Transcript SIOP Training - Home | Washington Association for

OBJECTIVES
Content:
• Learn how to
effectively group
students
• Learn strategies
for making
groups work
better
Language:
• Discuss ways to
group students
and make those
groups work
more effectively
WHAT FEATURES MAKE AN
EFFECTIVE SMALL GROUP?
• Think and then talk about this question
with the people near you for 3 minutes
• Online Stopwatch/
MARZANO SAYS GROUPS MUST
HAVE…..
• They must include every member of the group
• Each person has a valid job to perform with a
known standard of completion
• Each member is invested in completing the
task or learning goal
• Each member is accountable individually and
collectively
THEORETICAL BACKGROUND
• Communicative language teaching: groups complete
assignments, projects, and presentations.
• Cooperative learning encourages group interaction to
help each member become more successful (Kagan,
1999; Sachs, Candlin, Rose, & Shum, 2003).
THEORETICAL BACKGROUND
BUT: It’s not enough to just hope for a positive outcome:
• Group conflict, unbalanced work, and poor interpersonal
communication may hinder students’ learning (Robbins &
Hunsaker, 2012).
• When implemented successfully, teamwork can create synergy
and encourage interpersonal and cross-cultural communication
skills (Robbins & Hunsaker, 2012).
SKILLS TRAINING: GROUP
WORK?
• Students need to be taught how to work in
groups – it’s not an automatic skill.
• Many students have little / no experience, or
negative experiences.
• Students need to understand the value of
group work. –Metacognition
• Teachers need to know how to implement
effective teams – quickly!
QUICK GROUPING STRATEGIES
*Playing cards (can be random or intentional)
*Pre-made popsicle sticks
*Pre-made pairing cards , famous pairings (see example)
synonyms, etc.
*Stand up, take five big steps, and find a partner near
you.
*Mingle to the music; when it stops, you’ve found your
new partner.
*Clock partners (see example)
FAMOUS
PAIRINGS
Partner of their
choosing (far away)
Partner you’ve
assigned based on
behavior
Partner you’ve
assigned based on
ability/skill levels
Partner of their
choosing (nearby)
COMPETITIVENESS
• Jeopardy
• Points given and taken away corresponding to
privileges for the group
• See which group can come up with the best or
most complete answer and give them kudos
SMALL GROUPS
• Limit group size to 4 students or less in
order to let all students to participate
TIME LIMITS
• 5- 15 time minute chunks
• Write down on the whiteboard the time when
students should be done with a particular task
or use an online stopwatch
• Instill a sense of urgency in students by giving
them less time than they think they need and
adjusting accordingly
ASSIGNING ROLES
Recorder, Reporter, Facilitator, Team Captain
Initiator, Provocateur, Wrapper
PRESENTATIONS
• Make every group give a short 3 to 4 minute
presentation so if they didn’t work hard they’ll
have to endure public ridicule
JIG-SAW
• Every student does a part of an assignment
• For example, if there is an assignment with
four questions and a group with four students
have each student answer one question and
then share answers.
HIGH INTEREST TOPICS
•
•
•
•
Immigration Reform
Marijuana Legalization
$$$$$$$$$
Music
MIX IT UP! OFTEN
• Don’t always stick with the same groups
whether your groups are by ability level or not
• Students should get used to working with
everyone
PERSONALIZATION
• Students’ personal thoughts and experiences
• This school
• This community
INFORMATION GAP ACTIVITIES
• One group knows things another group
doesn’t know and visa versa.
• For example, parts of a story, information or a
poster on the wall that has to be dictated.
Information________ Activities
PROBLEM SOLVING
• Complex problems that require
deep thinking or many minds to
solve
ALL STUDENTS TURN-IN A PAPER
• In order to see that all students
participated have all students turn-in
whatever their group produced
RUBRIC
• Defines what teacher expects from students,
provides example/explanation of how to
perform the task.
PROTOCOLS
• Help a group function more effectively
• For a list of many group protocols and
activities go to http://www.nsrfharmony.org/
which is the website for the National School
Reform Faculty
Colored Cups
Can be used to answer multiple
choice questions or to monitor
student learning
No questions
Hesitant/ Unsure
Need help right away
GRADED ITEMS
1.
2.
3.
4.
5.
6.
Team plan for:
• communication
• working together
• resolving possible conflict
Team timeline of major deadlines and goals
Final project and/or presentation
Team evaluation (completed together)
Self evaluation (individual & confidential)
Peer evaluation (individual & confidential)
OTHER CONSIDERATIONS
•
•
•
•
Personality profiles (self-awareness)
In-class work time
Conflict resolution options & escalation
Your plan for team members who:
• have poor attendance
• don’t do their share of the work
• receive poor peer evaluations
• cannot resolve conflict with teammates
USEFUL GROUPING IDEAS
• With a person sitting next to you, talk about
how you will use grouping strategies in an
upcoming lesson.
• Be ready to have one person share out.
QUESTIONS?
• David Holzmeyer
• [email protected]
• [email protected]