HUMS staff blog update, February 16, 2020

ITEMS: 

1.  HUMS meeting in Kendra's room on Tuesday afternoon.  The agenda will revolve around the merger. 
2.  Don't forget about the spelling bee on Monday during ELO2
3.  8th Grade field trip on Friday.  We need all students to complete the link for field trips:
Link here:  https://www.familyid.com/organizations/harwood-union-middlehigh-school  (Liz and I can help with making contacts home to ensure as many kids sign up as possible. 
4. Effective Use of Cooperative Learning

            In this Cult of Pedagogy article, Jennifer Gonzalez recalls that when she was a middle-school English teacher, she often had students work in groups – sometimes to brainstorm ideas, sometimes as a break from the whole-class routine, and, she confesses, sometimes to lighten her grading load (30 final products versus 120). 

            But cooperative work was not without its problems. Some groups didn’t stay on task, there were personality clashes, absences complicated things, and certain students ended up doing most of the work in their groups. Gonzalez began to question whether cooperative learning was adding value. Recently, she took a careful look at the research and reached out to colleagues to answer some basic questions.

            First, is cooperative learning worth it? Researchers say that it is. “In general,” summarizes Gonzalez, “when students work together, they make greater academic and social gains than when they compete against one another or when they work individually.” But cooperative learning produces these gains only when teachers orchestrate group activities to include these key elements:

-   Positive interdependence – Kids must work together to achieve a common goal.

-   Individual accountability – Each group member must do his or her part.

-   Supportiveness – Students help and encourage each other.

-   Developing interpersonal skills – Students are taught how to communicate, tackle problems, and resolve conflicts.

-   Processing – Students have time to reflect on their group’s interactions.

Implemented with these components, cooperative learning works, and it’s especially important given the demands of the 21st-century workplace, where communication, creativity, and collaboration are more important than ever. What’s more, says Gonzalez, contemporary Americans’ fixation on smartphones “is stunting our ability to have regular conversations and robbing us of all the gifts that come with those interactions. Giving students regular opportunities to share physical space and actually talk through complex problems is a gift they may not get anywhere else, so yes, it’s worth it.” 

            Having established the value of cooperative work in classrooms, Gonzalez reached out for solutions to four common challenges:

            • Problem #1: Uneven student contributions in groups – Quite frequently, academically stronger students do most of the work while others freeload. Or everyone works, but in “parallel play” mode, without truly collaborating. Teachers can address this problem by: 

- Explicitly teaching the skills required to work well in a group. This means doing role-plays, modeling desired behaviors, and demonstrating what not to do. “Do not assume students have already been taught how to collaborate or that they should know better,” says Gonzalez. She advises starting with simple group tasks and debriefing with students. The links in her full article below include a breakdown of skills and rubrics to evaluate group work.

- Structuring the learning task so it lends itself to collaboration. Gonzalez provides links to resources for these approaches:

-   Jigsaw, in which each group member learns a discrete body of information and is then responsible for teaching it to the rest of the group.

-   Solve in Time, in which students clearly define a problem, research and understand it, come up with a solution, and share their work.

-   Kagan Cooperative Learning Structures, including Quiz-Quiz-Trade and Numbered Heads Together.

-   Team-based learning, popular in medical schools but applicable in K-12.

-   Agile Project Management, breaking large projects into shorter cycles.

-   POGIL (Process-Oriented Guided Inquiry Learning), often used in science courses.

It’s also important for the teacher to set norms and expectations up front (which might involve students creating group contracts before they get to work), spelling out procedures and roles, and what to do when there are serious disagreements. 

            • Problem #2: Interpersonal conflicts – Researchers have found that psychological safety is an essential prerequisite for successful group work, so it’s wise to spend time developing a comfortable group dynamic before students tackle academic tasks. Gonzalez suggests surveying students ahead of time (to avoid personality clashes that might derail a group), doing team-building activities, surveying students in the middle of multi-day cooperative projects, and actively problem-solving when issues arise (perhaps changing groups or having some students work independently). 

            • Problem #3: Off-task behavior – This might be excessive chit-chat, kids on their devices, or just plain fooling around. Gonzalez suggests establishing check-ins when specific tasks must be completed, using a timer for completion of certain tasks, and the teacher being self-critical about an assignment that confuses or doesn’t engage students, leading to a mid-course correction.

            • Problem #4: Student absences throwing things off – “One missed day is usually not a big deal,” says Gonzalez, “but if a student misses multiple work days when the group should be actively collaborating, it becomes much harder for that person to make an equal contribution.” Her suggestions: 

-   Design group projects so some parts require everyone’s involvement and others are done by individuals and collaboration might be “nice to have” rather than “must have.”

-   Be clear about individual roles and responsibilities so if a student has been absent, it’s clear what he or she must do to catch up.

-   Have groups use Google Drive or Hyperdoc, keeping the work in one cloud-accessible place so it’s possible for an absent student to contribute from home.

-   Let groups use Skype, Facetime, or Google Hangouts to chat with an absent student.

-   If a long-term absence is holding a group back, reshuffle groups or have the absent student work individually. 

Gonzalez concludes with three practical tips:

-   Conduct cooperative projects in the classroom. Differences in students’ access to materials, technology, and transportation may create inequities if major collaboration is done outside of school. 

-   Limit groups to 3-4 students. “Once a group gets larger than four,” says Gonzalez, “it becomes easier for students to slip through the cracks.” 

-   Check out collaborative technology. Beyond Google’s tools, there are collaborative features in Trello, Asana, Kanbanchi, Slack, Wakelet, and Canvas. 

“Making Cooperative Learning Work Better” by Jennifer Gonzalez in Cult of Pedagogy, February 3, 2020, https://www.cultofpedagogy.com/making-cooperative-learning-work-better/