1. Ways to Assess Individuals During Group Work

2. Learning Targets Investigate strategies that promote individual accountability in group work. Discuss difficulties and advantages of group work. Make a plan to integrate one new practice into your instruction within the next few weeks.

3. Turn and talk using this sentence frame. One of the issues I have with group work is _______________________.

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

5. Gradual Release of Responsibility is Recursive Implementation is not a linear process – a possible path

6. “All for one and one for all.” Productive group work includes: Individual responsibility: Did I do what I am supposed to? Group responsibility: Did we as a group do what we are supposed to?

7. Which one is it? Group Work Clarifying beliefs, values, or ideas Goal is sharing not solving No accountability or group accountability Productive Group Work Consolidating understanding using argumentation Goal is resolving problems, reaching consensus, or identifying solutions Individual accountability

8. Engage and Interact

9. What’s the difference? Engagement vs. Interaction

10. Engagement to engage: to attract, hold fast, occupy attention of another or oneself en: to cause a person to be in…(a state, condition, place) gage: (archaic) a pledge, a challenge, deposit Spanish translation: ocupar Synonyms: captivate, charm, employ, enthrall, involve, join, practice

11. Interaction interact: to act one upon another, to have some effect on each other inter: among, between, mutually, reciprocally act: to do something, exert energy or force, produce an effect Spanish translation: relacionarse (interaction: acción recíproca) Synonyms: communicate, collaborate, cooperate, combine, connect

12. He’s engaged…

13. … they’re interacting.

14. What does it take to make a task engaging and interactive?

15. Enough background knowledge to have something to say. Enough background knowledge to have something to say.

16. Language support to know how to say it.

17. A topic of interest.

18. An authentic reason to interact.

19. Individual expectations and accountability for the interaction.

20. An established community of learners that encourage and support each other.

21. Understanding of the task.

22. How do you construct a task that is engaging and interactive ?

23. Turn and Talk: A successful group strategy I have tried is _______________________ _______________________ ______________________.

24. Productive Group Work with Individual Accountability Conversation Roundtable Collaborative Poster Walking Review Literature Circles Reciprocal Teaching Jigsaw Self-Assessment

25. Conversation Roundtable

26. Let’s Watch a Lesson! Make notes about what you observe on your Conversation Roundtable organizer. 1. What evidence is there that the group work was effective? 2. What evidence is there that students have individual accountability? http://www.youtube.com/watch?v=BVCBw05iM74&feature=plcp

27. Center Diamond Describe how the collaborative poster creates individual accountability.

28. Group Work Examples TTYPA (Turn to your partner and...) Think-Pair-SquareNovel Ideas Only Gallery WalkOpinion Stations/4 Corners

29. Examples with Sentence Frames

30. Gallery Walk Students out of their chairs! Active involvement Teams rotate around the classroom – Composing answers – Reflecting on other students’ comments Questions are posted on charts Sentence FRAMES can be used Share out at the end

31. 4 Corners Post signs in room that say: – “Strongly Agree,” “Agree”, “Disagree”, “Strongly Disagree” Display a statement - - have students move to a spot in the room that corresponds to their beliefs Students discuss in their corner or spot in the room and then to the whole class Post sentence frames in each corner Strongly Agree DisagreeStrongly Disagree Agree

32. Walking Review/Walk Around Surveys Variation: Settlers and Explorers Using a Bingo Board Pattern template to add questions about a recently studied topic. Students ask questions to classmates, collect information, and check off questions they feel they can answer individually. Bingo rows or the whole board can be checked off depending on time. Teachers can address unanswered questions.

33. Numbered Heads Together Each person at table assigned a number Question is posed Die is rolled Everyone prepares that numbered person to answer Die is rolled again to call on a table number Person at that table answers

34. Let’s Try Numbered Heads Together! Here is your question: Explain the differences between the strategies “Walk Around Survey” and “Walking Review” to your colleagues.

35. Let’s try it...

36. Reciprocal Teaching Student-directed groups Text is chunked in smaller parts Teacher or students can choose stopping points

37. Jigsaw Home Group Expert Group Home Group

38. Turn and Talk: What similarities do you notice between these three strategies? Literature Circles Reciprocal Teaching Jigsaw

39. Self-Assessment Focused on the Group and the Individual

40. Common Issues During Collaborative Learning Common IssueWhat to Remember/Do One student is doing all the work Plan for productive work Hold students accountable Use different colored markers Notebooks/practice sheets for different roles Task does not match purpose, modeling, and guided instruction Analyze lesson plan Check for alignment of lesson parts together Not preparing students for subsequent independent practice Analyze lesson plan Check for alignment of lesson parts together

41. Reference Frey, N., Fisher, D., & Everlove, S. (2009). Productive group work: How to engage students, build teamwork, and promote understanding. Alexandria, VA: Association for Supervision and Curriculum Development.

42. What is your next step? Reflection and Follow-up