After students have had time to interact with the content through the focus lesson and/or guided learning, teachers should make a plan for students to interact with familiar content and tasks with one another through student collaboration. The key to successful collaboration is simple. Each student must work together and learn from together but be responsible for creating an independent product as a result of collaboration with his peers. “When collaborative learning is done right, our experience suggests that it is during this phase of instruction that students consolidate their thinking and understanding.” (Fisher, Frey. 2008) By negotiating their understanding with one another, students further synthesize their own understanding while simultaneously reinforcing the learning of their peers.
To make collaborative learning successful, teachers should create learning situations that help students think through ideas, answer challenging questions, identify multiple ways to solve the same problem, and teach one another about the content. Furthermore, collaborative activities scaffold learning for students by offering structures that help collaborative groups not only engage in learning but remain cognitively engaged. To engage students cognitively, teachers ensure that collaborative learning tasks require students to demonstrate their learning to one another so that students can be prepared to apply what they are learning through collaboration to independent learning tasks.
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Engagement Activity
|
Description
| Questions | Content | Time Frame |
| How are challenging questions provided and responded to? | What content is addressed? | How long should the activity take? | ||
| Collaborative Groups | Activity that allows students to interact with familiar content through collaboration with peers while teacher provides on-going support to groups or individuals who struggle. | Provided to or created by the group. | Content that students can handle independent of teacher. | 1-10 minutes (depending on the requirements of the activity) |
Reflection Task
Share a successful practice of how you group students and set expectations for collaborative groups to ensure that students work together and learn the content more deeply?
My students are learning how to do Suduko puzzles with pictures of their spelling words. I am teaching the concept in class and my students are working in groups to put the pictures in the correct place. If a student puts a picture in the wrong place the other students have to explain to them why it is in the wrong place.
ReplyDeleteSuduko is a great way to begin teaching problem solving skills!
DeleteWe do History Escape Rooms. In these activities my students have to collaborate with the people in their group to solve the puzzle. I have an app on my phone "Sticks" that form random groups. This way the students learn to work with all types of people.
DeleteStudents in the Word Work (language arts) station monitor each other. If a student sorts a card incorrectly, one of the students who catches the error explains why. It's amazing how much kids understand when concepts are explained by their peers!
ReplyDeleteJudy, I really enjoy observing your students in their stations. The Word Work station is a GREAT example of collaborative learning. Your kids do a wonderful job working together to solve problems.
DeleteWhen we study economic systems, we perform a simulation that will immerse students into that particular system. After a teacher-led discussion about the different economic systems we then break into groups that I assign. These groups are created by skills, learning style, and personality. We then complete 3 rounds of a simulation where the groups must make bracelets, necklaces, or rings based on the manufacturing directions and instructions. This takes one period to complete, and the next day we follow up with what we did, what we learned, and what we could have done differently to make more product. We get to see the strengths and weaknesses in all the economic systems. This simulation goes beyond the content being learned. ; it the use requires effective communication, students learning how to use the skills they have to contribute to the greater good of the team, and it teaches them how a it takes a team to divide the tasks at-hand to multiply the end result.
ReplyDeleteWhen I taught accounting, I also used simulation projects / collaborative learning. Students working together and solving problems made a big impact on retention of information.
DeleteI have students work on test reviews in small groups. This allows them to teach each other and to get help if they are stuck on a question. They have discussions in their groups about why they worked the problem a certain way and compare different approaches.
ReplyDeleteAnother way they work on test reviews is as a whole class. Students take turns volunteering to go to the Smart Board to work a problem and explain how they worked it. If someone asks the worker a question they explain their process to that student. This allows students a chance for leadership and a chance to see a different point of view.
Students often struggle with staying on task during collaborative learning settings. One way to combat that problem is by assigning roles for each member. Each person has a specific responsibility for which they’re accountable. It also allows students to highlight their strengths. Illustrator, presenter, annotater, reader, etc. are a few options we’ve used. I’ve found students often take more ownership in an activity when they’re able to be most useful to the group.
ReplyDeleteIn my ELAR classes - I also assigned the task of "time keeper" for students who would tend to be "off task" - watching the clock helped keep them focused!
