Collaborative Support Groups

Why CSGs?  Learners:  work from one another's strengths for understanding concepts.  need to grapple with new information on their own - in the school setting  must be able to clarify what they do not understand  must share their understandings with other learners to glean their explanations of the concepts  must be able to internalize the new information so they are able to explain it to someone else.

The Top 10 Characteristics of the Ideal Facilitator  Report to the STAE elective class on time and prepared to work  Show initiative by doing what needs to be done without waiting on the school  Are well-groomed and dress appropriately  Treat students, fellow tutors, teachers, and school personnel with respect  Have good communication skills  Are eager to learn about their position and are open to new perspectives  Collaborate with STAE teachers, students, and other tutors  Do quality work  Are knowledgeable about and understand district policies and procedures  Are knowledgeable about the STAE program and its mission, philosophy, and methodologies

STAE’s CSG Schedule FirstSemesterSecondSemester DaysTutorsDaysTutors Tuesday/ Thursday Monday/ Wednesday Monday/ Wednesday Monday/ Friday

Steps in the Collaborative Study Group Process  The CSG process has been divided into three parts – before the CSG, during the CSG, and after the CSG. These three parts provide a framework for the ten steps needed to take place to create effective and collaborative study groups.

Before the Collaborative Study Group… “Step One Begins with You” 1. Students take Cornell Notes in their academic classes Review class notes Write a summary for each section of notes Write higher-level questions based on notes

Before the Collaborative Study Group… 2. For homework the night before CSG, students identify a class in which they are struggling/getting low grades and write higher-level questions from assigned work They record these on the CSG form.

Before the Collaborative Study Group… 3. As students enter the room, the CSG forms are collected. Students should have resources as well.

During the Collaborative Study Group… 4. Students are placed in collaborative support groups.

During the Collaborative Study Group… 5. Student presenter writes a higher-level question on the board.  Students state what they know or why they need assistance  The group asks leveled questions to assist  Student presenter should begin to make sense of the question and records the steps/solution and communicate to the other members  Group members take notes from the board on their CSG forms

During the Collaborative Study Group… 6. Steps five and six are repeated for remaining group members. If time runs out, try to make sure these students present first during the next tutorial session.

After the Collaborative Study Group… 7. Following the tutorial session, all students write a reflection on their learning (content and/or process) on the CSG form. If time permits, students can share their reflections with a partner, the group, or the whole class.

During the Collaborative Study Group… 8. At the end of the session, students turn in the CSG form to the tutor/teacher for grading and feedback. The grade is based on levels of questions, resources, participation, Cornell notes on presenters’ questions, and reflection.

During the Collaborative Study Group… 9.Teacher/tutor/students collaborate to debrief the tutorial. Students then take what they have learned (solutions to their questions) back to their content area classes to verify their learning.

Binders! Binders! Binders! One of the most important tools for academic success is a neat, complete, and organized binder.  Calendar/planner  Blank paper  Subjects/Divisions:  Cornell notes/handouts in dated order  Returned assignments, quizzes, and tests

Help for Binders… Require students to use one binder for all teachers  Folders /notebooks can be added if necessary  Punch holes in handouts, tests, etc. for easy handling  Require last names, dates, class period, and a proper heading  Give periodic binder/section checks Try an “Interactive Notebook”  Table of Contents  Notes  Handouts

In Closing… The goal of collaborative support groups is for students to focus questions on the academic classes in which they need the most support from their peers to make connections and to deepen understanding.