2014-15 Communication and Collaboration in the Classroom Professional Development Unit

1. By: Sarah Johnson Montclair School of Academics and Enrichment 2014-15Communication and Collaboration in the ClassroomProfessional Development Unit

2. During the course of this PDU, what three instructional strategies did I implement? What strategy worked best? Why? • Our PLC focused specifically on student collaboration through Kagan Cooperative Learning Strategies. • These are instructional strategies that facilitate teaching and learning any content.These structures are repeatable and can be used multiple times with varying content in various subjects. • Cooperative Learning Structures are designed to include the four basic principles that distinguish true cooperative learning 1. Positive Interdependence 2. Individual Accountability 3. Equal Participation 4. Simultaneous Interaction • I used many of the structures I learned through this PDU in my 4th grade classroom and noted the effectiveness and engagement in my students. I also collaborated with my colleague so that we could exchange ideas about how to improve implementation of these Kagan structures.

3. How did I apply the PDU strategies in my classroom/practice? (examples) Who did I collaborate with during the PDU? Discuss the ways you collaborated while implementing the PDU strategies. • After reading “Kagan Cooperative Learning” I learned about the individual structures that I could implement into my classroom in order to increase the engagement and accountability of all students. Many of the structures, I already use in my classroom however I realized I could have intentionally modeled and practiced the process more effectively with the students. I reintroduced the structure with this in mind, and immediately saw improvement in student collaboration. • Throughout the process, I collaborated with a colleague at Montclair who implemented these structures in his classroom as well. It was a wonderful opportunity to discuss what was working, what wasn’t, and what needed to be changed or modified.

4. What did I learn to do differently as a result of the PDU and strategy implementation in my classroom or in my practice? • Student collaboration is extremely imperative to student learning and engagement. I have always had students work in pairs or teams to complete assignments. I have also encouraged students to use accountable talk in their groups. • As a result of my PDU work, I have adjusted how I group students. • Basic styles of cooperative teams • Heterogeneous (H. MH, ML, L): could be based on subject, language, ability, interest • Homogeneous: ability grouped to push students at their just right level. • I have also used the Kagan strategies to increase the expectation of academic language and accountable talk between the students. Through explicit teaching, modeling, and supports of these structures, I have seen students begin to own these ideas and hold each other accountable.

5. Why is this PDU action research process important to my students learning and to my growth as a professional? • As a life-long learner and professional, I will continue to find new approaches and strategies I can use to improve student performance and growth in my classroom. While the Kagan structures are a tried and true approach, the book was new to me and my teaching. Because I was able to read this book in conjunction with teacher, I could easily implement the structures into my classroom and modify when needed to see students growth. • This type of learning is meaningful to my practice and therefore I am excited to deepen my understanding of the structures learned in the PDU process. Action research processes are beneficial to not only me as an educator, but more importantly my students. I was excited to see their growth throughout this year and know that the structures I have in place have made an impact on their success.

6. PDU Data AnalysisReflecting on the data you have collected, how did this experience impact instruction, progress monitoring, student performance, and your own practice? • Instruction changed in the way of grouping. Ability grouping is becoming ever more popular with the stress on cycled assessments and data driven approaches. However, the Kagan philosophy sees much benefit in creating differentiated groups at different times to assist students with their ideas and thought processes. This had a huge impact on instruction throughout varying activities, particularly seating arrangements, reading, and science/ social studies. • Student performance achieved a greater height from these processes. Students were able to get excited to work with defend people at defend times to share their thoughts and ideas. :aptly, much of this experience reinforced then idea of structures and consistency with children. As the students anticipated what I planned to teach them, they knew what to expect, which I felt minimized discipline issues throughout the day.

7. How will I apply my new learning in the future to further my practice? What are my next steps? • After reading “Kagan Cooperative Learning Structures, I will continue to use this as a resource for grouping students and increasing the collaboration in my classroom. These structures can be used cross-curricular and with any grade-level. I observed increased engagement and student responses were more rigorous. Students were also able to think at a deeper level because they could build on each others ideas. • Next year, I will continue to modify these structures so they continue to challenge my students. I also want to explicitly model them earlier in the year so it becomes a part of the classroom rituals and routines.

8. PDU Artifact #1 • Students are using the “Inside/Outside Circle” structure to discuss literary questions. • The outside circle shifts so that students are able to collaborate with other students. • At the end of the protocol, students share out the best response they heard from another student which holds all students accountable for their thinking.

9. PDU Artifact #2 • Students are using the “Three-Step Interview” structure to discuss literary questions. • Students each interview a partner, then take turns reporting to the rest of the team with they learned in the interview. • Each person will discuss their thoughts with two students before having to share out with the group. This structure gives all kids a chance to refine their thinking before sharing.

10. PDU Artifact #3 • Students are using the “Hand up/Pair up” structure to discuss literary questions. • Students each put their hand up and then find a partner. • Once they pair up, students discuss the question posed. They take turns sharing their thoughts and then have time to question each other. • All students meet up on the carpet after pairing up and share their partners ideas.

11. Peer Evaluation #1 • Name of colleague: Coy Rice • Position and content: 3rd Grade Teacher • “Aha” moments: • The most value was with the symphonic relationship between the strategies and current practices.

12. Peer Evaluation #2 • Name of colleague: • Position and content: • “Aha” moments:

13. Exit Ticket • What support(s) do you need to further your professional growth in future PDUs? • Continue to provide opportunities for professional learning that are meaningful to my practice and can be immediately used in my classroom. • 2 things that you took away from the PDU this year • Collaboration strategies I can use with all students for all subject areas. • Working with my colleagues to share ideas and strategies that helped our students successfully use the Kagan structures.