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Round robing is a communication strategy suggested by Gavin Clowes (2011) for cooperative learning (Clowes, 2011). Round robin requires that all members of a group participate in the conversation in a random order. The main purpose of this communication strategy is the participation of of everyone involved. The order of the conversation or the frequency of each person's contribution is of lesser importance. Middle school students tend to be more vocal than their elder peers. Guided communication that requires every student's participation is optimal for a middle school classroom. Not only do students have the freedom and opportunity to discuss key concepts, they also have an environment to familiarize themselves with vocalizing the Spanish language. Round robin communication fosters participation and unity, encourages different viewpoints, and reinforces positive oral communication in the Spanish language.

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

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Collaboration #3 - Technological Integration

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Collaboration #3 - Technological Integration

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Jacob Block (2014) suggests incorporating technology to facilitate student collaboration. Technological integration is also another means for student engagement. One possibility for technological collaboration is Google Docs, which allows for students to work on the same paper simultaneously from different computers (Block, 2014). Language learning is contingent on the participation of other people because language is a means of communication. Because of this, language classes would do well to encourage collaboration, due to its importance in education and utilization. Middle school Spanish students will be motivated by technological integration and will find community through resources like Google Docs.

Reference
Block, J. (2014, February 10). Nurturing collaboration: 5 strategies. Retrieved from https://www.edutopia.org/blog/nurturing-collaboration-5-strategies-joshua-block

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Response cards are a quick, simple means for group communication. Each student has a set of notecards which indicate different possible responses. When the teacher asks a question to the class, students raise the corresponding response card as an answer. According to Nagro, Hooks, Fraser, and Cornelius (2016), using response cards is an effective way to include students who are hesitant to vocalize their answers. Because middle school students can be self-conscious, this method could be beneficial when initially establishing trust within the classroom. Participation and communication are critical components of language acquisition, making this method a great stepping stone into deeper communication methods. Additionally, allowing students to create their own response cards in Spanish further reinforces vocabulary and Spanish communication.

Reference

Nagro, S. A., Hooks, S. D., Fraser, D. W., & Cornelius, K. E. (2016). Whole-group response strategies to promote student engagement in inclusive classrooms. Teaching Exceptional Children, 48(5), 243-249.

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Teacher assigned tables or groups are groups chosen purposefully by the teacher rather than the students. While this is not the only advantageous grouping method, I believe that teacher assigned grouping is particularly beneficial in middle school classrooms. Teacher assigned groups are pragmatic in nature, allowing teachers to ensure that no student is left out or placed in an environment that would be detrimental to their education. Teacher assigned groups are designed to be purposefully balanced and inclusive, where student assigned groups are based on convenience and friendship.  This is one of the many ways that Jordan Catapano (n.d.) suggests for educators to consider when grouping students. Teacher assigned grouping is a broad method, encompassing many other methods under its umbrella term. However, I believe that it is important to utilize and establish teacher assigned groups, as opposed to student chosen groups, at this age because of their impact on perceived fairness, inclusion, and unity within the classroom.

Reference

Catapano, J. (n.d.). 30 ways to arrange students for group work. Retrieved from http://www.teachhub.com/30-ways-arrange-students-group-work

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Grouping #4 - Student Response Based Grouping

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Grouping #4 - Student Response Based Grouping

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Student response based grouping relies on similar student scores on a test or similar student answers to a question. Catapano (n.d.) suggests this method as a way to change up the typical routine. This type of grouping can be used to practice differentiated education. Students with similar scores can be placed in groups to work on common difficult concepts or be challenged to work on harder concepts. Students with similar answers to a question could explore a topic of interest within their group, or converse about their similarity. While it is important to learn from different perspectives, this concentrated approach to differentiated education through similarities is critical to address areas of weakness and strength amongst students. Within a middle school Spanish classroom, student response based grouping would allow for those struggling with a concept, such as conjugations, to gain extra practice, while those who excel to be challenged with harder concepts.

Reference

Catapano, J. (n.d.). 30 ways to arrange students for group work. Retrieved from http://www.teachhub.com/30-ways-arrange-students-group-work

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Simple jigsaw is one of the four collaborative learning strategies proposed by Hari Srinivas (n.d.). This strategy has students fit together like puzzle pieces. For example, a lesson could be broken down into four parts. Students would be numbered off one through four for each of the corresponding parts of the lesson. Each group, one through four, would collaborate to study their specific part of the lesson. After a certain period of time, the groups would disband. New groups would be formed, consisting on one member from each of the four previous groups. Within this new group, the representative from group one would explain part on elf the lesson to the other members of the new group. This would continue with the representatives from groups two, three, and four as well, with each member acting as the expert for their part of the lesson. Becoming experts at part of the lesson aids in retention. When students are required to teach what they learn, it gives a new perspective to the curriculum and assists with memorization of key concepts. This aspect of collaboration would be useful in a middle school classroom because of the need for reinforcement. Within a Spanish class, this could be useful for analyzing a nation's culture, breaking it down into distinct parts. Simple jigsaw reinforces concepts for new learners and captivates the attention of middle schoolers.

Reference
Srinivas, H. (n.d.). Four collaborative learning strategies. Retrieved from https://www.gdrc.org/kmgmt/c-learn/strategies.html

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Fixed grouping requires that set groups remain in place over an extended period of time. Fixed grouping is particularly useful in a language learning class because it allows students to build trust with other members of their group (Rance-Roney, 2010). Because speaking is such an integral part of language learning, it is important that students have an environment where they feel safe to take risks. This is especially noteworthy when considering a middle school classroom full of self-conscious teenagers. With fixed grouping, students build relationships with their group and are able to trust one another. The stability and trust that is present in fixed grouping encourages collaboration and community. I believe that fixed grouping is the optimal setting and resource for practicing Spanish conversations.

Reference

Rance-Roney, J. A. (2010). Reconceptualizing interactional groups: Grouping schemes for maximizing language learning. English Teaching Forum, 48(1), 20-26.

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Personality grouping considers the personality traits of students, particularly that of dominance and reticence (Rance-Roney, 2010). In his article, Rance-Roney (2010) encourages a "homogenous model" of personality grouping where dominant students are only grouped with other dominant students (Rance-Roney, 2010). He believes that this model supports group participation and engagement (Rance-Roney, 2010). While there is certainly a time and place for this model, I believe personality grouping is best utilized from a balanced perspective. Each group requires equal input from dominant and reticent students. Balanced personality grouping fosters an environment where students respect the views of others and learn from different perspectives. Because language acquisition is a cultural experience, it is important that a Spanish classroom encourage different perspectives.

Reference

Rance-Roney, J. A. (2010). Reconceptualizing interactional groups: Grouping schemes for maximizing language learning. English Teaching Forum, 48(1), 20-26.