DeleteOnce I have introduced/reviewed our content during our focus lesson for the morning, I review all of the work that the students will be doing in each collaborative center. From there, my students move into their centers and begin working together(at a whisper level. :-)) While I am at my guided reading table working with a small group, it is neat to hear my other students collaborating and helping each other out. (Whether it is at their Word Work, Work on Writing, Reading, Comprehension, Etc. Station)
ReplyDeleteScarlett, this sounds very similar to what our teachers at Primary do during their Guided Reading time each day. I love that you review the work that the students will be doing in their collaborative centers before you send the students to them. Students need to know what is expected of them in those centers or that time often becomes wasted.
DeleteScarlett, setting your expectations at each collaborative center is so important. I love to visit your room as you do a wonderful job setting the stage for collaborative learning. It is truly evidenced by the "whisper levels" of 5 stations working simultaneously.
DeleteEach unit in Science we do a Kesler Lab that reinforces the Teks and allow struggling students another opportunity to get it. These labs are done in small groups. If someone is struggling, a stronger student is there to help them. They teach each other. The students really enjoy this!
ReplyDeleteScience teachers are helping reinforce Math skills before the staar test. We are doing escape room math. They must help each other to get out of that room into another by having the correct answers. If one answer in wrong out of 4, they must go back and figure out where they went wrong. It does not tell them which problem/problems are wrong. The first group to get out of the escape room (with their work shown on the problems) gets the prize. They are enjoying it!
This is Nina Snow
DeleteKesler is a great resource for science -- if you haven't - check out their blog. There are a lot of good collaborative learning examples - the "Escape Room" looks like it would be fun for the students.
DeleteStudents are loving the Escape Room! There's so much learning when students are talking and working with each other. Keep up the good work!
DeleteI allow students to work in groups on their daily assignments. I have found that students can phrase the daily lesson in a different way. Sometimes using a different approach helps students understand the lesson. It does not matter to me how a student learns the objective, the important thing is that they learned it.
ReplyDeleteComing from a medical background, I have always taught the way I was taught: see one, do one, teach one. In class, I introduce the content topic and ask students to comment on what they know about the content (or think they know). We then discuss content as a whole group prior to dividing into groups for lab. The students then read the lab in their groups, ask questions if there any about procedures, and then perform the lab. The student groups then discuss the data that results with their lab partners. Each student then writes a report along with questions they answer independently. The class then meets again as a whole and I ask similar questions to the ones asked at the beginning and listen again for any misconceptions. Students that still have a misunderstanding or misconception are placed with a student that understands and that student gets to "teach" the concept. I monitor the groups and the student teaching to ensure correct information. Students often have a way of explaining content that helps others understand.
ReplyDeleteAfter the content is covered, the next days warm-up questions pertain to the content that was just covered. A week or so later, I ask them a questions relating to the subject matter having them explain/illustrate how the learned content could affect what we are currently covering. The students also have "Throw-back Thursdays" in which they can be asked a question that relates to content that has already been covered. Submitted by: J.Schneider
Jacqueline Schneider
DeleteThis week my second grade students have started learning about pictographs. My students are working in groups to create their own pictograph, as well as coming up with questions about the graph. Each student in the group has a "job" so that one person is not doing all of the work for the group. Each student is also responsible for comping up with one question about the graph. Coming up with a question is usually the most challenging part of the graph, but when they have their peers to collaborate with, it makes it a little easier for them to come up with a question because they can see each others ideas and words that they used.
ReplyDeleteJamie, assigning each member of the collaborative group a task is so important. This will allow equal representation among peers. Working together to create questions about each graph will inspire hesitant students to contribute to the group. GREAT job!
DeleteAgain, this is where Science classes have it made. Our students have to work collaboratively every time we do a lab investigation. My favorite labs are the ones where I don’t really give instructions to the students. These are the most frustrating to the kids but it’s the engineering process at work! Just like in apollo 13 where the engineers on the ground has to build the CO2 scrubber using only what the astronauts had on board!! Thinking at its finest!
ReplyDeleteLab time is always a favorite of students - collaborative learning at its finest!
