Collaborative groups

As my wonderful partner Mary and I work on presenting information on the topic of collaborative groups to the class, it really makes me think of when I use groups in my class versus whole group instruction, partner work, and independent assignments. I use groups frequently in my class, sometimes effectively, sometimes not, which is why I have yet to say I use "collaborative" groups in my class for this post.

When I think of small group work, I think of assigning kids (or letting them pick, or numbering off, etc...) to groups of 3 or 4, assigning a task and letting them get to work. It does not include assigned roles, specified instruction other than the task at hand, or a great deal of guidance from the facilitating teacher. Does this happen in my class? Absolutely - I can't lie! My small groups are not always perfect, and more often than I'd like to admit, this is how small groups work in my room. What is the problem with that you may ask? Well it's simple. Let's say Bobby Joe, Bobbie Sue, Bobby Ray, and Bobbie Jean are all working in this kind of group. Bobby Sue immediately begins dominating the group Tracy Flick style (if you haven't seen the movie Election, see it!) while Bobby Jean begins drawing on herself with a pen, and Bobby Joe and Bobby Ray begin a makeshift game of paper football with two pencils and a folded Post-It. The unsuspecting teacher breezes by the group at the exact moment that the three distracted "Bobbies" tune into Bobby Sue for exactly 3.5 seconds. When time is up, the given assignment is finished, with only one group member truly participating in the assigned group work. Effective? I should say not!

When I think of collaborative group work, I think of groups being formed with some sort of purpose, and with each member of the group responsible for a certain task. They can be the typical tasks; recorder, reporter, time keeper, or they can be a bit more creative; spelling checker, teacher liaison, grammar goddess. Whatever the case may be, a purpose of working together is established at the beginning of the activity and a conclusion to that activity cannot be reached unless all members of a group are working together. By completing the activity with defined expectations and specified roles, everyone must be part of the learning; students must be engaged and focused on the activity at hand. And, for the teacher who breezed by the "Bobbies" during the small group activity as mentioned above, during collaborative group work that same teacher is interacting with students by asking probing questions and having "check ins" with each group. I do have my moments of teaching pride where my 4th graders are engaged in gorups such as this, but it should be happening more than it is!

Group work is a natural part of learning to me as a teacher. This past Friday I asked my students why they think I have them work in groups as often as I do. Answers ranged from the basic, (not enough supplies for everyone) to the more complex, (by talking to different people, you can get a better idea or a different idea about what we should be learning). Granted, I take more pride in the latter statement rather than the former but regardless of what the students see, I see an incredibly valuable life skill in the ability to work with others. I just hope my group of "Bobbies" will improve as their year with me progresses!