Choosing Collaborative Groups
Lesson Objective: Use flexible grouping strategies
All Grades / All Subjects / Collaboration

Thought starters

  1. What do students learn through collaborative group work?
  2. How does Ms. Hobbs use different grouping strategies for different purposes?
  3. What can you learn from Ms. Hobbs about creating effective groups?
19 Comments

Students learn to work together and the learn that different people bring different ideas and skills to the group.  

Grouping in diverse manners is important for a few reasons.  One, so it is not redundant.  Two, so students can experience a variety of personalities and ideas, and Three, so students can learn how to work together no matter the skill level.

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Good idea to mix-up the way you group. It's not always the same which could get boring and not be as productive. but be careful, it still looks like some kids were doing all of the work while some sat back waited for the answers.
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This video was very insightful. It is very important to change up how students are grouped. I like how she informed her groups that the meaning of the groups represented students test scores. This was beneficial because it motivated students to improve.
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Group work is important and I like the way she placed them via gold, silver, or bronze! This enticed and motivated the students to strive harder to be in a certain group, based on how they performed. This in turn is a reflection of how the students decide how involved they want to be in order to achieve that goal!
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the strategy was helpful fr learning.
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Transcripts

  • Choosing Collaborative Groups Transcript

    +++ 00:00:06 +++
    Lauren Hobbs: My grouping strategy changes every single time I group.
    Lauren

    Choosing Collaborative Groups Transcript

    +++ 00:00:06 +++
    Lauren Hobbs: My grouping strategy changes every single time I group.
    Lauren Hobbs: Let’s hear from one of each kind of group, how about soccer ball group. What’s the easiest, most difficult part? DeJon [ph?].
    DeJon: The easiest part was cutting out the shapes because that’s easy.

    +++ 00:00:26 +++
    Lauren Hobbs: I grouped them based on what their project was but in the past I’ve grouped them based on test scores. Or I’ve grouped them based on interests. It really changed every time. Sometimes the higher level kids are together but sometimes I’ll disperse them throughout the seven groups. For example, if I look at their test scores they might know going into a test that I’m going to group the gold, silver, bronze. And so they know that the four kids who got the highest test grade get to be in the gold group. And so there’s a little bit of a competition going into it.

    +++ 00:00:57 +++
    Student: I think they deserve a 20 for calculation. You’ve done more than 15 percent.
    Lauren Hobbs: My first year teaching had more of a direct teaching method. I think I stood at the front a lot more. I would write on the board and have students copy work. It was a lot of worksheets.
    Student: Was it four or three?
    Student: It was three.

    +++ 00:01:15 +++
    Lauren Hobbs: My second year, I started to move a lot towards collaborative group work. They learn a lot more this way.
    Student: Wait. Finish this or fix that.
    Lauren Hobbs: They’re learning to reflect on their own learning. They’re learning to work well with other people. They’re learning how to really talk within a classroom setting using this framework. And I think it’s a really great experience for them.

    +++ 00:01:35 +++
    Student: You can make it so that this is going around in a circle.
    Student: And the other one is going around in the circle.
    Student: And then you can have the main one like the point to where you move it around, not the resizing and you can make it turnaround like that.
    Student: Yeah. That seems like a good idea.
    Student: Okay. I’ll think about that.

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