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ReplyDeleteThis week we are working on measurement in math. In kinder we focus on nonstandard and comparative measurement. After our discussion on length, and a short clip from Sid the Science Kid I gave each table a black piece of yarn and each student a blue piece of yarn of various lengths. The students worked with their table to compare the pieces of string. The black yarn was what they use to compare against. As I monitored I noticed they were also comparing their blue yarn with the others at the table. We are really discussing using vocabulary such as "longer than" and "shorter than" to justify our answers. The students talked about it together, discussed why using correct vocabulary and enjoyed learning with friends.
ReplyDeleteAfter discussion we practiced independently by using strips of paper and cutting them in 2 pieces that were NOT equal and sorting them on a sheet titled Shorter or Longer.
This is a great activity Melissa! I think it is so important that we "guide" students to use the vocabulary we've been teaching as they are having conversations with their peers.
DeleteI'm sure they really enjoyed this. I'm going to steal your idea :)
DeleteOnce upon a time, I had a student who hated collaborative work--everyone was mean to her, she didn't like them, she didn't see why she couldn't work alone. It got to the point that no one wanted her in their group. In desperation, I came up with a very short rubric. I made 4 spaces--one for each group member. In each space I wrote 3 questions: did this person listen, did this person talk, did this person help someone understand. Each person in the group graded themselves and their group members. I gathered the papers, clipped the notes, and had discussions with folks who averaged a score that was less than 85%--and assessed a grade for their work. I reserved the right, by the way, to adjust a score up or down based upon my observations. It made all the difference in the world in the attitudes within the groups. It also helped the kids stay focused on the task at hand. It stopped the 'one person does it all' issue. I found that just the clarity of expectations was all that it took to get the groups to work well together.
ReplyDeleteI used this, too! It was a great way to hold everyone in the group accountable.
DeleteI give my first graders the opportunity to participate in collaborative centers each day while Doing my guided reading groups. The children are encouraged to discuss/ review/ and work together to solve word problems/ create stories and illustrate them/ do sight word “word work” / or examine science TEKS up close. I love walking around my room and listening to the children teach each other... sometimes my higher level learners can say things in a different way so that my struggleing students “get it”
ReplyDeleteCollaborative groups allow me to focus on my guided reading while my other students continue to learn on their own. I spend several weeks at the beginning of the year modeling the way I want my children to participate in these groups. This is a big part of my reading time!
I'm so glad that you mentioned the modeling that you do at the beginning of the year! The time you spend modeling your expectations is crucial. I also love to see the peer tutoring that takes place within collaborative learning groups.
DeleteIn 2nd grade Math, we do collaborative learning each week in our Hands On rotation. After teaching our lesson, we break into groups and 5 children will go to hands on learning. In this rotation, I have games that go over our TEKS for the week but they also have review games from TEKS that have been previously taught. They use flash cards, laminated games, white boards, and dry erase markers to practice these different skills. I normally try to do my rotations when Mrs. Bailey is in our classroom because she is there to assist while I am working at my teacher table with another group.
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DeleteObserving these kiddos problem solve together through creative lessons and activities is a highlight of my day!!
DeleteLeading up to the STAAR test, we did multiple activities to review all the different sections of the test. Several teachers in our department did "centers" while others broke students into groups to correct benchmarks, improve essays, etc. They key was to give specific roles and objectives so that they had a clear direction to follow. Sometimes students can explain things to each other in language that is more meaningful than how a teacher would say it. This is Kim Horton. CHS
ReplyDeleteI agree, Kim - kids do have their own lingo that is more meaningful than how a teacher would say it - and having "centers" in secondary is a great way for kids to collaborate. I'm sure you and your department's hard work with the students will pay off when the scores roll in!
DeleteI love collaborative learning! Students are given the opportunity to express themselves and work on social skills in the classroom through collaborative learning activities. I group students in a variety of ways (usually groups of 3-4). Students improve their understanding of an objective from ideas, skills, & different resources shared in these learning groups with one another. Here are a few ways that I use collaborative learning: group discussion, reviewing for quizzes, & "real life" problem-based activities all assist in helping students prepare for what is being currently discussed/covered, their future in school, but also their future in the workforce too.
