In the same way that jumping on the gas pedal consumes too much fuel, beginning group work with a very complex task will tend to tax both you and your learners. Therefore, to prepare students for group work, we suggest teachers start small, with lots of short, partner-driven conversations, so that students can foster the interpersonal skills needed for more complex tasks.
Give students the language of sharing ideas by constructing frames that support their academic conversations. For younger children, practice may focus on turn taking and listening to one another. We will sometimes give partners a "talking chip" that they pass back and forth as they converse. We encourage older students to use more formal academic language as a means for engaging in deeper conversations. In addition, we find this practice to be an important precursor to academic writing, rhetoric, and argumentation. Here are some recommended language frames for productive group work discussions:
Explaining Ideas
- The main idea is _____.
- The reason I know this is because _____.
- This is like _____ and different from _____.
Checking for Understanding
- Does that make sense to you?
- Is there a part that is confusing?
- Can you repeat it in your own words?
Asking for Clarification
- Can you explain that again?
- Could you show me where you found that information?
- I understood _____, but I didn't understand _____. Can you help me?
Helping a Person Get "Unstuck"
- Show the person where you found information.
- Ask the person to explain what he or she knows.
- Use another resource (book, computer, teacher).
- Ask someone else for help in explaining the information.
Disagreeing Politely
- I know that you think _____ while I think _____. I'll explain why I believe _____ and then you tell me why you believe _____.
- I agree with you because _____. I disagree with you about _____. Could both of us be right?
- That's an interesting idea. I disagree with you about _____. Can you tell me why you think _____?
Using Each Other's Ideas
- (Student's name) _____ said _____ and it reminded me of _____.
- Our ideas are similar because _____.
- Our ideas are different because _____.
- We could use _____ and _____ to explain _____.
- Here's a new idea that uses _____'s thoughts and _____'s thoughts.
Remember that teacher modeling is essential to meaningful learning conversations. As you lead class discussions, pause from time to time to spotlight your use of these techniques. For instance, before asking a clarifying question of a student, tell the class, "I am not sure I understand completely. When I don't understand, I ask another question." As well, think aloud to explain how you use specific language frames. Formulate questions using these structures, and then let the entire class participate in the answer. Finally, turn the tables and allow the students to construct specific questions to pose to you. These questions from students needn't go on for long, but the regular use of modeling to frame discussion techniques will build students' capacity to sustain longer conversations during group work.
How Do I Introduce Group Work into My Classroom?
Teachers typically use productive group work in one of two ways: students work on the same task in small groups, or they rotate through a variety of tasks in small groups.
The latter method, variously referred to as centers, workshops, learning stations, or experiences, is a common feature of elementary classrooms and secondary English classrooms. A goal of this model is to create time for the teacher to provide guided instruction to one small group of students at a time while the other groups are engaged in collaborative work. Students working productively in this model are usually moving through a host of experiences that are repeated each week. The teacher has a format pattern in mind (e.g., independent reading, literature circles, research, or writing) and coordinates the format, as appropriate, to the lesson content.
When introducing various kinds of group work to students—the procedures of a literature circle, say, or of a research center—the teacher must be certain to model how each works before the whole class and then provide guided practice through the strategic use of cues, prompts, and questions. Students then work in groups, while the teacher circulates through the groups to address any problems. This might include reteaching the steps of the group process, reteaching content, or both. Introduce subsequent stations one at a time, while continuing to implement previously taught stations. In our own work, over the course of 20 days of instruction at the beginning of the school year, we model and practice up to five stations in an orderly fashion, allowing time for students to build capacity and stamina. A typical implementation schedule looks something like this:
- Day 1. Collaborative learning lesson: What are the goals and expectations of group learning?
- Day 2. Introduce Station 1. Provide focus lesson and guided practice.
- Day 3. Practice, circulate, and evaluate Station 1. Observe students and evaluate procedures.
- Day 4. Introduce Station 2. Provide focus lesson and guided practice.
- Day 5. Practice, circulate, and evaluate Station 2. Observe students and evaluate procedures.
- Day 6. Implement Stations 1 and 2. Divide class in half, then switch.
- Day 7. Collaborative learning lesson: How do you get help when your group is stuck?
- Day 8. Introduce Station 3. Provide focus lesson and guided practice.
- Day 9. Practice, circulate, and evaluate Station 3. Observe students and evaluate procedures.
- Day 10. Implement Stations 1–3. Introduce schedule and complete three rotations.
- Day 11. Assessment day. Implement Stations 1–3. Assess individuals or small groups.
- Day 12. Collaborative learning lesson: How do you offer, accept, decline, and ask for help?
- Day 13. Introduce Station 4. Provide focus lesson and guided practice.
- Day 14. Practice, circulate, and evaluate Station 4. Observe students and evaluate procedures.
- Day 15. Implement Stations 1–4. Introduce schedule and complete three rotations.
- Day 16. Assessment day. Implement Stations 1–4 and assess individuals or small groups.
- Day 17. Introduce Station 5. Provide focus lesson and guided practice.
- Day 18. Practice, circulate, and evaluate Station 5. Observe students and evaluate procedures.
- Day 19. Collaborative learning lesson: How do you know you are finished? What do you do next?
- Day 20. Introduce teacher-directed station with the five collaborative stations.
What of the other format for productive group work, having all groups working on the same task at the same time? While the introduction for this format is shorter in duration, the overall structure is similar. Beginning with easier and shorter tasks, model how the work is to be completed and provide a bit of guided practice so you can check for understanding. As students shift into group-work mode, use the time to provide on-the-spot guided instruction. If you notice a pattern of errors, return to modeled instruction and reteach as necessary. It may be too early in the instructional cycle for the task, or the problem could be unclear directions. In either case, the role of the teacher is to ensure that students have the tools they need to engage with the task.
