0. Increasing Student Belonging Using New Group Related Routines
Sandra DeSousa – San Jose State University
Kristin Spiegelberg – Cuyahoga Community College

1. Students feel socially tied to peers, faculty, and the course.
Primary Driver
(Drivers of the solution)
Productive
Persistence
Students believe they are capable of learning math.
Aim:
Students continue to put forth effort during challenges and when they do so they use effective strategies.
Students feel socially tied to peers, faculty, and the course.
Students believe the course has value.
Students have skills, habits and know-how to succeed in college setting.
Faculty and college support students’ skills and mindsets.

2. New Group Related Routines
As part of the Productive Persistence Subnetwork, we incorporated two group related routines into our classes last year. These new routines focus on increasing students’ sense of belonging.
Group Noticing
Group Role Routines
Group Role Cards
Group Participation Evaluations

3. Group Noticing Routine
P2 Subnet
Driver Diagram*
Primary
Drivers
Secondary
Drivers
Change
Ideas
Have routines for noticing attendance and participation.
AIM:
Students will improve on attendance, pass, and persist rates
Students feel they are a necessary and important part of the classroom community.
Group Noticing Routine
Group Role Routines
Create expectations for classroom collaboration that is productive and involves all students.
Measures:
Weekly attendance
Pass rates
Persistence rates

4. Group Noticing Routine
Groups Exchange Contact Information
Attendance Taken in Groups
Students create team names
Students are given the responsibility to report group member absences each day
Students Contact Absent Group Members
Absent students are contacted by teammates and given information about what was done in class
Students are told that they were missed, and that it is hoped they will attend the next class session
Median attendance was 85%

5. Group Noticing Routine

6. Group Noticing Routine

7. “The classroom group work made me feel more comfortable in class because it allowed us to work side by side, helping each other along the way. Many minds working together…brilliant!” Spring 2013 Quantway student

8. Group Role Routines Group Role Cards Group Participation Evaluations
Problem: Students were not working effectively/efficiently in their groups
Solution: Students were given Role Cards explaining the responsibilities of each role as well as assessment criteria
Group Participation Evaluations
Problem: Student attendance and class participation were low
Solution: Students were assessed by fellow group members based on their group involvement each day

9. Group Role Card Routine
Group Role Cards
We slightly modified the names/descriptions of the existing group roles as an extension of the Working in Groups Productive Persistence lesson in Section 1.1.1
Reminding students of their group role and associated responsibilities multiple times a day started to distract from the lessons
Making Role Cards for each student to have in front of them each day made the groups function more efficiently and effectively

10. Group Role Cards – Facilitator
Facilitator – Your responsibilities include:
Initiate discussion on lesson by asking for input or questions.
Keep group on task.
Evaluate participation for your group members at the end of class.
Be active in group discussions by:
Ask and answer questions
Suggest ideas and/or explain concepts
Scoring - Here’s how you should score yourself as Facilitator:
Excellent: 4-5 of the above are done well.
Satisfactory: 2-3 of the above are done well.
Needs Improvement: 0-1 of the above done well.

11. Group Role Cards – Monitor
Monitor – Your responsibilities include:
Review all group members’ roles and responsibilities each day.
Question group members understanding of responses before moving on.
Keep track of time and inform the group when time is running out.
Be active in group discussions by:
Ask and answer questions
Suggest ideas and/or explain concepts
Scoring - Here’s how you should score the Monitor:
Excellent: 4-5 of the above are done well.
Satisfactory: 2-3 of the above are done well.
Needs Improvement: 0-1 of the above done well.

12. Group Role Cards – Recorder
Recorder – Your responsibilities include:
Write down your group’s responses for questions discussed.
Write down notes from the instructor.
Review all group members’ responses and notes for completeness.
Be active in group discussions by:
Ask and answer questions
Suggest ideas and/or explain concepts
Scoring - Here’s how you should score the Recorder:
Excellent: 4-5 of the above are done well.
Satisfactory: 2-3 of the above are done well.
Needs Improvement: 0-1 of the above done well.

13. Group Role Cards - Liaison/Presenter
 Liaison/Presenter – Your responsibilities include:
Present your group’s responses.
Discuss responses and/or questions with other groups.
Discuss group work with instructor.
Be active in group discussions by:
Ask and answer questions
Suggest ideas and/or explain concepts
Scoring - Here’s how you should score the Liaison:
Excellent: 4-5 of the above are done well.
Satisfactory: 2-3 of the above are done well.
Needs Improvement: 0-1 of the above done well.

14. Participation Evaluation Routine
Participation Evaluations
Facilitators evaluate fellow group members each day based on the criteria on the Group Role Cards
Groups were changed each Module
Individual group roles were changed each day
Participation scores counted as 10% of overall grade
Achieved an overall attendance of over 90% for the 3 sections of Statway at SJSU in Fall '12

15. Participation Evaluation Scoring Sheet
Daily Participation Evaluation Sheet
Place an X in the appropriate column for each group member.
DATE
GROUP 1
Role
Name
EXC
AVG NI
ABS
FAC
MON
REC
L/P

16. Participation Evaluation Scoring Rubric
Facilitator: Initiate group discussion
(FAC) Keep group on track
3. Evaluate participation
Monitor: Review Roles and responsibilities
(MON) Question group understanding before moving on
3. Keep track of time
Recorder: 1. Write down group responses
(REC) Write down instructor notes
3. Review groups notes/responses for completeness
Liaison/Presenter: 1. Presents group’s responses
(L/P) Discuss responses and/or ask questions of other groups
3. Discuss group work with instructor
All Roles – Be active in group discussions by: Ask & answer questions
Suggest ideas and/or explain/concepts

17. Faculty Experiences
Sandy - I saw such great results in Statway using the group role routines, so I implemented it in other classes I teach because of the sense of community it brings to the classroom .
Kristin - After a few weeks of using the group noticing routine in my Quantway class, students were contacting each other regularly, forming study groups outside of class, and expressing concern about teammate absences. I have never seen a greater sense of community in any class I've taught.

18. Questions and Answers