check-ins (to give feedback)

Metric dashboards (to track performance)

Weekly meetings (to stay aligned)

Process write-ups (to gauge what is working and what is not)

Checklists (to stay organized)

Project plans (to outline future goals)

The above documents will help you identify what's working and what's not over a period of time, as well as course correct as needed.

Pleading for more accountability isn't the answer to your problem. Anyone can express frustration around an issue, but those who harness self-awareness and empathy not only find effective solutions but also build winning teams and colleagues for life. If you want to be a next-level leader or peer, one that people actually want to work with, shift your mindset, and practice these five steps. You'll end up driving better results, more impactful change, and reducing your own frustration to boot.

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Does Your Team Have an Accountability Problem?

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"We need to hold people more accountable." How many times have you said this in the past year? When things aren't going well - maybe your numbers are down, you haven't met your goals, or your pipeline is dry - it's easy to turn to this familiar mantra.

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People say they want highly accountable employees and workplace cultures, but what does that really mean and why do we strive for it? To be accountable is to be answerable for actions within one's sphere of influence. Within organizations, accountable employees are people who feel a sense of responsibility for their work and the outcomes of their decisions.

Indeed, studies have shown that the most effective and highest-performing organizations are the ones where employees are empowered and feel a sense of influence over the work they are doing.

We also know that the impact of accountability goes beyond the individual. At Culture Amp, we've surveyed hundreds of thousands of employees and found that only 45% agreed or strongly agreed to the survey question: "When it is clear that someone is not delivering in their role, we do something about it." This means that more than half of employees feel uncertain or disagree that others within their organizations are being held accountable.

Further, we have found that employees who are least favorable when responding to the item "We hold ourselves and our team members accountable for results" are 13% less engaged than those who feel like there is a high level of accountability at their organizations.

In the rest of this article, we'll explore how to use your employee engagement survey to measure accountability and the specific questions you can ask to get actionable feedback.

Using your engagement survey to measure accountability

There are multiple ways we can utilize data and feedback to build a culture of high accountability.

First, we can ask questions in our engagement surveys to measure feelings of accountability at the individual, department, and organizational level. Using Culture Amp's analytic features such as demographic filtering and the heatmap, you'll be able to identify whether specific departments or groups of employees are struggling with accountability.

Second, surveying is a two-way communication tool. We are inherently communicating the behaviors and outcomes that we seek through the types of questions that we ask. Thus, if we ask employees about their perceptions of accountability, we will drive home the types of behaviors that are important and central to our workplace culture.

So what types of questions can help you measure accountability at your organization? Check out these seven curated items from our People Science team.

Seven questions we can ask to measure accountability

Here at Culture Amp, we recognize the importance of accountability for organizational success, so we have already included two questions related to accountability in our engagement survey template.
1. We hold ourselves and our team members accountable for results
This question addresses the level at which employees perceive accountability across the organization. This is a good measure of the extent to which accountability is exhibited at the broader organizational level. The item was purposefully developed to be in the "we" format in order to mitigate social desirability bias. We know that human beings are biased toward presenting themselves to fit in or please an audience, and we've already discussed how most organizations say that they want a highly accountable individual. By shifting this item from the "I" to "we" format, we are more likely to receive truthful impressions of the culture of accountability across the organization.
2. I know how my work contributes to the goals of [my company]
This question addresses individual-level accountability. Do employees understand how their work contributes to organizational goals and priorities? Less favorable scores here may indicate an opportunity to dig deeper and identify whether employees feel like they have adequate influence over their work to ensure it is aligned with strategic priorities.

We also recognize that you may want to dive deeper into measuring accountability. Below are five additional questions to consider including in your next engagement survey.
3. I have a career plan in place that I am working towards 4. I seek opportunities to develop skills relevant to my interests
These two questions address an employee's individual desire to continue learning and developing. Learning and development is a great example of something that all members of the organization are accountable for - not just the Learning and Development team. At the organizational level, it's necessary to ensure proper experiences and opportunities are available to our employees; however, employees must also put in the time and effort to take advantage of such opportunities. Thus, questions like these can measure the degree to which both parties are contributing to employee learning, growth, and development.
5. I regularly (e.g., weekly) seek feedback from my manager 6. I ask for the resources I need to ensure I can meet my goals
These two items measure ownership over one's work. A large part of a highly accountable culture is one where individuals feel like they can (and ought to) make decisions around their work. This includes continuously seeking feedback from managers (and others) and proactively requesting the necessary resources to meet expectations.
7. Our leaders are held accountable for company performance
Finally, this item measures perceived leadership accountability. We know that accountability should be demonstrated at all levels of an organization. When organizations show that even the highest levels of senior leadership are held accountable, employees at all levels are more likely to hold themselves to account.

At the end of the day, the most important thing is to define what accountability means at your organization - is it resilience? A desire to continuously learn? A strong sense of ownership and responsibility for one's work? Or do you want your employees to express vulnerability and admit when things don't go according to plan? Whatever it may be, you can utilize your engagement and performance evaluation tools to gain deeper insight into how accountability is playing out at your company.

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Seven questions to measure workplace accountability - Culture Amp Blog

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People say they want highly accountable employees and workplace cultures, but what does that really mean and why do we strive for it? To be accountable is to be answerable for actions within one's sphere of influence. Within organizations, accountable employees are people who feel a sense of responsibility for their work and the outcomes of their decisions.

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Accountability is the primary practice that will make collaboration a success. After all, if no one is held accountable for the practices that emerge from the collaborative group, then collaboration was a complete failure.

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Assigning Formative assignments. Things like an exit ticket, a small review , etc. Things that give the educator an idea of what your class is getting and what they're not grasping

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Scheduling one on one meetings with each student. Creating an individual meeting gives the student time to address their uses or for the educator to go over questionable work or address concerns.

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Placing students into Groups. Team work makes the dream work. If you place students in groups where they vary in questions each child has their own job of teaching their classmate. When you create that assignment of team work they get the partnership spirit and can be inspired.