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Boardman, A., Vaughn, S., Buckley, P., Reutebuch, C., Roberts, G., & Klinger, J. (2016).

Collaborative strategic reading for students with learning disabilities in upper elementary classrooms. Exceptional Children, 82(4), 409-427. doi:10.1177/0014402915625067

Davis, M. (2012). How collaborative learning leads to student success. Edutopia. Retrieved from

https://www.edutopia.org/stw-collaborative-learning-college-prep

Hunter, W., Maheady, L., Jasper, A., Williamson, R., Murley, R., & Stratton, E. (2015).

Numbered heads together as a Tier 1 instructional strategy in multitiered systems of support. Education and Treatment of Children, 38(3), 345-362.

KNILT. (2016). Examples of cooperative learning strategies. Knowledge Network by and for

Educators. Retrieved from https://tccl.arcc.albany.edu/knilt/index.php/Examples_of_

Cooperative_Learning_Strategies

LD Online (2018). Using cooperative learning to teach mathematics to students with learning

disabilities. WETA. Retrieved from http://www.ldonline.org/article/5932.

Osterholt, D. &Barratt, K. (2012). Ideas for practice: a collaborative look to the classroom.

Journal of Developmental Education, 36(2), 22-27.

Valentino, C. (2000). Flexible Grouping. Houghton Mifflin Company. Retrieved from

http://www.eduplace.com/science/profdev/articles/valentino.html

Wheeler, L. (2017). The student-centered math class. Edutopia. Retrieved from

https://www.edutopia.org/blog/student-centered-math-class-laura-wheeler

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Collaboration "empowers and enables student's resilience" by having students look to your neighbor as a resource by testing theories and assisting in understanding. It teaches students not just about content but also helping cultivate "habits of mind...that cultivate deeper scholarship" by learning soft skills (Davis, 2012, p.1).

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Students form two circles, one inner and one outer circle, facing each other.  The students are given a question to discuss with the person facing them.  The students in the outer circle moves over one or two people, so the students have a new partner.  The students continue rotating and answering questions until the teacher is done.  This strategy is useful because it allows for "all students to get a chance to share with another student," and together decide upon a solution (KNILT, p.1).  The tea party strategy can be used in the math classroom when reviewing a large amount of material or summarizing the learning of a unit.

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A Co-op is a cooperative learning strategy where students are divided into groups.  Each group member studies part of a topic and then presents their information to their group. The group members then work together to apply this knew knowledge to solve problems.  This strategy can be used in the math classroom when learning new formulas for perimeter, area, and volume (LD Online, 2017, p. 1).

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Strategy 3: Numbered Heads Together (NHT)

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Strategy 3: Numbered Heads Together (NHT)

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NHT is a teacher questioning strategy that "actively engages all students...in collaborative, content-related discussions" (Hunter et al., 2015 p. 346). All students write their responses to the teacher's questions. They then share those responses with their small groups and reach a consensus. One member of each team is selected to provide the group's responses. NHT is an alternative to the typical hand-raising technique teachers use to assess student understanding. With NHT, all students are involved with all questions, instead of a few volunteers.  This strategy can be used in the math classroom when solving problems, comparing problem-solving strategies, and providing justification for correct or incorrect answers.

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Strategy 4: Collaborative Strategic Reading (CSR)

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Strategy 4: Collaborative Strategic Reading (CSR)

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Collaborative Strategic Reading (CSR) is an explicit reading instruction for struggling learners. CSR uses "student-led cooperative groups" in which each student has a specific role (Boardman et al., 2016, pg. 411). This strategy uses different steps such as, preview, click and clunk, get the gist, and wrap up, to assist with students understanding of the reading. Preview sets the purpose for reading. Click and chunk helps students understand words through context clues. Get the gist gives a brief main idea for each paragraph or group or paragraphs. During the wrap-up portion of CSR, the students ask and answer each others' questions, and they discuss the main ideas of the story. Although CSR is designed for struggling readers, these strategies can be used with struggling math students. Many math students struggle with comprehending word problems.  CSR can help the students understand difficult or unknown words and discover the meaning of the word problem.  The students can also ask each other questions and decide upon the best plan to solve the problem.

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Grouping strategies are used in the classroom to assist in student collaboration and understanding. Students need to learn how to work with others for future jobs and life experiences. Very rarely do adults work in isolation. Students also need to work in groups because whomever does the most talking does the most learning. The more students talk and work with one another, the greater their learning and understanding.

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The purpose of this strategy is to gradually build the safety in the classroom of grouping students to diminish students working in isolation. With this strategy, students can develop an understanding of the "limitations of singular, personal experiences" and increase the impact in learning when working with a partner (Osterholt and Barratt, p. 24) . As a K-12 Math Coordinator for our district, providing support for our math teachers in incorporating this grouping strategy is an important role. One area of support in utilizing pairing students in the classroom is the use of talk moves. One talk move consists of the teacher posing a question to the class. Students independently think about their response for 30 seconds and then write their response for 30 seconds.  After students have written their response they share and compare with their partner and create a collaborative response.  Pairs then share whole group with other paired groups providing feedback to the responses.  This allows for some independent thinking skills along with transitioning to student-to-student paired thinking skills. One way this strategy could be implemented into the math classroom is when introducing a new concept. The teacher can use this strategy to activate the students' prior knowledge and to determine what students do and do not know about the topic before beginning instruction.

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Living in a democratic society, educators often have the assumption that students have a natural connection to collaborate with multiple perspectives when addressing a particular topic or question. This grouping strategy builds upon the pairing strategy to create a classroom of collaboration with larger groups.  It allows students to understand the importance of "negotiating with more than one perspective" (Osterholt and Barratt, p. 26).  Supporting our math teachers in utilizing this strategy is critical. Together with teachers, we provide a framework to assist in maximum student-to-student interaction and achievement. Teachers incorporate this strategy by presenting a problem to each group. Specific roles (such as navigator, recorder, time keeper, etc.) are then defined for each student, so that all can provide input and increase active engagement.  Students are then exposed to different perspectives and improve their skills of personal interaction and problem solving. One specific way this strategy could be used in the math classroom is during word problems. The groups can provide different perspectives on how to attack and solve difficult multi-step word problems.

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This grouping strategy uses a manipulative, like playing cards, to randomly group students when they walk into the classroom.  Benefits of this strategy are students learn to work with any classmate,  students learn to depend on one another rather than the teacher, and students are more engaged in math class.  Implementing random groups creates a "more positive and collaborative classroom environment" (Wheeler, 2017, pg.1).  This strategy can be used in the math classroom in many ways.  Using different visible random grouping games, such as playing cards or find your match, can be a fun way to group students and proceed to instruction quickly.

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Performance-based groups are used to group students with similar needs.  Unlike tutoring or Tier 2 and 3 intervention, these groups can include any student and any level at any time. If a student who typically performs well and is not in Tier 2 or 3 intervention is struggling with a concept, the teacher can use performance-based groups to group this student with other struggling students and meet the needs of all students. Performance-based groups are used for "increasing students' access to a particular concept or skill" (Valentino, 2000, p.1).  One way teachers can use this strategy in the math classroom is pulling a small group after examining the results of a formative assessment.  The teacher can gather the students based on similar mistakes or similar struggles.  The teacher can then help the students see the mistakes they are making or correct any misconceptions.  Manipulatives are often used in these math groups to help with concrete understanding.