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Rally Coach Cooperative Learning-

The purpose of this strategy is to allow students to work with a partner and assist one another in solving multi-step problems. One student can focus on solving the problem, while their partner coaches them towards success. Partners can then switch so that both students can facilitate the role of the learner and the coach (Clowes, 2011).

I look forward to implementing this cooperative learning technique into my classroom. My fifth graders enjoy working in pairs and this collaboration strategy will allow them to engage and assist one another while solving multi-step word problems in math. This strategy also provides students with the opportunity to build peer relationships that can impact their overall learning outcomes in a positive way.

Clowes, G. (2011). The essential 5: A starting point for kagan cooperative learning. Kagan Publishing. Retrieved from http://www.kaganonline.com/free_articles/research_and_rationale/330/The-Essential-5-A-Starting-Point-for-Kagan-Cooperative-Learninghttp://www.kaganonline.com/free_articles/research_and_rationale/330/The-Essential-5-A-Starting-Point-for-Kagan-Cooperative-Learning

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Turn and Talk Cooperative Learning-

The purpose of this strategy is much like Kagan's Timed Paired Share technique (Clowes, 2011). Turn and Talk allows for cooperative learning to take place among partnered pairs. Two students are able to discuss thoughts, ideas, and opinions prior to a lesson beginning and even throughout the lesson objectives.

This cooperative learning strategy works well with my fifth grade math classes. I give my students the opportunity to participate in "Turn and Talk" often, especially when we are starting a new concept. This allows students to engage with one another and perhaps access prior knowledge regarding the lesson objectives. This strategy also allows my students to discuss with their peer before they share out during our whole class discussions. This gives them time to sort through their thoughts and prepare themselves for proper answering during questioning time.

Clowes, G. (2011). The essential 5: A starting point for kagan cooperative learning. Kagan Publishing. Retrieved from http://www.kaganonline.com/free_articles/research_and_rationale/330/The-Essential-5-A-Starting-Point-for-Kagan-Cooperative-Learninghttp://www.kaganonline.com/free_articles/research_and_rationale/330/The-Essential-5-A-Starting-Point-for-Kagan-Cooperative-Learning

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Jump Start Collaboration-

The purpose of this strategy is to provide guidance when necessary. Group work, although rewarding, can have its downsides. Some students do not know how to begin or cooperate effectively with one another. This is where a teacher can facilitate the role of a group "jump starter". Sometimes reviewing group tasks/objectives can be all a group needs to get back on track (Block, 2014).

I use this strategy with all of my fifth grade classes. My experience with this age group has shown that they can become easily distracted and quickly get off task. This is where I can monitor and adjust groups as needed. I always offer five minutes of "questioning/clarification" in between groups, especially when rotating to various math stations. This strategy ensures all groups are collaborating successfully and that learning is constantly taking place.

Block, J. (2014). Nurturing collaboration: 5 strategies. George Lucas Educational Foundation. Retrieved from https://www.edutopia.org/blog/nurturing-collaboration-5-strategies-joshua-block

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Clear Structure Collaboration-

The purpose of this strategy is for the teacher to communicate the group expectations and classroom structure prior to beginning the content objectives (Block, 2014). It is essential that each individual student fully understands the assignment directions with the end goal in mind, even when the activity consists of group work.

This collaboration strategy, I believe is necessary when educating fifth grade students. My students need a specific set of structured guidelines that help direct them towards the content objectives. Solving math problems often requires various steps and if I provide my students with a clear understanding of what they are to do/complete within their group setting, they tend to perform higher academically.

Block, J. (2014). Nurturing collaboration: 5 strategies. George Lucas Educational Foundation. Retrieved from https://www.edutopia.org/blog/nurturing-collaboration-5-strategies-joshua-block

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Mixed Skill Level Grouping-

The purpose of this strategy is to evaluate which students could potentially take on the role of peer tutors within their group. This strategy can be effective as it gives all students the opportunity to learn from each others strengths and to assist one another in areas of weakness (Catapano, 2009-2017). This encourages all learners to capitalize on their group's learning outcomes, while providing continuous engagement from all group members.

I use this strategy within my fifth grade math class, as it generates positive communication across all student learners. They are able to effectively help one another while I am pulling small groups (504, RTI, resource students). Implementing this strategy allows my students to take on team roles and learn from one another while I maximize the allotted time given during each instructional block.

Catapano, J. (2009-2017). 30 ways to arrange students for group work. K-12 Teachers Alliance. Retrieved from http://www.teachhub.com/30-ways-arrange-students-group-work

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Rotational Grouping-

The purpose of this strategy is to provide your students with the opportunity to efficiently collaborate with all student populations. This specific grouping strategy also allows students to become "active" members within their own learning process. They have the freedom to switch groups and rotate to where different content objectives are being mastered (Catapano, 2009-2017).

I use this strategy within my classroom, as it gets my fifth graders up and moving! They are encouraged to rotate to various stations that provide them with different learning experiences. Some stations might include more hands-on manipulatives, while others are more vocabulary driven. This rotational setting allows them to collaborate in which ever group they need more assistance with or perhaps its a group that simply peeks their interests and encourages mathematical learning.

Catapano, J. (2009-2017). 30 ways to arrange students for group work. K-12 Teachers Alliance. Retrieved from http://www.teachhub.com/30-ways-arrange-students-group-work

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Ability Grouping-

The purpose of this strategy is to allow students with the same level of skills to communicate and collaborate together on tasks that accommodate their level of abilities (Catapano, 2009-2017).

This strategy can be an effective one, as it enables differentiation to occur within the instructional setting. Students with similar skillsets can work together on tasks that challenge their group. This can provide a fantastic opportunity for students to engage in mathematical topics, while allowing them to benefit the most from their group members. Elementary students can learn a great deal from this strategy as they work together when completing challenging tasks.

Catapano, J. (2009-2017). 30 ways to arrange students for group work. K-12 Teachers Alliance. Retrieved from http://www.teachhub.com/30-ways-arrange-students-group-work

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Classroom Management Grouping-

The purpose of this strategy is to predetermine the groups that your students will be arranged into. This helps to eliminate unnecessary chaos or undesirable behaviors among the different groups (Catapano, 2009-2017).

I use this strategy within my own classroom, as it allows me to better manage my student’s behavior and their overall academic success. I am well aware of the student populations that can work effectively together, as well as the ones who may not collaborate with the goal of “learning” in mind. Fifth graders need structure within the classroom, especially if you are teaching within a low-socioeconomic area. My students have little parental support/guidance at home, so their school setting is where they must learn how to communicate and collaborate effectively in a structured environment.

Catapano, J. (2009-2017). 30 ways to arrange students for group work. K-12 Teachers Alliance. Retrieved from http://www.teachhub.com/30-ways-arrange-students-group-work