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The gatekeeper role is designed to equalize participation.
*Close the gates gently on some while opening gates for others.
Assign each student a unique and necessary role.

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Here are some suggestions for how to turn sequential strategies and goals into simultaneous strategies:
1. To distribute supplies, instead of one person (teacher or student) passing out materials to the class, have a Materials Monitor from each team collect and distribute supplies.
2. To discuss a topic, instead of asking one student at a time what their ideas are, have all students discuss ideas in pairs.
3. To form teams, instead of the teacher reading off names and assignments, have all students look for matching colors or put the names on tables and have all students search for their name.
4. To share answers, instead of calling on one student at a time, have all students do a choral response or hold up whiteboards (also can use digital methods like PollEverywhere or Kahoot!).
5. If students need help, instead of raising their hand and waiting for the teacher, have students ask a Team Manager and receive immediate help.

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Ensures that each student participate equally for the same amount of time.

Timed Pair Share: Think-pair-share with a time limit

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Equalizes participation when students are held accountable for participation
*Knowing that everyone will see what I have created makes it more likely that I will participate

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We can structure tasks so that they require the organization of varied knowledge for success--no individual can win alone.

Challenging tasks can be explicitly developed so that it's impossible to win with ANY fraction of the group.

The instructor can divide up the labor explicitly so that it's not feasible to succeed without working together.

TEachers can outright create ROLES so that-like building a house-one requires the "hats of many."

The instructor could also restrict the access to necessary resources--thus requiring total cooperation to succeed.

Rules can be imposed-such as "no student can speak twice before every member has spoken" to create an interdependent team project (Talking Tasks). Alternatively, limiting advancement to the next step until all have achieved mastery is also effective here.

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Group grades should be avoided for obvious reasons--resentment and feelings of unfairness could be created by basing everyone's grade-in part-by the efforts of one or a few.

Solutions--

All teams reaching a stated goal could be rewarded.

Use pooled knowledge through collaborative discussions. Only by sharing can a team achieve success.

In practice--Team-Pair-Solo helps individuals progressively, but interdependently.

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Equalize participation.
"Rules of Engagement"
* No one can speak twice unless each person has spoken once

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Turn Allocation: Round Robin and Rally Robin ensure everyone has their turn to talk whether with a group or a partner

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"Individual accountability must be coupled with positive interdependence, either without the other is ineffective"
Also, if students are never quizzed or asked to perform publicly they will not achieve.
If we do not provide lots of instruction, tutoring encouragement, etc then they will also not achieve.

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Team products and team challenges increase PI--these create a common, superordinate goal.

Team rewards also help--
The lowest or average score could be made to be the team score, or a randomly-selected paper could be representative, for instance.

Team Recognition is powerful--the entire team could stand and bow, or be featured in a newsletter.

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12.13 - Structures that create Individual Accountability

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12.13 - Structures that create Individual Accountability

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- Numbered Heads Together
- RallyRobin
- Paraphrase Passport
- Jigsaw and Co-op Co-op
- Talking Chips

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1. We want interaction in the classroom to proceed simultaneously rather than sequentially
-Sequential = Traditional, idle hands, time inefficient, 3% interaction
-Simultaneous = Collaborative learning, time efficient, 50% interaction

2. We want to engage students in interactive activities rather than just independent tasks
-Not all time on task improves achievement equally
-Social interaction maximizes brain activity and has a positive influence on learning
-Time on task during interactive activities produces the strongest gains

3. We prefer tasks that maximize overt rather than covert interaction
-Overt engagement: What we can see or hear
-Covert engagement: What we hope is happening
-Focus on the overt allows us to be certain of the amount of engagement in our class!
-Pair work doubles the amount of overt interaction compared to square work

Advantages:
-More efficient distribution of materials
-Wide spread participation
-Separating Teams
-Immediate help

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WEAK--one student's work MAY lend to the group's success.

Intermediate--each participant's work DOES contribute to team success, BUT one member could complete the tasks ALONE.

STRONG--each member's collaboration is REQUIRED to complete the task(s)--bar none.

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*Do the students feel they need each other to complete the task?

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Increase think time results: Students listen to each other better, respond more accurately,feel more confident, offer more varied responses, willing to speculate,  ask more questions, behave in a more focused manner.

