Productive Group Work Planning LogWarren G. Harding Middle School

Time Frame of Implementation Study: due 11/20/13 (delivered 18th and 19th).

Name: Caitlyn McLaughlin (Mary Strait) Grade Level/Role: 6th Art

Lesson Objective:Which learning objective/standard will students be working on?

I can analyze colors and color relationships.

Positive Interdependence:Which positive interdependence strategy will be used in the activity? How are students dependent upon each other to accomplish this task?

Positive outside Enemy Interdependence, Students play a family feud type game. Students need to collaborate with their team about whether they know the answers in each category and decide whether to pass or play. If they are playing a round they get time to collaborate to decide what answers might be on the “board” and discuss possible answers.

Individual AccountabilityDescribe how students are each accountable for their part of the group work. What is it that each student is responsible for doing?

Once the collaboration phase is over, students are individually responsible for the answers and are no longer able to discuss with their team members. Each student will have to go in team order and will need to provide an answer that isn’t already on the board. Students also need to independently review their notes on colors.

Group ProcessingWhat type of processing will the group go through at the end of the activity? What questions will be asked to encourage them to process about their work as a group?

At the end of each round students will discuss and re-collaborate, when wrong answers are given I will remind them of the vocabulary or concepts. What colors secondary? What is the difference between secondary and primary?

Face-to-Face InteractionBriefly explain how face-to-face interaction is incorporated into the activity. Which behaviors need to be modeled for students by the teacher?

Students were encouraged by the teacher to collaborate with respect and on topic, if collaboration get off topic students will begin the round. So on-topic collaboration is encouraged. Students work face to face to

ensure they can answer the questions for the category, if for some reason students feel like they cannot prepare their team for the category within the minute collaboration time, students could pass the category.

Social SkillsWhich social skills are essential to the group’s success? How will these skills be modeled for students?

Students are to collaborate as a team and then they are expected to all know the answers individually and answer individually. Students are monitored and encouraged to discuss the category and work together to ensure their teams success. Social skills are modeled by example of successful collaboration groups. If a team is disrespectful or not following rules, I listed examples of what is disrespectful and went over the rules with the students as a class and individually.

Lesson IntroductionScript out how the activity will be introduced to students and how the activity will be structured for students.

Students will separate into 2 teams and pick a team name. Students will answer question in the order you sit in. (provide example) The first student in each group will answer an initial question and student who answers has 3

seconds to answer after they raise their hand. If a student answers within time and correctly they can choose to pass or play. If the students from each team cannot answer, the next student in each team will try.

The team will collaborate and decide whether to pass or play, if the team decides to play they need to make student their team can answer all the blanks in the category. If they cannot the other team can gain control, they are allowed one incorrect answer.

If the team passed they need to be sure they are unable to answer as well the opposing team. There is one sample question so student could get the feel of the game. Where I would model and

provide examples for correct and incorrect procedure.

Student Response Data (This can be a whole group or small group data set.) What data will you collect to determine student progress? Exit slip, PGW artifact, etc.

___3__ Number of students who have performance and cognitive control (Level 3-4)

__11___ Number of students who are making good progress (Level 2)

___4__ Number of students who are struggling (Level 1)

Data collected by observation, note taking and team scores.

Reflection: After discussion with collaborative partner, please record your thinking.

1. What made the lesson work well (strategies, materials, lesson organization, student grouping, etc.)?

The students were enthusiastic about their color review. All students’ participation was required and each student participated in the game. Once the game started students play respectfully and followed the rules. I utilized a PowerPoint which was preprogrammed with categories and a clickable answer board which was a fun and well-designed tool to help with the game.

2. How might you change your lesson when you teach it again?

Next time I might find an activity that can be broken up into smaller groups. The 2 team system worked well for my two smaller classes, but more students were off-topic in my larger teams. I could have been clearer with some classes in introducing the activity, which is why I later included a sample question for practice.

Questions?

Collaboration Data

In the last five school days, have you worked with your collaborative partner to plan your PGW activity? ___X Yes ____ No (Art doesn’t have collaborative teams, I collaborated with Mary Strait, for parts)

In the last five school days, have you practiced a PGW activity for your collaborative partner? __X__ Yes ____ No

I planned my lesson with: Mary StraitI practiced my lesson with: Mary StraitI reflected my lesson with: Mary Strait