It's Group Time

Chapter 7 focuses on group work that grows understanding.

Quote by Arthur Appleby page 89:

 “Curriculum is often thought of as a set of specific knowledge, skills or books to be covered. I propose instead that we think of curriculum as a set of important conversation that we want students to engage in.”

Group work often brings with it its own challenges, for instance keeping the students motivated and on task. Tovani suggests that we start developing norms and rules for our groups. She believes that the students need to be involved in this process so that there will be more ownership of these rules. She suggests that we start by having each students write down a list of what they dislike in group work.

As teachers we need to make it clear that we can't accommodate every students dislikes all the time, but we can make changes when necessary. We can reconstruct groups after each project. Tovani suggests that the students develop their action or rules.

For example students might write:

“I dislike being in a group with people who annoy me. I don't want to be in a group without my buddies.  I don't like to be in a group where people don't listen to my ideas.”

Rule 1 ) I will stick it out if I'm in a group that doesn't function well. At the completion of the project I will request to be moved.

Teacher's response: I will honor group requests to the best of my ability. But as the teacher in charge of the classroom I reserve the right to the final say about group membership.

Student writes:  “I don't like being in a group where I have to do all the work and others slack off. I don't like being in a group of people who have sideline conversations and avoid their work.”

Rule 2) I will take responsibility for my own work. I know that I cannot force my peers to participate. I agree to do my part.

Teacher's role: I won't expect students to govern each other's behaviors. I will give individual grades for group work. I will monitor who is working and who is not and grade accordingly.

These are but a few examples of the ground rules that can be established by our students to govern small group activities.

Small groups allow teachers to divide students into workgroups that are appropriate to their academic needs. Stronger readers can be given more difficult text within the same genre, while the struggling readers can be given an alternative a connected reading that will allow them to function well in class.

As the year progresses, the groups can be redistributed blending the stronger readers and the struggling readers providing opportunities for peer modeling and support.

At the end of today's posts I'm not adding to what works section, I'm choosing a list entitled   “Guiding Students in Groups.” It can be found on page 98 of Chris Tovani’s book  ”Do I Really Have to Teach Reading?”

Guiding students in groups

1.   Suggestions for sharing what you've read:

A. Give an overview of what's been read so far.

B. Share something interesting from the book for example:

*a character action

*an opinion about something that's happened

*a question

*a provocative act

*a confusing part

2. Suggestions for writing or better response:

A. Share your thinking about the quote.

B. Consider questions that don't have simple answers.

C. Ask your group members their opinion.

D. Ask yourself,”am I just reading or sharing my thinking? “

E. Make a statement or recommendation, and use textual evidence to support your thinking.