Collaborative Learning

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Nancy Frey and Doug Fisher San Diego State University

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Presentation transcript:

Collaborative Learning

TEACHER RESPONSIBILITY Focused Instruction “I do it” Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works (c) Frey & Fisher, 2008

Comprehension and Collaboration 1. Prepare for and participate in collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.

K-2 Features Following the rules of discussion Moving from participation to turn taking Sustaining discussion through questioning Adult support MM: For slides 40-45 we are wondering about providing the grade specific language of the standards before having them read the standard across?

3-5 Features Preparation for discussion Yielding and gaining the floor Posing and responding to questions From explaining own ideas to explaining the ideas of others

6-8 Features Using evidence to probe and reflect Collegial discussions include goals and deadlines Questions connect ideas from several speakers Acknowledge new information

9-10 Features Use prepared research in discussion Voting, consensus, and decision making Ensure hearing full range of opinions or options Summarize and synthesize points of disagreement

11-12 Features Civil, democratic discussions Questions probe reasoning and evidence Resolving contradictions Determine what additional info is needed

Talk occurs on grade level topics, texts, and issues.

The teacher designs meaningful experiences and outcomes aligned with the established purpose.

www.fisherandfrey.com

Quality Indicator #1 Complexity of Task: The task is a novel application of a grade-level appropriate concept and is designed so that the outcome is not guaranteed (a chance for productive failure exists).

Quality Indicator #2 Joint attention to tasks or materials Students are interacting with one another to build each other’s knowledge. Outward indicators include body language and movement associated with meaningful conversations, and shared visual gaze on materials.

Quality Indicator #3 Argumentation not arguing: Student use accountable talk to persuade, provide evidence, ask questions of one another, and disagree without being disagreeable.

Quality Indicator #4 Language support: Written, verbal, teacher, and peer supports are available to boost academic language usage.

Quality Indicator #5 Grouping: Small groups of 2-5 students are purposefully constructed to maximize individual strengths without magnifying areas of needs (heterogeneous grouping).

Quality Indicator #6 Teacher role: What is the teacher doing while productive group work is occurring?

Purpose of Collaborative Learning Students work together using academic language to discover information.

Which Is It? Group Work Productive Group Work Interaction Interaction Academic language practice and development Clarifying beliefs, values, or ideas Goal is sharing, not solving No accountability or group accountability Interaction Academic language practice and development Consolidating understanding using argumentation Goal is resolving problems, reaching consensus, or identifying solutions Individual accountability

Group Work Examples Busy Bee TTYPA Think-Pair-Square Carousel Novel Ideas Only Opinion Stations Others?

Productive Group Work Examples Conversation Roundtable Numbered Heads Together Book clubs Jigsaw Walking Review Collaborative Poster ReQuest December 3rd

Getting Started with Collaborative Learning

Thank you!