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Keep group sizes small (less than 5).

Choose groups for students, don't let them choose their group by themselves.

Each student should have a clearly defined role in the group.

There should be a clear assessment for the group work, including self-assessment.

Consistently model things for students throughout the entire process.

It's important for the small groups to reconnect with the class as a whole, either at the end or during various points of the process.

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This article discusses both the advantages and disadvantages to group work. It explains how to overcome those disadvantages and create effective group activities where those disadvantages don't exist. I chose this article because it does show that there are disadvantages to doing group work, which is acknowledging real life and real students, not just data. I also chose this because the author consistently tried to show the reader how to create group work so that those disadvantages are no longer an issue. From this article, I learned that it's very important to take the time to model group work and to make sure that every single student understands the task at hand, or else it simply won't work. This small part makes a tremendous differences in group work. Group work is most successful when every student has a clear understanding of the assignment, so there is no group member that feels overwhelmed or behind everyone else. I also learned that there are many different ways to assess group work, and that rubrics are a great tool to use to assess them, no matter what the assessment is.

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This video shows how one teacher gives his take on group work through group roles. I included this video because the teacher demonstrates the importance and effectiveness of giving each student in the group a role. From this video, I learned that when each student has a role, they take on equal responsibility for the group and the work that is done. One of the problems with group work that I have seen in the past is that one student will take responsibility for the work that the group needs to accomplish, and the other students sit around and do nothing. However, with these roles the students are held more accountable because they each have a different “job” to perform and complete. This also seems like it helps to break down the task for the students and make it more manageable for them, so that they don’t get overwhelmed by a big group task. I also learned that having the students continuously self-assess themselves in the beginning, middle, and end, will further continue their growth and reflective thinking.

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This video shows how a teacher has students learn how to work together in small groups in order to create a writing piece. I chose this video because I really like the idea of students working together to create one piece of writing, especially a paper. It's a very interesting idea to me and I would definitely consider using it in the future. In this video, it shows that by using this technique, the students are able to bounce ideas off of one another and think of things that they might not have otherwise thought of. I learned how this practice really inspires more thought and ideas among the students. I would have never thought to put them into a group for writing a paper, but the idea seems to turn out great. The students are learning from one another and growing. The groups are also small (groups of three), so that really helps the students stay on task and create an environment where each student participates.

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ELA.W.9-10.1a

Common core State Standards

ELA: English Language Arts

W: Writing Standards 6-12

9-10: 9th & 10th Grades

1a:
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that
anticipates the audience's knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports
the argument presented.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.W.9-10.1b

Common core State Standards

ELA: English Language Arts

W: Writing Standards 6-12

9-10: 9th & 10th Grades

1b:
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that
anticipates the audience's knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports
the argument presented.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.W.9-10.5

Common core State Standards

ELA: English Language Arts

W: Writing Standards 6-12

9-10: 9th & 10th Grades

5:
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1-3 up to and including grades
9-10 on page 54.)

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. How does small group discussion prepare students for their writing task?

2. What role does reading aloud play in the revision process?

3. How does this strategy make work more manageable and effective for both teachers and students?

School Details

Bronxville High School
177 Pondfield Road
Bronxville NY 10708

Data Provided By:

Teachers

# data[].attributes.attachment_link.description
Ms. Rosenzweig leads her Bronxville High School students through a writing process in response to Steinbeck's "Of Mice and Men." In small groups or pairs, students discuss their argument and evidence from the text before beginning to write their response. One student takes notes and writes their first draft during the discussion.

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This article is exploring how to use Facebook for group work, and if it is effective enough to use in the classroom. The author presents a study that was done on one class in particular that chose to use Facebook as the basis for their group work. I chose this article because it gives a way to incorporate technology into group work, and a technology that most students are familiar with and eager to use. From reading this article, I learned that while there are many advantages to using a social media platform for group work, there are also disadvantages as well. I learned that in order to make this type of group work effective, I need to make sure that students are not distracted and make the effort into producing something worthwhile. Since the students are behind a computer screen, that gives them the opportunity to discuss things they might have been to afraid to discuss in class, or even participate more than they normally would. However, the groups would need to be monitored by the teacher in order to make sure that everyone was participating and that there was no inappropriate use of the technology.

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Thought starters

1. What makes the 1-3-6 process successful?

2. Why is it valuable to have students work individually before forming groups?

3. How does working in groups of three prepare students for working in groups of six?

School Details

Alief Early College High School
2811 Hayes Road
Houston TX 77082

Data Provided By:

Teachers

# data[].attributes.attachment_link.title
Collaborative Group Work with the 1-3-6 Protocol

# data[].attributes.attachment_link.description
Students in Kevin Sevin's AVID class work individually, in groups of three, and finally in groups of six. By working individually, students have a chance to dive into the assignment before collaborating with others. In groups of three, students hear each others' thoughts and then pair up with another group to form groups of six.

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Not Just Group Work -- Productive Group Work!

# data[].attributes.attachment_link.description
To ensure productive group work, teachers must communicate expectations, strategically build groups, structure activities, scaffold work with a supportive classroom culture, and stress individual accountability.