Productive Group Work Nancy Frey and Doug Fisher San Diego State University Nancy Frey and Doug Fisher San Diego State University.

Productive Group Work

Nancy Frey and Doug Fisher

San Diego State University

www.fisherandfrey.com

Nancy Frey and Doug Fisher

San Diego State University

www.fisherandfrey.com

Productive Group WorkProductive Group Work

Instructional Routines

Kno

w H

ow T

o…

Gradual Release of Responsibility

Inside View

Quality Indicators

Engaging & Interactive

Front View Back View

Purposeful Teaching

Focus LessonsFocus Lessons

GuidedGuided

CollaborativeCollaborative

IndependentIndependent

How have you helped today?

Did you offer help?

Did you ask for help?

Did you accept help?

Did you nicely decline help so you could try it

yourself?

The helping curriculum

Early Predictors for Passing (or Failing) the CAHSEE • Grade Point Average

• Absences• Classroom Behavior

These are present as early as fourth grade

Zau, A. C., & Betts, J. R. (2008). Predicting success, preventing failure: An investigation of the California High School Exit Exam. Sacramento, CA: Public Policy Institute of California.

There are some myths in education…

-0.2

-0.1

0.0

0.1

0.20.3

0.4 0.5 0.6 0.70.8

0.91.0

1.11.2

Reverse effects

Developmental effects

Teacher effects

Zone of desired effects

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

Neg

ativ

e

Low

Medium

High

Retention: d = - 0.16

-0.2

-0.1

0.0

0.1

0.20.3

0.4 0.5 0.6 0.70.8

0.91.0

1.11.2

Reverse effects


Teacher effects



Neg

ativ

e

Low

Medium

High

Ability Grouping: d = .12

-0.2

-0.1

0.0

0.1

0.20.3

0.4 0.5 0.6 0.70.8

0.91.0

1.11.2

Reverse effects


Teacher effects



Neg

ativ

e

Low

Medium

High

Homework: d = .29

… and some truths as well.

-0.2

-0.1

0.0

0.1

0.20.3

0.4 0.5 0.6 0.70.8

0.91.0

1.11.2

Reverse effects


Teacher effects



Neg

ativ

e

Low

Medium

High

Small group learning: d = 0.49

-0.2

-0.1

0.0

0.1

0.20.3

0.4 0.5 0.6 0.70.8

0.91.0

1.11.2

Reverse effects


Teacher effects



Neg

ativ

e

Low

Medium

High

Meta-cognitive Strategies: d = 0.69

-0.2

-0.1

0.0

0.1

0.20.3

0.4 0.5 0.6 0.70.8

0.91.0

1.11.2

Reverse effects


Teacher effects



Neg

ativ

e

Low

Medium

High

Reciprocal Teaching: d = 0.74

Gradual Release of Responsibility: A Framework for Instruction

Gradual Release of Responsibility: A Framework for Instruction

Let’s Make a Foldable™

Envelope fold• Focus Lesson• Guided Instruction• Collaborative Learning• Independent Learning

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

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.

The sudden release of responsibilityTEACHER RESPONSIBILITY


Focus Lesson “I do it”

Independent

“You do it alone”

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.

DIY School

TEACHER RESPONSIBILITY(none)


Independent

“You do it alone”


The “Good Enough” Classroom



Focus Lesson

Guided Instruction

“I do it”

“We do it”

Independent“You do it alone”


Time for a Story



Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

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.

How does Maria:•Establish purpose?•Model her thinking?•Demonstrate?•Provide language supports?•Utilize productive group work?•Provide guided instruction?•Check for understanding?•Foster metacognition?


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Second Grade Mathematics



How Do You Know It’s

Productive?

How Do You Know It’s

Productive?

What does it look like? What does it sound like?


Productive group work

Group and individual accountability

Productive failure

Collaborative

• Students are consolidating their understanding

• Negotiating understanding with peers

• Engaging in inquiry• Apply knowledge to

novel situations

Conversational Roundtable

Your Notes: Group Member #2:

Group Member #3: Group Member #4:

Summ

arize

Collaborative Posters in Geometry

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Indicators of Success - Productive Group Work DRAF T INDICATORS 4-Exemplary 3-Applying 2-Approaching 1-Limited

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).

Task reflects purpose and what was modeled. The task allows students an opportunity to use a variety of resources to creatively apply their knowledge of what was modeled. Students have an opportunity to experiment with concepts.

Tasks provide multiple, clear opportunities for students to apply and extend what was modeled. Students have an opportunity to use a variety of resources to creatively apply their knowledge of what was modeled.

The task is somewhat reflective of the purpose of the lesson, but there is little opportunity for student experimentation or innovation.

Task is an exact replication of what was modeled, with little or no opportunity for student experimentation with concepts.

