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Theories and Methodologies for Collaboration

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Theories and Methodologies for Collaboration

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1.) Less Discussion, More Production: Discussions are great and give students the flexibility to relay information between one another more personably, but risks promoting off-topic discussions which may detract from their learning. By making the focus of group work a production-- whether it's to create a model, write an essay, or complete given tasks,-- it makes it less likely for them to linger on those other things.
2.) Modeling Successful Interaction: By showing students how to properly act and interact within the classroom, the teacher can promote effective actions for group activities. This can be in the form of how you lead active discussions in a topic, when the teacher shares their time to ask for a student's thoughts and observations. Or when the teacher demonstrates the steps in using specific tech tools that the students will then later use in their groups.
3.) Trust Building and Communication: As noted in Clifford's article, teams require trust to work properly. Having assignments encourage communication between one another and the teacher is essential to this. It's also noted that "Studies found that students who provide and receive intricate explanations gain the most from collaborative learning."

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1.) Checking In: For effective group work, a teacher must be able to make themselves available to their students. One of the best ways of doing that is to check-in on group work as it's happening in the classroom. Giving each group a piece of your time to make sure any confusions or hiccups can be smoothed over with your involvement.
2.) Allocating Time for Groups: Giving time at the beginning and end of class for groups to discuss their work and communicate the day(s) ahead is crucial towards fostering a supportive learning environment. This gives students the ability to communicate any issues to each other or even the teacher without digging into their work period.
3.) Peer Review: By implementing steps in the group work process that have students review each other's contributions and possibly comment on them helps each student see what it is they might be missing or where they might need assistance, from which they can seek from their fellow peers or their teacher.

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1.) Group Roles: To reinforce the spirit of group work and participation, group activities should be divided between students in the form of roles. This gives each student a unique sense of purpose and obligation as each part is as necessary as the other towards completion-- each student is as necessary as the other.
2.) Clearly Defined Goals: To avoid issues between group members and their ability to work with one another, it's imperative to clearly define the work they must accomplish together. Having goals that are unambiguous will give each student a clear scope of their responsibilities in a given assignment as part of a group.
3.) Activity Summary: At the end of a collaborative assignment, each student should be able to provide comments or a brief summary of the work of themselves and their peers. Doing so will highlight if a student neglected to do the work necessary, and "keep them honest" as any of those kinds of behaviors will be noted by each member at the end.

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Group Projects and Types You'll Deal With

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Group Projects and Types You'll Deal With

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We all know the kinds of people we work with in group assignments. Regardless, here's some ways to identify potential issues and how to be more responsible for your peers!

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How to Deal With Difficult Group Project Members

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Building Student Collaboration and Agency

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Building Student Collaboration and Agency

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See how these teachers facilitate group work, and how their students work together!

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Teaching Group Work: Building Student Collaboration and Agency

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Facilitating Collaborative Learning: 20 Things You Should Know

Types of Small Groups

5 Tips for Making Group Work Manageable

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If 3rd Graders can do it-- You can too!