1. Collaborative Learning Groups
For Enrichment and intervention
Kristin Pryor and Mike Haase
Vandegrift high school

2. Stand up, Hand up, pair up Stand up and push your chair in
Find someone in the room who you don’t know
Share your name, where you work, and what you do
Determine who has the shiniest shoes (you are partner a)
Partner a, share with partner b how you usually group students in your classroom.
When partner a is done, partner b share the same information

3. Collaborative learning groups
What it is
What is isn’t

4. Responsibility to students
By allowing students to self-select their groups we do them a huge dis-service…
Most students will stay comfortable with their friends
Some students have trouble with social connections and can’t navigate self selection
Comfort leads to complacence. In order to create high functioning workers, we must create an atmosphere of slight discomfort.

5. Grouping your students
Student Name
8th Grade Math
8th Grade Reading
Student 1
74%
Meets
70%
Approaching
Student 2
No data
Student 3
69%
86%
Masters
Student 4
80%
Student 5
79%
Student 6
62%
50%
Does not Meet
Student 7
55%
68%
Student 8

6. Student Name
8th Grade Math
8th Grade Reading
Student 21
45%
Does not meet
34%
Student 19
Approaching
50%
Does not Meet
Student 29
46%
52%
Student 16
48%
57%
Student 27
61%
Student 7
55%
68%
Student 12
73%
Student 6
62%
Student 23
64%
Student 18
Student 26
67%

7. Student Name
8th Grade Math
8th Grade Reading
BOY
Student 21
45%
Does not meet
34%
37%
Student 19
Approaching
50%
Does not Meet
42%
Student 29
46%
52%
Student 16
48%
57%
47%
Student 27
61%
82%
Student 7
55%
68%
Student 12
73%
58%
Student 6
62%
Student 23
64%
Student 18
65%
Student 26
67%
75%

8. No tests for 8th. Data from 7th 72% 15
Student Name
math
Read
BOY
STARR
Student 21
55%
Approaching
34%
Does not meet
Retook test for 55
37% 1
Student 19
45%
50%
Does not Meet
42% 2
Student 6
62% 8 3
Student 29
46%
52% 4
Student 27
48%
61% 5
Student 16
57%
47% 6
Student 9
No data 27 7
Student 7
68%
Student 12
73%
58% 9
Student 23
64% 10
Student 22 28 11
Student 18
65% 12
Student 20
79%
Meets 18 13
Student 1
74%
70% 14
Student 10
90%
Masters
No tests for 8th. Data from 7th
72% 15

9. Diamonds
Spades
Group 1
Student 21
55%
Approaching
34%
Does not meet
Student 8
74%
Meets
68%
Group 2
Student 19
45%
50%
Does not Meet
Student 17
79%
80%
Group3
Student 6
62%
Student 14
No Data
Group4
Student 29
46%
52%
Student 26
67%
73%
Group5
Student 27
48%
61%
Student 4
Group6
Student 16
57%
Student 15
66%
Group7
Student 9
No data
Student 5
86%
Masters

10. Diamonds
Spades
Hearts
Clubs
Group 1
Student 21
Student 8
Student 7
Student 11
Group 2
Student 19
Student 17
Student 12
Student 3
Group3
Student 6
Student 14
Student 23
Student 30
Group4
Student 29
Student 26
Student 22
Student 24
Group5
Student 27
Student 4
Student 18
Student 2
Group6
Student 16
Student 15
Student 20
Student 28
Group7
Student 9
Student 5
Student 1
Student 13
Group8
Student 10
Student 25

11. Organizing where they sit
Group 3
Student 6
Student 14
Student 23
Student 30

12. Ok, they are in Groups, now what?
Student 6
Student 14
Student 23
Student 30
Group checks for understanding
Group tutoring
Expert groups
Teacher intervention in expert groups
Rigor and complexity of task for other students

13. Expert groups--Article
From Educational Leadership,
Making cooperative learning powerful by Robert E. Slavin
All spades read section 1. form interdependent teams and 2. set group goals
All clubs read section 3. ensure individual accountability
All hearts read section 4
All diamonds read section 5
When you are done reading, discuss with your group what is being said in this section and determine what important information needs to be communicated back to the rest of your group.

14. What are the functions of a group? From Kagan Cooperative learning
Interpersonal functions
Class Culture building
Teambuilding
Social skills
Communication skills
Decision making
These are tough in comfortable groups
Academic functions
Knowledge building
Procedure learning
Processing information
Thinking skills
Presenting information
Utilizing groups for re-enforcing and practicing new learning

15. When using groups, what must you plan for?
Positive interdependence
Individual accountability
Equal participation
Simultaneous interaction
From Kagan Cooperative learning

16. brainstorm
WHY
CLG?

17. Placemat consesus

18. Placemat consensus
Write down your ideas of why you should use collaborative learning groups in your section of the placemat
When everyone is done writing, each person shares their ideas with the group
The group comes to consensus as to what ideas are common among everyone in the group.
Those ideas are written in the center circle.

19. Collaborative learning groups
What it is
What is isn’t

20. Things to think about
Do you ever wonder why the second or third class you teach, is always better than the first?
Did you know that the person doing the most talking is the one who is also doing the most learning?
The most effective teachers do most of their work before a student walks in to their classroom. While in the classroom, students do the lion’s share of the work.
The time to intervene is when a student is learning. Great teachers anticipate student misunderstanding and mitigate those with well though out interventions/opportunity for reteach.
“I taught it, they just didn’t get it” is not acceptable when a student fails. We are responsible for all students. Not just the gifted and/or motivated ones.