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

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

Collaborative learning groups What it is What is isn’t

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.

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

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%

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%

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

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

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

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

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

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.

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

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

brainstorm WHY CLG?

Placemat consesus

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.

Collaborative learning groups What it is What is isn’t

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.