Buchholz - ES/ 5th Grade Collaboration Ideas by

Buchholz - ES/ 5th Grade Collaboration Ideas by https://padlet.com/sbuchholz1/6vjg3uxxe4dy This board will highlight ideas for student collaboration and grouping ideas. en-us 2019-01-30 14:37:51 UTC 2025-12-14 03:32:39 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Apple.png Jigsaw sbuchholz1 https://padlet.com/sbuchholz1/6vjg3uxxe4dy/wish/325907884 This format allows students to collaborate while dividing the labor. Jigsaw can be used for discussions or to create a final product. Students begin by working in an expert group. In this group, each person is working to become an expert on their assigned topic. The expert group collaborates to make sure each member feels like an expert on their group topic. Then, each expert will be assigned to a home group. The home group has one expert for each topic. Each expert will share with their knowledge with their home group. Sharing allows the home group to move beyond general conversation to deeper analysis. The Jigsaw format allows students to practice "negotiation, communication, and teamwork" (Amador, & Mederer, 2013, p. 90).

The Jigsaw format works well with my students for several reasons. This format allows students to work on Portrait of a Graduate skills which is one of our district initiatives. I also have a large variety of ability levels from learning disabled to advanced placement students. Using heterogeneous expert groups will allow students to support each other and become more confident in their topic. The complexity may be hard for the younger students but this format is one that fifth graders can understand.
I would use the Jigsaw method with our oceans science unit. The expert groups can cover our main topics: the ocean floor topography, ocean zones, ocean organisms, and ocean movement.

References
Amador, J., & Mederer, H. (2013). Migrating successful student engagement strategies online: Opportunities and challenges using jigsaw groups and problem-based learning. Journal of Online Learning and Teaching, 9(1), 89-105. Retrieved from http://eds.b.ebscohost.com.easydb.angelo.edu/eds/detail/detail?vid=1&sid=54be70fc-2168-4575-a7c9-897ba0c67dc0%40pdc-v-sessmgr06&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=90223496&db=eue

Teach Thought Staff. (2018). 20 collaborative learning tips and strategies for teachers. teachthought. Retrieved from https://www.teachthought.com/pedagogy/20-collaborative-learning-tips-and-strategies/

]]> 2019-01-30 16:20:46 UTC https://padlet.com/sbuchholz1/6vjg3uxxe4dy/wish/325907884 Numbered Heads Together sbuchholz1 https://padlet.com/sbuchholz1/6vjg3uxxe4dy/wish/325961377 Numbered heads together, "actively engages all students simultaneously in collaborative, content-related discussions" (Hunter et al, 2015, p. 346). Students are divided into small, heterogeneous groups. Once the teacher proposes a question, the students record their answer. Students keep the answer hidden until all group members have completed theirs. Once all members have an answer, they share with each other. The group collaborates to determine the best answer to the proposed question. The group members ensure that everyone understands the answer because the teacher will call on a random member of the group to provide the answer (Mustami, & Safitri, 2018).
With a class that has such extreme levels of academic ability, numbered heads together would empower ALL students. "Slow students will be more enthusiastic to ask others who are better at comprehending the materials so that their potentials can be maximally developed and their achievement can be improved as a result" (Mustami & Safitri, 2018, p.124). Numbered heads together allows students to communicate and guide each other to understanding. The students that often want to answer questions are still able to be a part of the answer; however, other students are also engaged and participating in the process.
This would be a great tool to use during math. Each group would contain at least one advanced math student, one struggling student, and one grade-level ability student. Students will be presented with a math problem to answer independently. Then, students will share their answer with their group to discuss. Students can share their strategies and different thought processes. Once the group has their answer, all students should have a good understanding of not only the answer but also the process of how it was solved.

References

Hunter, W.C., Maheady, L., Jasper, A.D., Williamson, R.L., Murley, R.C., & Stratton, E. (2015). Numbered heads together as a tear 1 instructional strategy in multitiered systems of support. Education and Treatment of Children. (38)3, 345-362. Retrieved from http://content.ebscohost.com/ContentServer.asp?EbscoContent=dGJyMNXb4kSeqa44yNfsOLCmr1Gep7JSr6a4SrWWxWXS&ContentCustomer=dGJyMPGutk%2B2prNJuePfgeyx43zx1%2B6B&T=P&P=AN&S=R&D=tfh&K=110815927