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

Students ask critical questions of each other, developing and forming personal opinions and conclusions. They are able to evaluate and synthesize information, as well as independently use a variety of resources to acquire new or unknown information.

Body language, visual gaze, and language interactions provide evidence of joint attention to the task or materials by all members of the group. Students can explain their contributions and the contributions of other group members.

Body language, visual gaze, and language interactions provide some evidence of mutual attention to the task or materials by most members. Students are not holding each other accountable for purposeful contributions.

Students divide up the task so that they can work, then meet near end to assemble components. Body language, visual gaze, and lack of language interactions provide evidence of independent work occurring within the group.

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

Students reach a better understanding or consensus based on evidence and opinions provided by others. Students hold each member of the group accountable by using questioning strategies and evidence to persuade or disagree. The conversation is respectful and courteous.

Students ask for and offer evidence to support claims. However, members continue to maintain initial beliefs or positions about a topic without considering the arguments of others. The conversation is generally respectful but some members may not participate.

There is a process in place for accountable talk. However, student dialogue is limited and there are minimal efforts to support the product. The conversation is generally respectful, but is often dominated by one member of the group or veers of-topic.

No clear process is in place to facilitate accountable talk. Lack of structure is evidence as students are off-task, in conflict, and/or are unable to complete product.

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

Sentence frames are differentiated based on students’ proficiency and need. A wide range of frames are available for students and students use the frames independently in academic language and writing. Teacher modeling includes the use of frames as well as academic vocabulary and high expectations for language production.

Students use one or two sentence frames from the variety that are available in a structured setting. A set of target vocabulary is available and used. Teachers model the use of frames. Students are encouraged to use the language support in guided instruction and productive group work.

Academic language related to the concept/standard is present. A frame may be provided. The teacher models at least once using target vocabulary or language frame. Students are encouraged to attempt using target vocabulary without opportunities for guided practice.

Vocabulary is posted but its use is not modeled. Students are simply told to use words. Language frames are not provided.

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

Teacher is purposeful in scaffolding using prompts, cues and questions and checks for understanding regularly. Evidence collected during this time is used to plan further instruction.

Some scaffolding and checking for understanding occurs but there are delays in corrections or changes to the instruction. There is a link to further instruction.

Scaffolding or checking for understand occurs but is not used to plan further instruction.

Teacher manages, but does not interact with groups to scaffold conceptual knowledge.

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

Groups are flexible and change based on students’ proficiency, academic need, and/or content area. Productive group work occurs throughout the day.

Purposeful heterogeneous grouping occurs which are fluid in response to students’ proficiency.

Some heterogeneous grouping occurs, but homogeneous grouping practices dominate. Decisions based on assessment are not apparent.

Grouping practices are solely homogeneous and are done primarily for scheduling convenience.

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Foldable

Quality Indicators

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).

Productive failure

Quality Indicator #2Joint attention to tasks or materials

Students are interacting with one another to build each other’s knowledge. Outward

indicators include body language and

movement associated with meaningful

conversations, and shared visual gaze on materials.

Look down, not up.

Quality Indicator #3Argumentation not arguing:

Student use accountable talk to persuade, provide evidence, ask

questions of one another, and disagree

without being disagreeable.

How have you helped today?

Did you offer help?

Did you ask for help?

Did you accept help?

Did you nicely decline help so you could try it

yourself?

The Helping Curriculum


Language support: Written, verbal, teacher, and peer supports

are available to boost academic language usage.

Can you buy your way to happiness?

HSHMC Essential Question #22009-10

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.

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 don’t happen to a person over his or her lifetime.


Grouping: Small groups of 2-5 students are purposefully constructed to maximize individual strengths without magnifying areas of

needs (heterogeneous grouping).


Teacher role: What is the teacher

doing while productive group work is

occurring?

Grade 6 Science

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

and challenges?

What does it take to make a task

engaging and interactive?

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What Does It Take to Make a Task Engaging and Interactive?

Enough background knowledge to have something to say.Enough background knowledge to have something to say.

Language support to know how to say it.

A topic of interest.

An authentic reason to interact.An authentic reason to interact.

Expectations of and accountability for the interaction.

An established community of learners that

encourage and

support each other.

Knowledge of the norms of interaction.

How do you construct a task that

is engaging and interactive?

Gradual Release of Responsibility

Inside View

Quality Indicators


Front View Back View

The TakeawayCollaboration is an essential part of learning.

Know what you’re looking and listening for.Make tasks engaging and interactive.

Quality Indicators


For Tomorrow

Please bring your Foldable and

handouts

Productive Group Work Nancy Frey and Doug Fisher San Diego State University Nancy Frey and Doug Fisher San Diego State University.

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