The role of the teacher
In successful groupwork
THE GIFTED GUY
Should think of as guiding rather than controlling
What is the teacher responsible for in a classroom using groupwork?
Launch
Grading
Managing
LAUNCHING A LESSON
It’s about clarity and accountability
GROUP GOALS
In order for the group to be successful, they need to have a clear goal and a plan for achieving that goal. Groups need to be given time to set these goals and in the beginning, given guidance for what these look like.
Typically set by the teacher but can be done by the class. It is either the learning objective, the standard, or the essential question. Basically what will they be learning?
What does the group hope to accomplish from their collaboration? This could be something as simple as completion to the achievement of a particular grade or something more
Class Goal
Group Goal
Are there any particular skills they hope to learn by the choices they make while working on this lesson?
Personal Goals
Should be captured and revisited
ROLES
ACCOUNTABILITY
GRADES
Three questions you have to ask about group grades:
Keeping it fair
Radika
Aspen
Dihra
Justice
B+
B-
Joshua
Sudeep
Mohamed
Haiven
Once they are working in groups, what does the teacher do?
What should It actually Look Like
COACHING IN THE CLASSROOM
According to Stix and Hrbek
5 Steps to Successful Coaching
Bored
Confused
Frustrated
Engaged
MMANAGING STRESS (KNOWING THE SIGNS)
GIVING STUDENTS SPACE
Give a man a fish, he eats for a day. Teach him to fish, he eats his whole life.
Creates independent collaborators
MENTAL
PHYSICAL
STRUGGLE
KEEPING THEM FOCUSED
EYES ON THE PRIZE
Informal Conferencing
This involves you being able to ask for clarification, pose what if questions, and challenge students to dig deeper.
You don’t want to micromanage students but you do want to let them know you are there to support them. Just a “how are you doing” can be reassuring that you care about their progress.
Meddler in the Middle
Check up from the neck up
This groupwork takes you from the shackles of the front of the classroom and frees you to move around the room, observe students, have conversations, and push their thinking.
TYPES OF CONFERENCES
In addition to informal check-ins with groups the teacher should have scheduled formal conferences that act as formative assessments to check for understanding, evaluate progress, monitor group dynamics, and push for a quality product.
Checking in with the group and making sure they are where they need to be in regard to the calendar and deadlines.
Reviewing how the process is going so far and how the group dynamics are going.
Status Conference
Process Conference
This is the carving out some time for students to be able to evaluate the final product before its due date
Design Conference
Planning
Organization
Grit
Focus
Adaptability
Problem solving
Analyzing info.
Curiosity
Note-taking
Presentation
Technology
Research
Conflict resolution
Empathy
Communication
Active listening
WORK IN PROGRESS
What executive functioning, 21st century, classroom, or social skills do you think will benefit students or be useful not just in their groupwork but also in their lives?
FINAL REFLECTION
THE FAB FOUR REFLECTION
The driven one
Quiet one, does great work
Along for the ride
Great ideas but scattered
It’s Getting Better All the Time
A Hard Day’s Night
Eight Day’s a Week
Got to Get Your Into My Life
Don’t Bother Me
I Should Have Known Better
When I’m Sixty Four
Anytime at All
The Fool on the Hill
Come Together
I Feel Fine
Tell Me Why
Here Comes the Sun
If I Needed Someone
The Long and Winding Road
With a Little Help From My Friends
Some talks include:
Thanks
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