Mustami, M.K., & Safitri, D. (2018). The effects of numbered heads together-assurance relevance interest assessment satisfaction on students’ motivation. International Journal of Instruction. 11(3), 123-134. Retrieved from http://eds.b.ebscohost.com.easydb.angelo.edu/eds/pdfviewer/pdfviewer?vid=4&sid=69df6ca0-0b4c-49b5-88cc-32dffbbcf3be%40sessionmgr104

]]> 2019-01-30 18:00:58 UTC https://padlet.com/sbuchholz1/6vjg3uxxe4dy/wish/325961377 Round Robin sbuchholz1 https://padlet.com/sbuchholz1/6vjg3uxxe4dy/wish/326010222 Round robin discussions allow students to all be seen and a part of the discussion. Once the process has been introduced to students, the teacher should facilitate as needed but let the students guide most of the discussion. Each discussion should have a note taker to record what was discussed. It is also helpful to have a student who tracks the time spent on a question and help keep the conversation on track. Finally, it should be established that students may pass only once during a round robin discussion (Beaton, 2017).

Round robin discussions would work well with the reading curriculum used at my school. Each day we begin with a mini-lesson focused on a reading strategy, followed by independent reading, and then a closing. The round robin discussion would be a great tool to use during the closing discussion. After students have had a chance to put into practice the discussed reading strategy, the round robin discussion can allow students to share how they applied the strategy to their independent reading. Not only would this discussion allow students to learn from each other but help to ensure that all students stay focused during their independent reading time.

References
Beaton, A.M. (2017). Designing a community of shared learning. Education Leadership,74(8), 78. Retrieved from http://eds.a.ebscohost.com.easydb.angelo.edu/eds/pdfviewer/pdfviewer?vid=4&sid=65b169e4-924a-4d54-b130-cbac6a24c22e%40sessionmgr4010

Edutopia. (2012). Collaborative learning builds deeper understanding. Retrieved from https://www.youtube.com/watch?v=rWEwv_qobpU

Penn State. (2007). Round robin. Schyerer Institute for Teaching Excellence. Retrieved from https://www.schreyerinstitute.psu.edu/pdf/alex/roundrobin.pdf

]]> 2019-01-30 19:30:50 UTC https://padlet.com/sbuchholz1/6vjg3uxxe4dy/wish/326010222 Rally Coach sbuchholz1 https://padlet.com/sbuchholz1/6vjg3uxxe4dy/wish/326088852 The “Rally Coach model of Cooperative learning is learning which involves a pair of students’ partnered to help each other in a group with different abilities” (Ningsih, Soetjipto, & Sumarmi, 2017, p.32). This method allows students to use communication skills to assist their partner. If both students have a solid understanding of the concept, they will take turns coaching one another through solving a given problem. If one student is struggling more, the coaching role may not switch right away. Studies have shown that students retain 90% of what they are able to teach others (Educationcorner, 2019). The rally coach model helps higher level, and on target, students gain a deeper understanding by teaching their classmate. Struggling students can reap the benefit of having a peer coach who may be able to explain in a way they will understand better.
My math group has students between second grade and sixth grade ability levels. This can make it challenging when teaching fifth grade standards. Using the rally coach approach would allow all students to stay actively engaged as a coach or student receiving the coaching. When taught how to coach properly, this method could significantly improve students’ understanding of math concepts.

References

Educationcorner. (2019). The learning pyramid. Retrieved from https://www.educationcorner.com/the-learning-pyramid.html

Teach Thought Staff. (2018). 20 collaborative learning tips and strategies for teachers. teachthought. Retrieved from https://www.teachthought.com/pedagogy/20-collaborative-learning-tips-and-strategies/

]]> 2019-01-31 00:04:30 UTC https://padlet.com/sbuchholz1/6vjg3uxxe4dy/wish/326088852 Interest Grouping sbuchholz1 https://padlet.com/sbuchholz1/6vjg3uxxe4dy/wish/326550897 One good way to form interest groups is to administer surveys and use the results to determine where to place a student. A questionnaire could also be used to determine students interest when forming groups. This type of grouping world work well when assembling students for a group project or research assignment (Shalaway, & Opitz, 2019).
My fifth grade students complete a group project in social studies where they create a new culture. Each student is responsible for one culture universal (i.e. economics, religious belief, or family structure) for the culture they create. Prior to placing students in groups, they fill out an interest survey. Students rank which culture universal they are most interested in and give reasoning to why they have chosen their top three. I then use these interests to form the project groups and assign their culture universal. Using the surveys to group students help to form groups where students begin the project more engaged.

