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In the chat, introduce yourself

Name

Building

Grade/ Content Area

Favorite collaborative learning technique

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Today’s Learning Target

Content Goal: We will understand that Productive Group Work engages students, builds teamwork, and promotes deeper learning.

Language Goal: We will demonstrate understanding when we intentionally include PGW routines in our daily lesson plans and provide collaborative learning opportunities for our students.

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Iowa Department of Education’s

K-12 Social-Emotional Learning Competencies

Self-awareness
Self-management
Responsible Decision-making
Social Awareness
RELATIONSHIP SKILLS
Communication Skills
Social Engagement
Relationship Building
Teamwork

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Some SEP History with PGW...

2012: Gradual Release of Responsibility Model
2013: Emphasis on Productive Group Work- still continuing. This is a priority at SEP!
2013-2019: Book Studies and Professional Learning about PGW at most #sepolk schools
2021: Time to revisit our WHY and HOW of PGW!

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Cooperative Learning

Collaborative Learning

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Both have a purpose; but there IS a difference.

Cooperative learning encourages students to work together in pairs or small groups but the end product is their own. Students are responsible for their own learning but can rely on others to complete their tasks. (Parallel learning)

Collaborative learning (PGW) requires personal responsibility, respectful conversation, and collaborative problem solving. The final product is likely impossible to complete without all group members. Everyone is responsible for everyone’s learning in the group.

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“The key to getting the most out of group work, to have groups be truly productive, is creating those ‘right circumstances’ and ‘favorable conditions.’ When teachers get the circumstances right, something remarkable happens: Students educate one another and end up knowing more than they would learn working alone.”

- Fisher and Fry, Productive Group Work

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PGW Strategies/ Routines

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Please set up your note-taking page for this breakout session.

For each strategy/ routine, rate it on a scale of 1-3.

3- I’m going to try this with students next year!

2- This strategy might work in my classroom.

1- I’m not interested.

Give One, Take One
Silent Interview
Progressive Writing
Numbered Heads Together
Conversation Round Table
Graffiti Wall
Cube It
Opinion Stations

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Productive Group Work By Nancy Frey, Doug Fisher, Sandi Everlove	Engaging the Adolescent Learner (The First 20 Days ~ Establishing Productive Group Work in the Classroom by Doug Fisher and Nancy Frey	Other PGW techniques and resources
Cube It p.15 Different Experiences (p.26) Jigsaw Approach (p.27) Reciprocal Teaching (p.30) Walk and Talk (Walking Review) QuickWrite, followed by partner discussion (p.44) Role Playing and Simulations (p.46) Whip Around (p.47) Head-to-Head Write Off (Silent Interview) (p.49) Numbered Heads Together (p.59) Collaborative Constructed Products (poster) (p.60) Progressive Writing (p.61) Writing Frames and sharing (p.61) Graphic Organizers with group discussion and potential group summary (p.72) Learning Logs, followed by self-reflection and group discussion (p.88) Roundtable Activity (p.89)	Silent Interview- p.4 On-Task Partners- p.4 Helping Curriculum- p.4 Noise Meter- p.5 Walking Review- p.5 ReQuest- p.5 Accountable Talk- p.6 Discussion Partners- p.6 Sounding Board- p.6 Opinion Stations- p.6 Paired and Group Response Cards- p.7 Think-Pair-Square- p.8 Conversation Roundtable- p.8 Novel Ideas Only- p.9 Reading Partners- p.9 Numbered Heads Together- p.9 Collaborative posters- p.9	Speed Learning Rhombus Summary (similar to Conversation roundtable) Talking Chips Fast Talk

Which routines have you implemented with students in the past?

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Give One, Get One

Set Up- display the prompt
Record- ask students to record response.
Share- learners pair up and share their thinking. They MUST give a new & different idea to what their partner had.
JUSTIFICATION- learners must ask partners a WHY or HOW question.
Learners record their partner’s response.
Repeat with two more people.
Class discussion.

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Silent Interview

Materials: partners, one piece of a paper, a different colored writing utensil for each partner.

Interview each other to learn about a specific topic. In writing only- no speaking aloud.

Partner 1- asks a question. Passes the paper.

Partner 2- answers the question. Poses a new question. Passes the paper to partner. (repeat)

Be prepared to share out something you learned about your partner to the group.

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Progressive Writing

Materials: For each group- 1 sheet of paper. Each student writes with a different colored pencil or pen.

Directions: Teacher provides prompt. A student writes for a fixed period of time before passing his or her paper to another member of the group. Each member reads what the previous person has written and then begin writing. Repeat until everyone is done.

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Numbered Heads Together

Materials: Dice or #s to draw out of a hat, questions prepared ahead of time.

Directions:

Each group is numbered or lettered.
Each person within a group is numbered.
Draw/roll a number. This will be # of person in a group who could potentially be called on.
Pose a question. Everyone discuss the response and help the identified #’d person feel prepared.
Draw/roll a number or letter. This is the group that the previously identified person will share & represent.

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Breakout Room

What is your response to the PGW strategies/ routines that were mentioned today?

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Conversation Round Table

(Rhombus Notetaking)

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Conversation Round Table

How it Works

In the top left corner, write YOUR Name.

Independently, respond to the discussion prompt in your corner.

With your group of 4, share your ideas.

While group members are sharing, take notes in each corner accordingly.

As a group, write a summary in the center rhombus.

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Graffiti Wall

1. Arrange for students to sit in small groups with a large piece of paper in the middle. As students read a book from the text set, they stop and write observations on the paper. Each student works alone, recording phrases and sketching ideas. Each student has a different color of marker.

2. After the reading session, students discuss their “graffiti” to build group knowledge and make connections across text. They can use arrows and lines to connect information and show relationships.

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First Grade

“Graffiti Wall”

(a version of a PGW- Collaborative Group Poster).

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Opinion Stations

Read text that prompts an opinion/persuasive “debate”
Independent Quick Write- write an opinion response with evidence to support your claim.
Share in small groups that agree with your opinion.
Match up with someone from the opposing claim to “debate”, using talk stems
Reflect as a large group-

Who presented a convincing argument? Explain.
Did anyone change their opinion once they heard a counter argument?

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CUBE IT

A. Fold paper in 6 rectangles. Number them 1-6.

B.Group members take turns being a discussion leader and will roll the cube (die).

C.The number that is rolled corresponds to a pre-determined leveled question. If a # is already rolled, roll again.

Describe
Analyze
Apply
Take a stand
Reinvent It
Choose a different perspective

C. Ask each group member to share for each question. Everyone take notes in corresponding rectangle.

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Breakout Room

What is your response to the PGW strategies/ routines that were mentioned today?

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First 20 Days Article

First 20 Days Chart

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Thank you!

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Credits

Presentation Template: SlidesMania

Images: Unsplash

Please keep this slide or mention us and the other resources used in the footer of a slide.

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