Photo 1: Students during a lesson during the immigration unit.Photo 2: Group work.
During the social justice based math units I wanted each student in each group of three to be contributing an equitable amount of work. To this end I created a group structure that included three specific jobs. The students chose their jobs at the beginning of each of the two social justice based math units. The reason I chose this structure was that I read research showing that group work is only effective when it is deliberately and carefully structured. Students were expect4ed to hold regular group meetings. I attended many of their group meetings and gave them periodic grades on what I saw at these meetings. The grades I gave were based on their level of active participation in their groups process.
The group structure I used is as follows:
Leader: Organizes group, focuses and facilitates discussion, and supports other group members in completing their individual and group assignments on time. The leader makes sure all other students are doing their group jobs well and reminds them of duties they are forgetting. At the first group meeting, the leader meets with group to develop the plan for completion of project at the beginning of the project.
Researcher: In charge of researching the finer points of the topic of the project. The researcher uses resources (library, Internet, etc.) to find information about the topic. Other students may do this as well but it is the Researchers job to keep track of what has been learned and explain to the group how it applies to the final project goal. They present their findings and make assignments for future research (to be conducted by themselves or others) at each group meeting. They keep a bibliography of all the sources they use in their math notebook.
Mathematician: The mathematician keeps track of all of the mathematical work involved in the project. They are in charge of seeking outside help (parents, teachers, mathematicians) if needed by the group. They present their findings/progress and make assignments for future mathematical operations at each group meeting. They present their and others progress and needs in this area at each group meeting.
3 comments:
It is quite difficult to make sure that each person in a group setting is participating. Many times, I will give each student one or two questions to answer, then they are to share with the rest of the group. My students are quick to point out if one of the questions is "easier" than the others.
I play a game called "Don't Give It Away For Free" in groups. It starts with either using their notes to complete a worksheet or answering questions one-by-one in a group. They can talk to each other, but if they talk too loud, other groups can hear them. I call on students individually to see how well they shared with their group.
At the end, they will have all heard the answers, and will have had a chance to correct their own answers. It's a great study tool.
Effective group collaboration is always in need of structure and re-structure. But, it is worth the time and effort each teacher puts into its construction. Small groups, I feel, are the most effective when the goal is deeper understanding of a particular concept. Students/teachers have so much to learn from each other in these highly informative group sessions.
Sandra and Dave,
I agree with both of you. It is difficult to set up a group structure without hearing from students that they are being treated unfairly in some way. It is also very beneficial to power forward and find methods that make group work more productive and useful. I did my best and overall found that the students were doing their group jobs and supporting each other within the group structure I used during my AR project. It isn't perfect, but it worked!
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