IMPACT Live!

There are many ways for us to engage with our students, but it is also important to provide ways for students to interact with one another. How do you encourage and foster group collaboration in your classroom? How do you intentionally create teams of students for group activities?

------------------------------
Shannon Ruth
Mathematics Faculty
GateWay CC
Phoenix AZ
------------------------------

At least for the first 1/3 of the term or so, assigning and rotating defined roles help establish norms and expectations for a collaborative dynamic. Once students are comfortable with the procedure, they tend to assume and rotate the roles for the rest of the term.

------------------------------
Chris Oehrlein
Oklahoma City CC
Oklahoma City OK
------------------------------

Original Message:
Sent: 03-23-2022 19:29:53
From: Shannon Ruth
Subject: IMPACT in Action - Group Collaboration

There are many ways for us to engage with our students, but it is also important to provide ways for students to interact with one another. How do you encourage and foster group collaboration in your classroom? How do you intentionally create teams of students for group activities?

------------------------------
Shannon Ruth
Mathematics Faculty
GateWay CC
Phoenix AZ
------------------------------

Hi Chris and Everyone,
May you please elaborate on "defined roles" you assign?
I, also, would appreciate examples of group activities that foster classroom collaboration.

------------------------------
Bukurie Gjoci
Assistant Professor
CUNY - LaGuardia CC
Long Islant City NY
------------------------------

Original Message:
Sent: 03-24-2022 09:34:45
From: Chris Oehrlein
Subject: IMPACT in Action - Group Collaboration

At least for the first 1/3 of the term or so, assigning and rotating defined roles help establish norms and expectations for a collaborative dynamic. Once students are comfortable with the procedure, they tend to assume and rotate the roles for the rest of the term.

------------------------------
Chris Oehrlein
Oklahoma City CC
Oklahoma City OK

Original Message:
Sent: 03-23-2022 19:29:53
From: Shannon Ruth
Subject: IMPACT in Action - Group Collaboration

There are many ways for us to engage with our students, but it is also important to provide ways for students to interact with one another. How do you encourage and foster group collaboration in your classroom? How do you intentionally create teams of students for group activities?

------------------------------
Shannon Ruth
Mathematics Faculty
GateWay CC
Phoenix AZ
------------------------------

Here's a good start. These work for in-person or online breakout room teams. If you only have 3 on a team, then the Manager does the timekeeper job.
 

Manager	Initiates the conversation, and ensures that all team members stay on task and are able to contribute to the discussion
Spokesperson	Communicates for the team to the facilitator, and reports out to the entire class if teams share after or during the activity
Recorder	Records team answers (on paper/Google slides/ board/etc.), and submits any work on the activity the facilitator would like
Timekeeper	Ensures that the team stays on time

If you don't like the timekeeper role (because that can be assumed by the manager), or if you have 5 on a team, the fourth or fifth person could be a "process analyst". Instead of having each team member evaluate the functioning of the group, the Process Analyst can fill out a short evaluation of the group dynamics after the class session.

------------------------------
Chris Oehrlein
Oklahoma City CC
Oklahoma City OK
------------------------------

Original Message:
Sent: 03-25-2022 09:07:58
From: Bukurie Gjoci
Subject: IMPACT in Action - Group Collaboration

Hi Chris and Everyone,
May you please elaborate on "defined roles" you assign?
I, also, would appreciate examples of group activities that foster classroom collaboration.

------------------------------
Bukurie Gjoci
Assistant Professor
CUNY - LaGuardia CC
Long Islant City NY

Original Message:
Sent: 03-24-2022 09:34:45
From: Chris Oehrlein
Subject: IMPACT in Action - Group Collaboration

At least for the first 1/3 of the term or so, assigning and rotating defined roles help establish norms and expectations for a collaborative dynamic. Once students are comfortable with the procedure, they tend to assume and rotate the roles for the rest of the term.

------------------------------
Chris Oehrlein
Oklahoma City CC
Oklahoma City OK

Original Message:
Sent: 03-23-2022 19:29:53
From: Shannon Ruth
Subject: IMPACT in Action - Group Collaboration

There are many ways for us to engage with our students, but it is also important to provide ways for students to interact with one another. How do you encourage and foster group collaboration in your classroom? How do you intentionally create teams of students for group activities?

