Productive Group Work

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Productive Group Work
Productive Group Work

• Nancy Frey San Diego State University
• PPT at www.fisherandfrey.com
• Click Resources

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• Health Sciences High and Middle College

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Best School in the Universe
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Guided
Focus Lessons
Independent
Purposeful Teaching
Collaborative
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What works?
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0.5
0.4
0.6
0.3
0.7
0.2
Medium
0.8
0.1
High
0.9
Low
0.0
1.0
Teacher effects
1.1
-0.1
Developmental effects
Negative
1.2
-0.2
Zone of desired effects
Reverse effects
Small group learning d 0.49
Hattie, J. (2009). Visible learning A synthesis
of over 800 meta-analyses related to achievement.
New York Routledge.
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0.5
0.4
0.6
0.3
0.7
0.2
Medium
0.8
0.1
High
0.9
Low
0.0
1.0
Teacher effects
1.1
-0.1
Developmental effects
Negative
1.2
-0.2
Zone of desired effects
Reverse effects
Meta-cognitive Strategies d 0.69
Hattie, J. (2009). Visible learning A synthesis
of over 800 meta-analyses related to achievement.
New York Routledge.
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0.5
0.4
0.6
0.3
0.7
0.2
Medium
0.8
0.1
High
0.9
Low
0.0
1.0
Teacher effects
1.1
-0.1
Developmental effects
Negative
1.2
-0.2
Zone of desired effects
Reverse effects
Reciprocal Teaching d 0.74
Hattie, J. (2009). Visible learning A synthesis
of over 800 meta-analyses related to achievement.
New York Routledge.
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Gradual Release of Responsibility A Framework
for Instruction
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TEACHER RESPONSIBILITY
I do it
Focus Lesson
Guided Instruction
We do it
You do it together
Collaborative
You do it alone
Independent
STUDENT RESPONSIBILITY
A Model for Success for All Students
Fisher, D., Frey, N. (2008). Better learning
through structured teaching A framework for the
gradual release of responsibility. Alexandria,
VA Association for Supervision and Curriculum
Development.
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The sudden release of responsibility
TEACHER RESPONSIBILITY
I do it
Focus Lesson
You do it alone
Independent
STUDENT RESPONSIBILITY
Fisher, D., Frey, N. (2008). Better learning
through structured teaching A framework for the
gradual release of responsibility. Alexandria,
VA Association for Supervision and Curriculum
Development.
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DIY School
TEACHER RESPONSIBILITY (none)
You do it alone
Independent
STUDENT RESPONSIBILITY
Fisher, D., Frey, N. (2008). Better learning
through structured teaching A framework for the
gradual release of responsibility. Alexandria,
VA Association for Supervision and Curriculum
Development.
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Time for a story
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TEACHER RESPONSIBILITY
I do it
Focus Lesson
Guided Instruction
We do it
You do it together
Collaborative
You do it alone
Independent
STUDENT RESPONSIBILITY
A Model for Success for All Students
Fisher, D., Frey, N. (2008). Better learning
through structured teaching A framework for the
gradual release of responsibility. Alexandria,
VA Association for Supervision and Curriculum
Development.
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Conversational Roundtable
Your Notes Group Member 2
Group Member 3 Group Member 4
Summarize
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How Do You Know Its Productive?
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What does it look like? What does it sound like?
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• What are your favorite ways to encourage
  collaboration between students? What are the
  benefits and challenges?

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Collaborative
STUDENT RESPONSIBILITY
Productive group work Group and individual
accountability Productive failure

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• Students are consolidating their understanding
• Negotiating understanding with peers
• Engaging in inquiry
• Apply knowledge to novel situations

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Quality Indicator 1

• Complexity of Task The task is a novel
  application of a grade-level appropriate concept
  and is designed so that the outcome is not
  guaranteed (a chance for productive failure
  exists).

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Productive failure
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Quality Indicator 2

• Joint attention to tasks or materials Students
  are interacting with one another to build each
  others knowledge. Outward indicators include
  body language and movement associated with
  meaningful conversations, and shared visual gaze
  on materials.

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Look down, not up.
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Quality Indicator 3

• Argumentation not arguing Student use
  accountable talk to persuade, provide evidence,
  ask questions of one another, and disagree
  without being disagreeable.

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The Helping Curriculum
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Quality Indicator 4

• Language support Written, verbal, teacher, and
  peer supports are available to boost academic
  language usage.

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(No Transcript)
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Can you buy your way to happiness?
HSHMC Essential Question 2 2009-10
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The evidence shows that ____.

• The evidence shows that poor people are not
  unhappy.
• The evidence shows that just because you win the
  lottery you are not guaranteed happiness.

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My own view, however, is that ___.

• My own view, however, is that happiness is not
  based solely on money.
• My own view, however, is that happiness is a
  combination of things that happen and dont
  happen to a person over his or her lifetime.

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Quality Indicator 5

• Grouping Small groups of 2-5 students are
  purposefully constructed to maximize individual
  strengths without magnifying areas of needs
  (heterogeneous grouping).

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Quality Indicator 6

• Teacher role What is the teacher doing while
  productive group work is occurring?

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• What are your favorite ways to encourage
  collaboration between students? What are the
  benefits and challenges?

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Demonstration Lesson Contributions of Islam

• 7th Grade History/Social Sciences
• 7.2.6 Understand the intellectual exchanges
  among Muslim scholars of Eurasia and Africa and
  the contributions Muslim scholars made to later
  civilizations in the areas of science, geography,
  mathematics, philosophy, medicine, art, and
  literature.

Starring Anticipatory Activities, Read Alouds,
Questioning, Notetaking, Writing to Learn, and
Questioning!
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What does Islam have to do with libraries,
hospitals, and paper?
Writing to Learn and Questioning
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Anticipatory Activity
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Read Aloud
The House of Wisdom by Florence Parry Heide,
illustrated by Mary Grandpré
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(No Transcript)
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(No Transcript)
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Vocabulary
5545-109
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The historian al-Maqrizi described the opening of
the House of Wisdom in 1004 "In 1004 A.D. 'The
House of Wisdom' was opened. The students took up
their residence. The books were brought from
many other libraries ... and the public was
admitted. Whosoever wanted was at liberty to copy
any book he wished to copy, or whoever required
to read a certain book found in the library could
do so. Scholars studied the Qur'an, astronomy,
grammar, lexicography and medicine. The building
was, moreover, adorned by carpets, and all doors
and corridors had curtains, and managers,
servants and porters were appointed to maintain
the establishment. Out of the library of Caliph
al-Hakim those books were brought which he had
gathered-- books in all sciences and literatures
and of exquisite calligraphy such as no king had
ever been able to bring together. Al-Hakim
permitted admittance to everyone, without
distinction of rank, who wished to read or
consult any of the books."
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What does Islam have to do with libraries,
hospitals, and paper?
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TEACHER RESPONSIBILITY
I do it
Focus Lesson
Guided Instruction
We do it
You do it together
Collaborative
You do it alone
Independent
STUDENT RESPONSIBILITY
A Model for Success for All Students
Fisher, D., Frey, N. (2008). Better learning
through structured teaching A framework for the
gradual release of responsibility. Alexandria,
VA Association for Supervision and Curriculum
Development.
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(No Transcript)
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Productive failure
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The Helping Curriculum
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Productive Group Work
Productive Group Work

• Nancy Frey San Diego State University
• PPT at www.fisherandfrey.com
• Click Resources