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Yes, I keep trying to do a lot more cooperative work, but I am still having a hard time differentiating between cooperative work and group work.

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The lesson went well. However, slackers gotta slack and it showed. 100% engagement, but not all students at a distinguished level.

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I am trying to create specific roles when students work in cooperative groups 

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I am trying to create specific roles when students work in cooperative groups 

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Specific roles - track how often they ask questions, write down quotes, follow-up questions, etc.

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Specific roles - track how often they ask questions, write down quotes, follow-up questions, etc.

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It helped students engage with each other better; they were receptive to each other's opinion.

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It helped students engage with each other better; they were receptive to each other's opinion.

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Went well, but needed modeling for students to have a solid understanding on how to do this.

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I am trying to create the space for students to prepare for summative assessments by having them work in cooperative groups or pairs

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I am trying to create the space for students to prepare for summative assessments by having them work in cooperative groups or pairs

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We often do a cooperative learning game of different topics that are to their interest.

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Discuss, model, enforce until they've got it - my classes have been working on asking for help and offering help

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Discuss, model, enforce until they've got it - my classes have been working on asking for help and offering help

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We created a classroom expectations matrix at the beginning of the year to help remind what it looks/sounds like during different portions of the class period in order to allow for more learning.

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We created a classroom expectations matrix at the beginning of the year to help remind what it looks/sounds like during different portions of the class period in order to allow for more learning.

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Model, praise, remind...

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Overall, it went well. Students gave each other feedback as they prepared for a presentation. I think they could have benefited from some examples to support how they gave each other feedback

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Overall, it went well. Students gave each other feedback as they prepared for a presentation. I think they could have benefited from some examples to support how they gave each other feedback

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By having a tracker. Just have to figure out a way that they feel like they are not just there to track but are also cooperating and learning something.

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I have a small group; I allow a few minutes before the lesson begins to share any positive/negative experience they had during the day. Students look forward to this.

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I have a small group; I allow a few minutes before the lesson begins to share any positive/negative experience they had during the day. Students look forward to this.

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I set aside TIME for Rubrics at the end so students could cross check the work.

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Trying to make students accountable to each other instead of just to me

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Trying to make students accountable to each other instead of just to me

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They are staying the same. Everyone gets their own individual grade for their own accountability.

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We created a looks like/sounds like chart

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We created a looks like/sounds like chart

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I feel confident in how to evaluate students individually, even if they work together to prepare for assessments 

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I feel confident in how to evaluate students individually, even if they work together to prepare for assessments 

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But I don't mind as much.  I'm putting more on summative and less on formative in terms of my workload.  WAY more discussion and less writing, which kind of hurts my soul.

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Students had a chance to be more reflective about their own speaking abilities and their peers' when they were able to track instead of speak / listen

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Students had a chance to be more reflective about their own speaking abilities and their peers' when they were able to track instead of speak / listen

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I have assigned roles in groups, sometimes by student choice, to encourage that each student fulfill their "duty", and also to hopefully inspire them to hold each other accountable within their groups. 

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I have assigned roles in groups, sometimes by student choice, to encourage that each student fulfill their "duty", and also to hopefully inspire them to hold each other accountable within their groups. 

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I continue to revise my own preconceived ideas on the subject; I am more open now to allow during assessments the same aid they had during instruction. 

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I continue to revise my own preconceived ideas on the subject; I am more open now to allow during assessments the same aid they had during instruction. 