ReplyDeleteIn my Kindergarten class, the students work collaboratively each day during learning stations. Once a concept has been introduced, then an activity is put in learning stations to reinforce the concept and extend the students learning. One station that I have enjoyed watching this week is math. The students are using linking cubes to measure length and height of different items around the room. There has been lots of collaboration as they compare their cube towers based on what they have measured.
ReplyDeleteI also enjoy watching this math concept in action! Seeing the kids manipulate non-standard units of measurement to compare the lengths/heights of objects is always fun! I love listening to their conversations!
DeleteLast week my students played a game that was a review of expository text skills. I assigned each student to a team. Each team was given expository task card with text and three questions. As the teams got the questions correct they were allowed to fill in a square for Tic Tac Booyah . When time is up the most tic tacs win a prize. I loved watching my student work together to figure out the correct answers. STAAR practice questions, and they did not even care because they were having a blast!!!!
ReplyDeleteI really enjoyed watching this lesson from Jill Smith. You could immediately tell when walking into the room that the students were engaged and working as a team! Junior High kids can quickly become restless and any opportunity to pair and learn with other students is a win/win. Some of Ms.Smith's students had been "tricked" into learning!
DeleteI definitely do this more in my beginner classes than I do in my 8th grade band, however, because of the students' experinces with collaborative learning in 6th grade, they tend to lean on each other for help in their middle school years. I love doing this with band because sometimes the student that has completely grasped a concept can use words based on their own experiences that will connect more easily with their peers than the words I use. I will usually allow students to work in pairs once a week or so, for about 3-5 minutes. We may be working on scales, or learning to play over the break on the clarinet, or learning a particularly challenging passage of music, there are just so many conepts this works for. The classroom can seem kinda chaotic during this time, but I love to see them help each other and cheer one another on as they finally get it! They also do this some with their rhythm counting bell ringers. In middle school band one of my favorite things is to see 1st chair helping and encouraging last chair. This builds the confidence of both students while also bridging the gap in knowledge and capability throughout each section in the band.
ReplyDeleteEach day students work with partners in learning centers while I work with a reading group. Centers change every two-three weeks. After rotating through the centers after each group has completed each center at least once. I also have an 'Ask 3, then me' rule while I'm working with a group to minimize interruptions. If the 3 people they ask do not know how to explain the center, then they may come to me. On Friday afternoons after testing, students work together in collaborative groups on STEM activities such as lego and different type blocks, playdough and sticks to make 3-D shapes, and interlocking shapes. Sometimes they must use a photograph of a vehicle or building structure to recreate with a manipulative. Sometimes they must use magnets to discover what is magnetic or not magnectic or sort pictures of Oviparous or Not Oviparous animals. These are just a few ways I incorporate collaborative learning within the classroom.
ReplyDeleteLove the "Ask 3 then me" I may try that with mine!
DeleteI think the "Ask 3, then Me" is an AWESOME idea...This encourages collaboration and allows you to remain focused on your small group instruction. Super!
DeleteToo often we think collaborative learning is a big deal that requires a lot of time. My rule of thumb is 10:1. For every 10 minutes that we talk, students need 1 minute to "TURN AND TALK". This strategy works well during a focus lesson that may require a lot more teacher led instruction. For younger students the ratio works better at a 5:1 ratio.
ReplyDeleteCollaborative learning takes place in learning work stations. Students are grouped in such a way that one may lead the other through concepts that could be challenging. I have a Writers Workshop station, Word Building station, Library station, Listening station, Math station, Science & Social Studies station and Computer Station. Each Station has activities to support concepts that we have covered. Work Stations provide students an opportunity to better develop understanding, have fun with a concept and/or help a friend gain knowledge.
ReplyDeleteYou do a great job of grouping your students in a way that all participants take an active role in the learning. I love watching them work together towards a common goal!
DeleteMy classes do a lot of collaborative work as theatre is a collaborative subject. The next major collaborative project will do is writing a Greek tragedy, costuming it, and performing it. The groups choose a fairy tale and write their own prologue, episode 1 and episode 2 that follows the story of the fairy tale in dialogue form; they write a choral ode 1 and choral ode 2 in rhyme that summarize the two episodes and then write a epilogue. The groups do all of this on their own once we discuss the form of a Greek tragedy, then they make character masks that represent the characters in an abstract way, then memorize the play and perform it for the class. This is one of the best and most extensive collaborative learning units I have, it uses new information and all knowledge learned up to this point and lets me see how the students can synthesize all their knowledge and work together. Its one of my favorite units and the students end up liking it a lot as well.