References
Shalaway, L., & Opitz, M.F. (2019). Organizing small groups: Do you know all the options?. Scholastic. Retrieved from https://www.scholastic.com/teachers/articles/teaching-content/organizing-small-groups-do-you-know-all-options/

]]> 2019-02-01 02:35:31 UTC https://padlet.com/sbuchholz1/6vjg3uxxe4dy/wish/326550897 Ability Grouping sbuchholz1 https://padlet.com/sbuchholz1/6vjg3uxxe4dy/wish/327004115 “Ability grouping refers to the grouping of students of the same ability or according to their demonstrated performance or readiness level” (Missett, Brunner, Callahan, Moon, & Azano, 2014, p. 248). Ability grouping can occur in different ways, within the classroom, across different classrooms, or across different grade levels. These groups should remain flexible so that students are in the group that best suits their current needs. Studies have shown that ability grouping allows teachers to target students’ needs and accelerate them faster when they are grouped by ability.
Ability grouping is ideal for intervention and enrichment. When there are concepts in a specific subject area that a small group of students are struggling with, I will pull a small group to reteach that concept. There are also times when students have mastered content ahead of their classmates. This is a time that an enrichment group would be pulled to work on a more advanced or higher level concept. These groups are not subject based because there are formed on an as needed bases. Ability groups are used to support students with the areas they need at the time. After the concept has been mastered or enriched, a new group will form when I see a need.

References
Missett, T.C., Brunner, M.M., Callahan, C.M., Moon, T.R., & Azano, A.P. (2014). Exploring teacher beliefs and use of acceleration, ability grouping, and formative assessment. Journal for the Education of the Gifted, 37(3), 245-268. Retrieved from http://eds.a.ebscohost.com.easydb.angelo.edu/eds/pdfviewer/pdfviewer?vid=9&sid=c9cce61f-1e8d-4391-8386-4dd47578892b%40sdc-v-sessmgr06

Shalaway, L., & Opitz, M.F. (2019). Organizing small groups: Do you know all the options?. Scholastic. Retrieved from https://www.scholastic.com/teachers/articles/teaching-content/organizing-small-groups-do-you-know-all-options/

]]> 2019-02-03 00:15:46 UTC https://padlet.com/sbuchholz1/6vjg3uxxe4dy/wish/327004115 Random Grouping sbuchholz1 https://padlet.com/sbuchholz1/6vjg3uxxe4dy/wish/327007813 Random grouping can be done in different ways. Students may draw cards and find people that match their card to form their group or find their partner. The teacher could number off students to form their groups or have them draw colored tiles out of a bag. These are all different ways that random groups can be formed. Random grouping is useful when the task does not require a more strategic kind of grouping (Shalaway, & Opitz, 2019).
Random grouping works well when students have a task to complete that is not academically rigorous. With such a diverse group of learners and students on behavior plans, I often need to be strategic when forming groups. Random grouping works well when we are doing community building activities, continuing discussions, or interactive review activities (i.e., Kahoot). The different ways of choosing the group can add an element of fun to the process.

References
Hodges, L.C. (2017). Ten research-based steps for effective group work. IDEA, University of Maryland. Retrieved from https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_65.pdf

]]> 2019-02-03 01:29:41 UTC https://padlet.com/sbuchholz1/6vjg3uxxe4dy/wish/327007813 Student Choice Grouping sbuchholz1 https://padlet.com/sbuchholz1/6vjg3uxxe4dy/wish/327008530 Student choice grouping allows student the freedom to choose who they will be working with (Shalaway, & Opitz, 2019). Student choice group should be formed after clear guidelines are set. Students should understand the difference in choosing a group or partner that will be successful to complete an academic task, verses a friend they want to hang out with. Students should choose a person or people that they can work well with, show self-control with, and collaborate with. This can be a harder concept for younger students and may take more time and guidance. There may be times the teacher has noticed that a group is unable to work together successfully, due to off-topic behavior, and needs to be disbanded (Hodges, 2017).
Any time I use student choice grouping, I review how to choose a functional group or partner. I also explain to students that if they do not make a choice that proves successful for all members, I reserve the right to adjust groups. Student choice gives the opportunity for my fifth graders to show they can make responsible decisions. I rarely use student choice for long term projects due to the large gap in academic abilities in my class. Student choice grouping will be used after students have completed independent math practice and want to collaborate with peers to see if they agree on the process and outcome. Student choice is also useful in writing when peer editing is needed. Sharing their writing with another person can be intimidating for some students. I find it works well if students can have a peer they feel more comfortable with reviewing and editing their work.

]]> 2019-02-03 01:49:55 UTC https://padlet.com/sbuchholz1/6vjg3uxxe4dy/wish/327008530