1. Productive Group Work Amanda Robustelli-Price

2. Workshop Outline TopicModel Group Structure Anchor activity / warm-up / notes Anchor activity / warm-up / notes (p. 1) Team building / classroom management Choosing groupsThree-way interview Conditions for group workConsensus conclusion Group work structuresNumbered heads together Review / personalizationJigsaw Why group work?

3. Why group work? “Cooperative learning promotes higher achievement than competitive and individualistic learning structures across all ages, school areas, and almost all tasks.” – Spencer Kagan, Cooperative Learning 21 st century skills Lower affective filter Student engagement Student to student talk Improved classroom culture

4. Anchor activity / warm-up / notes (p. 1) What are your goals for this session? What are your current practices for group work in the classroom? Team building What did you have for breakfast? How do you feel about group work? Classroom management Double clap for attention Anchor activity MODEL STRUCTURE

5. Choosing groups Groups of 4 Heterogeneous home groups Random grouping for shorter activities Hair color Height Buttons Interests Learner profile / learning preference Three-way interview Person 1 interviews person 2 while Person 3 interviews person 4 REVERSE 1.Person 1 shares to the entire group 2.Person 2 shares to the entire group 3.Person 3 shares to the entire group 4.Person 4 shares to the entire group Interview questions 1.How have you chosen home groups? 2.What changes will you make to classroom practice based on this information? MODEL STRUCTURE

6. Conditions for group work Build class culture with team-building activities Positive interdependence Individual accountability Management routines Group work rubric Signal for attention Anchor activities Consensus Conclusion 1.Complete the first two items together 2.Complete the last three alone 3.Take turns reviewing the answers; you all must agree before moving on. (Person 1 leads the discussion for #3, person 2 leads the discussion for #4, person 3 leads the discussion for #5). MODEL STRUCTURE Conditions for group work 1.What are three conditions for group work? 2.What types of routines are useful for group work? 3.What is the most important condition for group work? (It could be something listed or your own opinion.) 4.How can you envision modifying the group work rubric to use with your students? 5.What are three different signals you can use for attention?

7. Group work structures Three-way interview Consensus conclusion Numbered heads together Jigsaw Numbered heads together 1.Answer questions alone 2.Review the answers as a group of four 3.Each person in the group chooses a number from 1-4; the teacher calls a different number each time 4.Students reflect on learning Questions 1.What are the parts of a three-way interview? 2.What are the steps in consensus conclusion? 3.What are two benefits of the game “numbered heads together?” 4.What are two important things to remember about productive group work? MODEL STRUCTURE

8. Review / personalization 1.Review your goals on page 1. 2.Review the entire workshop (jigsaw activity). Jigsaw 1.Vertical 2.Horizontal Three important pieces of information. MODEL STRUCTURE 1. Anchor activities / team building 2. Choosing groups 3. Conditions for group work 4. Group work structures

9. Group work rubric