Productive Group Work
Productive Group Work
Nancy Frey San Diego State University
PPT at www.fisherandfrey.com
Click “Resources”
Health Sciences High and Middle College
Best School in the Universe
Guided
Focus Lessons
Independent
Collaborative
Purposeful Teaching
What works?
0.5
Reverse effects
Zone of desired 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.
0.5
Reverse effects
Zone of desired 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.
0.5
Reverse effects
Zone of desired effects
Reciprocal Teaching: d = 0.74
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
Gradual
Release of
Responsibility:
A Framework
for Instruction
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Guided
Instruction
“We do it”
Collaborative
“You do it
together”
Independent
“You do it
alone”
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.
The sudden release of responsibility
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Independent
“You do it
alone”
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.
DIY School
TEACHER RESPONSIBILITY
(none)
Independent
“You do it
alone”
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.
Time for a story
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Guided
Instruction
“We do it”
Collaborative
“You do it
together”
Independent
“You do it
alone”
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.
Conversational Roundtable
Your Notes:
Group Member #3:
Group Member #2:
Group Member #4:
How Do You
Know It’s
Productive?
What does it look like?
What does it sound like?
What are your favorite ways to encourage
collaboration between students? What
are the benefits and challenges?
Collaborative
STUDENT RESPONSIBILITY
Productive group work
Group and individual accountability
Productive failure
• Students are
consolidating their
understanding
• Negotiating understanding
with peers
• Engaging in inquiry
• Apply knowledge to novel
situations
INDICATORS
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).
Joint attention to tasks or materials:
Students are interacting with one
another to build each otherÕs
knowledge. Outward indicators include
body language and movement
associated with meaningful
conversations, and shared visual gaze
on materials.
Indic ators of Success - Productive Group Work DRAF T
4-Exemplary
3-Applying
2-Approaching
Task reflects purpose and what was
Tasks provide m ultiple, clear
The task is somewhat reflective of
modeled. The task allows students an
opportunities for students to apply the purpose of the lesson, but there
opportunity to use a variety of
and extend what was modeled.
is little opportunity for student
resources to creatively apply their
Students have an opportunity to
experim entation or innovation.
knowledge of what was modeled.
use a variety of resources to
Students have an opportunity to
creatively apply their knowledge
experim ent with concepts.
of what was modeled.
Students ask critical questions of each
Body language, visual gaze, and
Body language, visual gaze, and
other, developing and form ing
language interactions provide
language interactions provide some
personal opinions and conclusions.
evidence of j oint attention to the
evidence of mutual attention to the
They are able to evaluate and
task or materials by all members
task or materials by most members.
synthesize information, as well as
of the group. Students can explain Students are not holding each other
independently use a variety of
their contributions and the
accountable for purposeful
resources to acquire new or unknown
contributions of other group
contributions.
information.
m embers.
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.
Language supp ort: Written, verbal,
teacher, and peer supports are
available to boost academic language
usage.
Sentence fram es are differentiated
based on studentsÕproficiency and
need. A wide range of frames are
available for students and students use
the frames independently in academ ic
language and writing. Teacher
modeling includes the use of fram es as
well as academic vocabulary and high
expectations for language production.
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.
Groups are flexible and change based
on studentsÕproficiency, academic
need, and/or content area. Productive
group work occurs throughout the day.
G rouping: Small groups of 2-5
students are purposefully constructed
to maximize individual strengths
without magnifying areas of needs
(heterogeneous grouping).
Students ask for and offer
evidence to support claims.
However, members continue to
m aintain initial beliefs or
positions about a topic without
considering the argum ents of
others. The conversation is
generally respectful but some
m embers may not participate.
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.
Som e scaffolding and checki ng
for understanding occurs but there
are delays in corrections or
changes to the instruction. There
is a link to further instruction.
Purposeful heterogeneous
grouping occurs which are fluid
in response to studentsÕ
proficiency.
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.
1-Limited
Task is an exact
replication of what was
modeled, with little or no
opportunity for student
experim entation with
concepts.
Students divide up the task
so that they can work, then
m eet near end to assemble
components. Body
language, visual gaze, and
lack of language
interactions provide
evidence of independent
work occurring within the
group.
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.
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.
Scaffolding or checki ng for
understand occurs but is not used
to plan further instruction.
Teacher manages, but
does not interact with
groups to scaffold
conceptual knowledge.
Som e 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.
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 #2
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.
Look
down,
not
up.
Quality Indicator #3
Argumentation 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 ask for help?
The Helping
Curriculum
Did you offer help?
Did you nicely decline
help so you could try it
yourself?
Did you accept help?
Quality Indicator #4
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 #2
2009-10
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.
Quality Indicator #5
Grouping: Small groups of 2-5
students are purposefully
constructed to maximize individual
strengths without magnifying areas of
needs (heterogeneous grouping).
Quality Indicator #6
Teacher role: What is the teacher
doing while productive group work is
occurring?
What are your favorite ways to encourage
collaboration between students? What
are the benefits and challenges?
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!
What does Islam have to do
with libraries, hospitals, and
paper?
Writing to Learn
and
Questioning
Anticipatory Activity
Read Aloud
The House of Wisdom by
Florence Parry Heide,
illustrated by Mary
Grandpr é
Vocabulary
55:45-1:09
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."
What does Islam have to do
with libraries, hospitals, and
paper?
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Guided
Instruction
“We do it”
Collaborative
“You do it
together”
Independent
“You do it
alone”
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.
Productive failure
How have you helped today?
Did you ask for help?
The Helping
Curriculum
Did you offer help?
Did you nicely decline
help so you could try it
yourself?
Did you accept help?
Productive Group Work
Productive Group Work
Nancy Frey San Diego State University
PPT at www.fisherandfrey.com
Click “Resources”