ReplyDeleteDonna, this type of collaboration energizes creativity in students who otherwise would not participate. Sounds like a lot of fun, too!
Delete"Hats off" to the elementary teachers because they have mastered the art of "centers/groups/cooperative learning while being able to manage an entire group of students who remain engaged. As a secondary teacher, I would love to visit an elementary class just to observe and implement their expertise in this area.
ReplyDeleteAs a high school teacher, I do use cooperative learning groups for small group discussions/questions/STAAR Station Rotation, etc. However, each group has a facilitator who leads the group and is responsible for keeping the group focused on the task at hand. I also utilize different room arrangements in order for students to work with partners, instead of small groups.
I enjoyed observing in your classroom when I was at the high school. I remember on several occasions you having collaborative groups working in your classroom....a lyrics project comes to mind! Lots of GREAT conversations!
DeleteThis week in my Kindergarten class, we got to enjoy collaborative learning through a dramatic play zoo that my class and Mrs. Alexander's class completely designed. They got to choose different jobs in the zoo each day. These jobs include: zookeeper, visitor, and guide. In the previous week, the students in both classes collaboratively designed each component of the zoo from the exhibits to the zoo map. Their creativity amazed me! I absolutely loved seeing these mixed groups (different ability levels and different classes) work together to make this zoo their own.
ReplyDeleteThis was truly a sight to see! I totally enjoyed watching the kids work collaboratively on their zoo exhibits! This was an awesome culminating activity to your science lesson!
DeleteLove it when teachers collaborate!
DeleteCollaborative learning is a major part of Kindergarten and takes place every day in my classroom. While I pull kids into reading groups each day, the rest of my class is divided into Learning Stations. Each station contains a variety of activities that have been pre-taught. I spend time making sure they know what they are supposed to do with the materials and making sure they are aware of the expectations before they work as groups in the stations. This week, in Math we learned about measurement so my Math Station included a variety of things to measure and the kids talked together about what was longer than/shorter than, what weighed more/less, what held more water/less water, etc. In the Science Station they worked together to determine which objects were magnetic and which were not. I also had groups doing word building, groups doing puzzles, along with so many other activities available. During this time the kids participate in peer tutoring, learn to work with each other, and learn to have conversations that include the vocabulary presented. I think this is a very important part of our Kindergarten day and gives the kids an opportunity to explore and learn while enjoying what they are doing.
ReplyDeleteWhen learning and fun go hand-in-hand, it's a WIN! I love when kids have conversations about their learning while using the academic vocabulary that they've been taught! Nice job!
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ReplyDeleteWatching students in learning stations is one of my favorite things to do at Carthage Primary...That is why I purposely visit classrooms during collaborative learning time! It is so enjoyable to see the students interact with one another towards a common goal. The teachers do an amazing job planning hands-on, collaborative learning activities to keep the students engaged while they are leading small group instruction.
ReplyDeleteCollaborative learning is my favorite part of teaching. Listening to the students'conversations is where I clear up misconceptions, question at higher levels, remediate and learn myself! I love to hear the students using vocabulary and previously taught skills as they talk with one another.My favorite is when I hear them quoting their teacher...so fulfilling! We do many activities together from memory games with our vocabulary words, to problem solving in our math, to group expert activities where students become the "expert" on a topic and teach to the class. From a single partner to small groups of 4-5, collaborative learning is by far the class favorite and mine too!
ReplyDeleteTeachers can learn a lot about their students during collaborative learning - and quoting their teacher -- priceless!
DeleteKaren, we do learn a lot when we listen to our students' conversations! I enjoy watching your students in these stations. Great insight!
DeleteFor some reason, I have had trouble posting this weekend. I have posted from my phone each week but this weekend it would not let me so I'm trying on the computer now.
