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Produ c tive Group Work

Produ c tive Group Work. WI C R. C ooperative Groups. Why Group Work?. Conversations are central to high-quality professional development.

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Produ c tive Group Work

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  1. Productive Group Work WICR Cooperative Groups

  2. Why Group Work? • Conversations are central to high-quality professional development. • Look at NSDC, Title II, or your state’s standards for professional development. The standards are laden with references to conversations; planned, collaboratively, continuous feedback, reflection, self-assessment, inquiry, and peer coaching. --Carol Corwell-Martin JSD, April 2010

  3. How is group work relevant? • Moller and Pankake (2006) describe professional learning: “The real learning happens in the cycle of conversations, actions, evaluation, and new actions.”

  4. Purpose • Reflect on your experience with group work • Four phases of releasing responsibility • Characteristics of productive group work • Trouble shoot problems • Plan for success

  5. Essential Question Essential Question: What are the keys to making student group work more productive? Essential Question

  6. WICR—Reflect • Definitions for this workshop: • Cooperative Groups—A group of participants that work together to complete a structured assignment • Collaborative Groups—A group of participants that work together to create a product based on appropriate resources found by the group to meet an assigned objective

  7. Reflect on Your Experience • Quick Write for 3 minutes about this experience and be sure to list • What worked • What did not work • How it could have been better

  8. One—One—Two Minute Partner Share • Move around the room • Pair up • Label yourselves A & B in your pair • A – Tells B about their Quick Write for 1 minute • B – Tells A about their Quick Write for 1 minute • A & B have a conversation about their Quick Writes of 2 minutes

  9. Better Learning Through Structured TeachingBy NancyFrey and Douglas Fisher • 4 Phases of Gradual Release Model • Focused Lessons • Guided Instruction • Independent Learning • Collaborative Learning

  10. When Done Properly… • By Nancy Frey, Sandy Everlove and Douglas Fisher • Increased self esteem • Improved relationships among students • Enhanced social and communication skills • Higher levels of academic learning and retention The question is How and Why it fails?

  11. Why do we resist working in groups? • Students are usually “thrown” into a group with good intentions • 1 or 2 students take over and do most of the work • Worker Bee’s feel put upon, taken advantage of, or shackled by group • Others feel inadequate, unable to keep up, or they have nothing valuable to contribute Chunk this information

  12. How do we know when Group Work is productive? • Knowledge is built and extended • Individual Accountability • Level of difficulty • Academic language and vocabulary

  13. What if they fail? • Failure is underrated • Wrestling with the task causes students to rely on one another • If success is guaranteed, it does not result in higher learning • We have Special K because Special A-J failed!

  14. What to do if it doesn’t work? • Is the difficulty related to an one aspect? • Is the task the problem? • Model • Reconstituting the groups • Task cards or checklists • Resist the urge to allow students to work alone

  15. How do we ensure success? • Scaffold up to collaborative learning • Explicitly teach the skills • Start small • Teach procedures and routines • Examine your own beliefs • Teach – How to ask for, decline, offer, and accept help

  16. Why and How are AVID Tutorials Collaborative? • Specifically taught and reinforced skills • Students are gradually released • Work in groups to consolidate what they know • Individual task and accountability • Consolidate their understanding • Language is academic and not logistical • Difficult but not impossible • Students rely on one another Review your notes! Fill in gaps! Summary: List 2 ideas you gained! Write questions you still have!

  17. Brain Storming • Using the experience of the table • Discuss and list the reasons why some group work is not successful. • Discuss and list reasons why some group work is successful. • Narrow the list of reasons why some group work is not successful down to the top reason (inhibitor) for the table. Handout page 15

  18. Culture Analysis • Write your top inhibitor of successful group work on the top of the chart paper. • Create a “Plan of Action” to overcome your inhibitor. • Specify: • What do we need to stop allowing? • What do we need to start allowing? • What do we need to continue allowing?

  19. Gallery Walk • Begin at your poster • Move clockwise • Write comments or questions

  20. Let’s Reflect: Cube It • Describe it • Analyze it • Reinvent it • Apply it • Take a stand on it • Choose a different perspective

  21. Thanks! www.avid.org

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