Common Core and Cooperative Learning

This article presents some good strategies for implementing cooperative learning.  Even though most teachers I know do provide opportunities for small group work, it is always helpful to explore resources for new ideas. 

Please share your best strategies for cooperative learning  in the COMMENTS area!

 

Strategies for Effective Group Process: Establish Ground Rules

By Susan Gingras Fitzell M.Ed., CSP on March 28, 2013

Although cooperative learning is a research based practice, it’s gaining revived attention in states implementing Common Core State Standards. Cooperative learning is necessary for teachers to set the stage for students to “dig deeper” and engage in more critical thinking skills.
Often, teachers have concerns about cooperative learning because students might get off task or worse cause trouble. I understand the concern and know first hand how difficult it can be for some groups to work well together.
In order for students to behave appropriately and stay on task during small group work, they have to be taught how to work in a group. Students have been trained over the years to sit at desks, lined up in rows, and passively receive information. Many, if not most, students have no idea how to work in a group. If they have experience with group work it might be quite limited because schools still teach primarily through a direct teaching, whole class model. So, when students are suddenly asked to work in a group they often misbehave and mismanage their time. They simply don’t know how to do small group work.
Consequently, teachers need to teach students how to work in a group. The first step in the process is to establish ground rules and norms for interaction. These guidelines must be enforced by teachers, and students, in order for group work to be effective. Ground rules should encourage positive collaborative behaviors among all students.
In my experience, students abide by rules best when they have a part in making them. Guidelines / ground rules need to be posted in the classroom so students can readily refer to them. If students or teachers believe that additional rules are needed they can be added later.
A very effective technique for teaching students appropriate small group behavior is to have students take an active role in identifying what appropriate behavior actually looks like. It’s worth taking the time to do some role-play with your students to show the difference between an ineffective group and an effective group. Another very effective strategy is to have students give their input on inappropriate behavior. For example, putting other students in the group down or laughing at group members’ ideas. Students are more likely to comply if they have agreed with reasonable behavior and consequences.

Some suggested ground rules for working with groups:

• Start on time.
• Practice respect for yourself and others.
• Come prepared to do your part.
• Be a good listener.
• No put-downs.
• Make sure everyone gets a chance to contribute or speak.
• Accept constructive criticism gracefully.
• Critique ideas, not people.
• Stay on task.
• No interruptions; let people finish talking.
• Ask for help when you’re confused about what to do.
• Help others when you can.
• Do your fair share of the work.

Ways to establish teacher expectations for small-group work

• Describe, show an example, or model the expectations for assignments and activities.
• Provide models and examples of what the outcome should, and should not, look like.
• Rehearse expectations.
• Notice positive group behavior.
• Correct misbehavior and teach appropriate behavior and expectations. We cannot assume that students know what to do.
• Review expectations frequently.
• Tips for introducing the group activity
• Arrange tasks so that all students are within the teacher’s view.
• Be thorough when explaining instructions and giving directions.
• Make sure students understand what they are going to do and why they are going to do it.
• Be clear in stating teacher expectations.
• Establish time limits and provide checkpoints within those time limits. For example, if students are going to work in small groups for 15 minutes, check in with students as a whole class to make sure they are on track every three to four minutes.
• Describe and model the final product.
• Monitor small groups and provide guidance as needed.

Ideas for developing a class plan for differentiating within groups

• Decide on a physical classroom desk and table arrangement.
• Will one room arrangement work or will teachers need to have options for multiple arrangements depending on the group activity required?
• How will the class be rearranged when necessary? What will be required to accomplish rearranging the classroom?
• What routines and skills are necessary for students to learn to have the class run smoothly when we deviate from the traditional row arrangement? Have students practice moving from one room arrangement to another.
• Use a signal, either a hand gesture or a sound, to notify students of time remaining until a transition, then use the signal again when the transition needs to occur. Before any transition, remind students of behavioral expectations.

The goal in designing the classroom to be conducive to small group work is to design a structure that allows the teacher or co-teachers to interact quickly and easily with all students.

Balancing Readability and Reading Fluency | On Common Core

On Common Core: Balancing Readability and Reading Fluency

I read the School Library Journal from cover to cover every month.  It gives me lots of excellent information I need to do my job, including reviews of books, audio-visual and reference materials.  But it is the columns that I turn to first because that's where I find relevant research summaries, data and facts that keep my professional skills sharp.  Although every teacher has access to copies of SLJ in our library, let me share the most recent article that caught my attention.

Paige Jaeger's On Common Core column recently stated, "Knowing the research behind text complexity is critical to understanding the call for more complexity."  She goes on to point out:

"As great as close reading of complex text may be for instruction, we should not measure independent reading. From Appendix A (p.4):

Students need opportunities to stretch their reading abilities but also to experience the satisfaction and pleasure of easy, fluent reading within them, both of which the Standards allow for…. Students deeply interested in a given topic, for example, may engage with texts on that subject across a range of complexity.

Many schools are disregarding reading for pleasure. This illustrates a gross misunderstanding of the goals of CCSS. It is in reading easy material that a student enjoys a book and builds fluency. Dare I suggest that everyone have this paragraph from Appendix A ready for the debates that ensue? For independent reading recommendations, students need to read and enjoy whatever they choose, at whatever level for independent reading. That is how we build lifelong readers."

I heartily recommend reading her column in its entirety.  Click on the title link above and post your comments below.