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Do students feel they are all on the same side?

This is the first condition of positive interdependence.

The task(s) need to be structured so no one student can succeed independently.
*Makes cooperation more likely.
Lessons must be carefully-designed to ensure that no one, motivated student can complete the task(s) alone.

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TWO questions...
1)Do students feel they're on the same side?
2)Is the task interdependent?

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1. Turn Taking
2. Time allocation
3. Think and write time
4. Rules
5. Individual accountability
6. Roles

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How do we create Simultaneous Interactions?

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How do we create Simultaneous Interactions?

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Whole-Class Responses

Whole-class responses are simultaneous when every student engages at the same time. Examples of this include choral response, individual whiteboarding, thumb checks, and response cards. Usually, though, whole-class simultaneous responses are difficult to maintain for long periods of time, as the engagement piece is normally very brief.

Teams and Pairs
If we split students up into subdivisions of the classroom, we can have multiple discussions at the same time. Instead of waiting for the teacher to address the responses of each student, teams or pairs can address each others' responses in a more timely and effective way.

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Regular, competitive classrooms promote a WIN/LOSE situation--not unlike the traditional corporate situation. One student's success depends on the failure of another, and each individual is constantly vying to be the teacher's favorite, get peer approval, validation of their own ideas, etc. Obviously, this doesn't optimize learning for all, and there is negative correlation.

Classmates are viewed as obstacles to success, and an "against" social orientation ensues.

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12.11--12.12 - Ways to Create Individual Accountability

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12.11--12.12 - Ways to Create Individual Accountability

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1. Color-coding:  Using Mind maps 2. Mini-Topics - assigning or dividing the labor for projects.
3. Individual Worksheets - give each student a worksheet to complete instead of just one group worksheet.

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Positive Interdependence is the most well-established principle in cooperation. When present, individuals are highly likely to cooperate. In its absence, it's more 50/50. PI has 2 requirements--

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Positive Interdependence is the most well-established principle in cooperation. When present, individuals are highly likely to cooperate. In its absence, it's more 50/50. PI has 2 requirements--

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A)Outcomes are positively-correlated, meaning outcomes go UP or DOWN together.
B)Interdependence. Success depends on working as a team.

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12.9 -  Three components of Individual Accountability

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12.9 -  Three components of Individual Accountability

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1. Individual - The performance is done without help.
2. Public - Someone witnesses the performance
3. Required - The performance is required.

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research has established link between participation and achievement

mastering new skills requires practice spread out over time.

12.15

willingness to participate dependent on multiple factors: academic achievement, success orientation, and self-esteem

Developmental appropriateness; if task is not at the appropriate level of difficulty, student participation will wane

Cultural Language Minorities

Achievement, participation, and retention is often lower among ethnic and language minorities

Cultural mismatch in minority cultures and traditional classrooms, resulting in decreased participation and achievement

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students work together as a team to create and to learn, but ultimately every individual student is responsible for his or her own performance

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What does Simultaneous Interaction look like?

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What does Simultaneous Interaction look like?

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Simultaneous Interaction can come in four forms, each with a different percentage of students overtly engaged (listed in descending engagement order):
1. Student-to-Student:
individuals present to partners; 50% engagement
2. Student-to-Teammates:
individuals present to 3 peers; 25% engagement
3. Team-to-Team:
teams present to another team; 50% (if all team members share), 13% (if one team member shares)
4. Team-to-Class:
a team presents to the class; 13% (if all team members share), 3% (if one team member shares at a time)

Below is a video from Teaching Channel illustrating simultaneous interaction in pairs:

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Math.7.EE.A.1

Common core State Standards

Math: Math

7: Grade 7

EE: Expressions & Equations

A: Use properties of operations to generate equivalent expressions

1:
Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. Why is it important to allow time for students to attempt the problem independently (think)?

2. How does the discussion between student pairs allow students to revise their thinking?

3. Notice how the white boards allow for a quick assessment across the entire class (share).?

School Details

Coleytown Middle School
255 North Avenue
Westport CT 06880

Data Provided By:

Teachers

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Seventh grade teacher Tanya Kaplan asks her students to practice simplifying expressions using a think-pair-share strategy. In an effort to practice using distributive property, Tanya requires students to first attempt the problem independently (think) before comparing their expression with a partner (pair).