ReplyDeleteAs Ms. Shows posted, for two weeks we have had lots of collaborative learning creating a dramatic play zoo center/classroom. We combined out two classes with many different skill levels, abilities, and personalities. The students had to collaborate to plan, create and build exhibits, make signs for the snack shop and exhibits, and pretend. It was fun to watch some of our lower skilled children take charge and excel in their roles in each team. Last week, they were able to enjoy their hard work by pretending to have a role at the zoo. Many skills were enforced during this student led activity; math, reading, writing, cooperation, taking turns, communication, and independence. The students were so proud of their classroom "zoo".
On a smaller and daily account, my students collaborate during their learning stations, peer tutoring, free choice centers, and whole group sharing ideas.
Like I mentioned earlier, this activity was such a joy to see come together! The kids worked so hard on the exhibits! It was a precious culminating activity!
DeleteCollaborative learning does allow for students of different skill levels, abilities and personalities to come together and problem solve without fear of failing. Wish I had gotten to see these outstanding lessons!
DeleteWorking collaboratively is just a natural process for kinder. Most of my students are very social and not the least bit intimidated to help their peers and share answers particularly in small groups.
ReplyDeleteOne of the activities that encourages even that reluctant learner to share is partner work. It can be used for most skills. For example, when reviewing cvc words, students holding either a word or picture card must find a specific partner and tell why they "paired up." One or both students must voice why they chose each other.
In Pre-K, We use collaborative learning in the majority of our centers. Once a lesson is taught in small group, it is then moved to the center rotation to check for understanding. The children work together with others in the center to duplicate what is learned or come up with other variations of the same outcome or product.
ReplyDeleteWatching Pre-K kiddos in collaborative learning stations is a treat...it is quite entertaining to listen to them as they work together on an activity!
DeleteIn the coming weeks 5th Grade Science we will begin collaborating on Biome projects. The students will work together on various parts of the Biome to show how the living and non-living elements in an ecosystem are interdependent and how changes in the environment have both negative and positive effects. They will work together to research, plan and illustrate their projects. When completed, they will share with their projects with their classmates.
ReplyDeleteThere will be lots of collaboration going on with this project. I observed some of the students in Ms. Kopecky's class working on food chains. They were discussing and working really hard together.
DeleteThis year's class came to me with very little experience of working together. Most of them were stuck in the parallel play stage of development. I have seen the increase in these behaviors in the past few years. The children do not know how to share and get along unless I am looking directly at them, which causes safety concerns. I have tried to bring them through the steps to become more independent learners but it has been a difficult road. Even at this time of the year, my students are still at an immature level of learning. They expect more one on one help. I have done collaborative learning during guided reading in the past but this did not go well with this group. I even tried after Christmas to guide them into learning stations from the beginning again. It was still not successful. Therefore, I have tried to build in more collaborative learning during science and social studies. Because of behavior issues, I do not believe many of these children are ready to be independent learners. I'm looking forward to hearing more about your behavior concepts. Over my 20 plus years of teaching in several districts, children today need basic behavior skills before they are ready for more advanced learning.
ReplyDeleteMy students work together as partners during our station time. I have set expectations for the stations at the beginning of the year and introduce each new station as they come. The students know that this is the time for them to work together and help one another accomplish the goals at each station. I have encouraged them to go ask a friend before they come to me during this time. Usually there is someone in their station that can answer their question and help that student understand the concept. Of course in doing so, both students are learning at a deeper level.
ReplyDeleteAnother activity that I like to do is the I do, we do, you do, y'all do. When it comes time for the "y'all do", I like to tell the students that it is their turn to be the teacher. This usually is their favorite time. They love to be the teacher. Their goal is to teach their partner what they just learned.
You are so right...The students love the opportunity to be the teacher! I like your "y'all do" idea!
DeleteI use collaborative learning daily in my Kindergarten classroom through learning stations, free choice centers, and whole group sharing. I also use collaborative learning for "special...fun (as the children like to call it)" activities. Several times this year the children have worked together to put their letter tiles in alphabetical order. They compete with the other groups to see who can get the letters in order first. I love hearing them work TOGETHER through the alphabet to complete this task. Also for this week to reinforce our discussion on measurement (weight in particular) the children worked together this morning deciding if different objects were heavier or lighter. Later this week they will work together in groups on various measurement stations.
