HomepageISTEEdSurge
Skip to content
ascd logo

Log in to Witsby: ASCD’s Next-Generation Professional Learning and Credentialing Platform
Join ASCD
April 4, 2019
Vol. 14
No. 22

Maximizing Those "A-Ha Moments" with Intentional Collaboration

Instructional Strategies
How often has it happened that a student confused by teacher explanations has an "a-ha!" moment when receiving a shorter explanation from a peer? Just as teachers typically learn more from fellow teachers, students often learn better in settings where they can work with and learn from other students. Not only this, but teachers can also learn more from students when they are working together.
Collaborative groups are part of the "You do it together" element of Fisher and Frey's gradual release of responsibility framework. As the cognitive load shifts from teacher to students, Marzano and other education researchers have noted that teachers get a view into how students are understanding content as they interact with peers. The evidence of learning data produced in collaborative settings is invaluable for informing the teacher's next instructional moves.
With clear benefits of teaching and learning, what can teachers do to ensure that collaborative groups are effective? By providing a clear rationale and structures for group work, assigning tasks that fit a collaborative frame, and using data to inform, teachers can maximize the potential for collaboration to drive mastery learning.

Setting the Purpose

Strong educators know that collaborative groups represent more than just time fillers. This type of learning prepares students for the changing world of work. Recent data shows that future workplaces will feature "a where groups of people regularly work together to solve problems and set strategies," which sets a strong purpose for this type of learning and helps students understand the "why" behind collaborative work. With this support in mind, you can proactively address the concerns of the one student who begs, "Can't I please just work alone?"

Aligning the Task

Strong educators plan for collaborative tasks that help students productively struggle with and learn from their peers as they find and solve problems by applying their learning to a new situation. These tasks are also designed so that teachers can track individual and group progress toward learning objectives related to content and collaboration skills.
What does this look like in action? After learning basic multiplication and division moves, a group of 3rd graders could collaboratively determine how to purchase goods for a camping trip given a list of options and prices and an amount to spend. During the task, students could track their individual progress and needs. Those with no camping experience might ask specific questions to uncover what supplies are best, while students with camping experience could engage others in figuring out the right number of supplies.

Providing a Clear Structure

Strong educators ensure they have provided precise directions for every component of the task, including group membership, roles and responsibilities, materials, and rules of engagement. There are multiple opportunities here to differentiate roles based on individual student needs, ensuring skill and personality matches that make productive struggle a reality for every participant. Clear structures ensure students engage in productive struggle and move toward learning objective(s) in a way that can be captured and with the differentiation that supports individual students' needs.
Here's an example of how to use precise directions and checks for understanding to provide structure for collaborative work:
  • Present the task: You'll have 45 minutes to work in assigned groups to conduct a series of experiments with pulleys and levers, using the guide and rubric provided.
  • Directions for movement/materials: When I say "go," walk to your group and take out the materials from the box on each table.
  • Directions for group talk (volume and content of conversations): In Level 1 voices, be sure to use our science vocabulary on the anchor chart and ask and answer questions using stems we've practiced.
  • Directions for participation: Individually log a 3-point summary of each experiment, focusing on the steps you found most important to calculating the mechanical advantage and efficiency of machines. In addition, each group member should take the lead on one of the experiments, starting with the group member closest to the door.
  • Checks fo1r understanding: Devon, what will we be working on during group time? Keisha, why are we doing this? Nadia, should you complete your 3-point summary collaboratively or individually?

Data Informs Support

There are several ways teachers can take formative data during group work to inform future instructional supports. Scanning the room for engagement, checking in with groups or individuals, and asking probing questions to push group performance are just a few ways to provide capacity-building support to groups engaged in productive struggle.
Consider creating and using a group or individual rubric to track student progress or helping students use one to measure their own success. Additionally, teachers can keep a record of group successes and opportunities for growth. Here are some data points to look for during collaborative work:
  • Evidence of learning: Are students using related terms and vocabulary appropriately?
  • Feedback: Are students able to implement your feedback (or past feedback) during group time?
  • Check each other's understanding: Are students making sure their group members share understanding before moving on?
  • Relevance: If you asked students the purpose behind the activity, what would they say
  • Preparation to work independently: Are students contributing individually to the group to show their level of understanding?
  • Curiosity and inquiry: Are students asking exploratory questions about what they're learning and why?
Take a look at a typical day in your classroom. How can you intentionally plan opportunities for students to learn from their peers informally during discussions as well as during structured collaborative time? You'll find that well-designed collaboration provides a-ha moments for students and teachers alike.

ASCD is a community dedicated to educators' professional growth and well-being.

Let us help you put your vision into action.
Discover ASCD's Professional Learning Services
Related Articles
View all
undefined
Instructional Strategies
Making the Most of Mental Tools
Douglas Fisher & Nancy Frey
3 weeks ago

undefined
Thinking Harder About “Trigger Warnings”
Matthew R. Kay
2 months ago

undefined
Three School Tools for Literacy
Kate Stoltzfus
4 months ago

undefined
Integrating Literacy Across the Curriculum: An Easy Way to START
Harvey F. Silver & Matthew J. Perini et al.
4 months ago

undefined
De-Siloing Literacy
Naomi Thiers
4 months ago
Related Articles
Making the Most of Mental Tools
Douglas Fisher & Nancy Frey
3 weeks ago

Thinking Harder About “Trigger Warnings”
Matthew R. Kay
2 months ago

Three School Tools for Literacy
Kate Stoltzfus
4 months ago

Integrating Literacy Across the Curriculum: An Easy Way to START
Harvey F. Silver & Matthew J. Perini et al.
4 months ago

De-Siloing Literacy
Naomi Thiers
4 months ago