ReplyDeleteCollaborative learning takes place during learning centers each day in my classroom. Each student has a partner and and visits 2 centers per day. They enjoy working together and being responsible for their own learning during this portion of the day. Most of my centers are a review of what has been covered the previous week. I also have iPads, computers & a listening center. During collaborative learning, the students are able to share their way of thinking. I love hearing my students converse during center time. For the most part, they stay on task.
ReplyDeleteWe use collaborative learning on a regular basis in my classroom. With most concepts in Math there are different ways to solve the problem. It's always interesting to hear the explanations of how they got their answers. It is also beneficial to those students who may be struggling with understanding a concept to hear it explained a different way. I monitor throughout to make sure that they're all on task and actively engaged.
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ReplyDeleteWe use lots of cooperative learning in PPCD. During smartboard activity time, I will introduce the concept and then allow the students to work in groups of two while the rest of the class moves on to other activities. I try to strategically put together a stronger student with one that is having more trouble with the skill. They take turns on the activity. For example, last week my struggling student had trouble answering the question on a number activity on the smartboard, the other student stepped in and and help her count and then identify the correct number. It was really sweet when my student that helped told her classmate, "whoo hoo, good job," after she chose the correct response. :)
ReplyDeleteWhen I used collaborative learning in the classroom, I wanted to make sure my kiddos were:
ReplyDeletea. discussing the lesson objective.
b. engaged.
c. working interdependently to successfully complete the task.
Here are a couple of strategies I used to make working in collaborative learning groups sail a bit smoother not become a chaotic nightmare for me!
1. From day one my students understood and practiced proper routines and procedures. We drilled them the first few weeks of school and I kept constant reminders posted. Having established norms and expectations for working together made it soooo much easier.
2. I saw this one earlier in the post - Mrs. Kimberly does this, too! I as part of their grade, students were given a "Rubric of Accountability." Each individual student within a collaboration team was able to score themselves individually and overall how well the group worked as a whole based on a rubric...the kids were usually harder on themselves than the group!
3. It was also important to make the collaborative work rigorous. If the work wasn't challenging or multi-faceted, collaboration time turned into playtime real-fast-and-in-a-hurry.
"Rubric of Accountability" - good idea!
DeleteKuddos to all of you that posted - This week you shared great ideas and more about what is happening with kids in your classrooms.GJ!!!
ReplyDeleteI use collaborative learning to assist my students with learning their multiplication facts. I had to model many times how the game would be played. The students have learned how to work together to choose their own groups to challenge each other. They even have a system of choosing who’s going to be the card holder, and they have developed a system to break a tie if the answer is called out at the same time. Their system have eliminated a lot of arguments. I am at the point where I just facilitate. They have learned to work together to maximize their practice time. They now understand the importance of working together for the good of the group. Collaborative learning is a must for problem solving. These little people will be adults real soon. Adults have to solve problems.
ReplyDeleteI have seen the kids in action....working together during this multiplication activity. They love it and so do I! And you are so right....we all must learn to problem solve!
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ReplyDeleteRachel Penner
ReplyDeleteI believe when students collaborate, it's very important to give them a certain task to accomplish and have a specific part of the assignment to complete. That way, they aren't just waiting on their partner or group to complete the work so they can copy it. I think it can also help them not to be overwhelmed by what they're doing.
My plan for using collaborative learning in my classroom is a method that a few of my nursing instructors used. They would pair us into groups, assign the groups a specific topic/concept and the group would have a due date and we would teach the concept to the class. See one, do one, teach one. In my opinion, the best way to know that you full understand and know the information is if you are able to teach it to others.
ReplyDeleteIn writing, it is very important for students to learn to edit their own papers. It is just as important for the students to learn to edit the papers of their peers and to accept the critique of their peers as anything but critical. I will have my students critique each other's writing during each stage of the writing process. This will allow them to work on their own editing skills while learning from each other's comments,
ReplyDeleteI have enjoyed doing collaborative activities in my high school math classes. Collaborative activities that I have used in the classroom that the students respond well to include: stations or mazes around the room, math puzzles, task cards, and using online platforms such as kahoot.it & b.socrative. These activities are most beneficial after the material has been introduced and developed. When I use collaborative activities we are working on mastering content and/or reviewing content.
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