------------------------------
Shannon Ruth
Mathematics Faculty
GateWay CC
Phoenix AZ
------------------------------

In the past I just let students pick their own groups, but now I have randomly assigned them to groups. This does two things. One it makes the students work with others and it also makes the students get up and move around the classroom. I use the group feature in Canvas that randomly assigns the students. However, in Peter Liljadahl's book he says that the students should see the random process. Does letting Canvas randomly assign the groups, and letting the students see it do that, does that meet the idea of a random process?

I really like creating random groups now and will continue this process for now on. There are times when the groups don't work well, but in most cases the groups work well together. I don't do what Chris does of assigning roles to the group members. Maybe I will try that in the fall.

------------------------------
Kathryn Kozak
Instructor
Coconino CC
Flagstaff AZ
------------------------------

Original Message:
Sent: 03-24-2022 09:34:45
From: Chris Oehrlein
Subject: IMPACT in Action - Group Collaboration

At least for the first 1/3 of the term or so, assigning and rotating defined roles help establish norms and expectations for a collaborative dynamic. Once students are comfortable with the procedure, they tend to assume and rotate the roles for the rest of the term.

------------------------------
Chris Oehrlein
Oklahoma City CC
Oklahoma City OK

Original Message:
Sent: 03-23-2022 19:29:53
From: Shannon Ruth
Subject: IMPACT in Action - Group Collaboration

There are many ways for us to engage with our students, but it is also important to provide ways for students to interact with one another. How do you encourage and foster group collaboration in your classroom? How do you intentionally create teams of students for group activities?

------------------------------
Shannon Ruth
Mathematics Faculty
GateWay CC
Phoenix AZ
------------------------------

I assign students to groups, trying to balance gender and underrepresented groups, so that they are able to fully participate. I use  three roles: writer, communicator, and collaborator. The writer obviously writes what they're doing, the communicator talks to the class about what they did, and the collaborator goes to other groups to see what they're doing and bring it back to their group. The collaborator also shares their group's ideas with other groups.

------------------------------
Johanna Debrecht
Assistant Professor
Red Rocks CC / Northern VA CC
Lakewood CO
------------------------------

Original Message:
Sent: 03-31-2022 10:45:20
From: Kathryn Kozak
Subject: IMPACT in Action - Group Collaboration

In the past I just let students pick their own groups, but now I have randomly assigned them to groups. This does two things. One it makes the students work with others and it also makes the students get up and move around the classroom. I use the group feature in Canvas that randomly assigns the students. However, in Peter Liljadahl's book he says that the students should see the random process. Does letting Canvas randomly assign the groups, and letting the students see it do that, does that meet the idea of a random process?

I really like creating random groups now and will continue this process for now on. There are times when the groups don't work well, but in most cases the groups work well together. I don't do what Chris does of assigning roles to the group members. Maybe I will try that in the fall.

------------------------------
Kathryn Kozak
Instructor
Coconino CC
Flagstaff AZ

Original Message:
Sent: 03-24-2022 09:34:45
From: Chris Oehrlein
Subject: IMPACT in Action - Group Collaboration

At least for the first 1/3 of the term or so, assigning and rotating defined roles help establish norms and expectations for a collaborative dynamic. Once students are comfortable with the procedure, they tend to assume and rotate the roles for the rest of the term.

------------------------------
Chris Oehrlein
Oklahoma City CC
Oklahoma City OK

Original Message:
Sent: 03-23-2022 19:29:53
From: Shannon Ruth
Subject: IMPACT in Action - Group Collaboration

There are many ways for us to engage with our students, but it is also important to provide ways for students to interact with one another. How do you encourage and foster group collaboration in your classroom? How do you intentionally create teams of students for group activities?

------------------------------
Shannon Ruth
Mathematics Faculty
GateWay CC
Phoenix AZ
------------------------------

I also like to mix and match groups. So far, I have tried 2 methods - making name cards for all students and then shuffling them (like a pack of cards) and assigning groups, or having them count 1,2,3,4,5,1,2,3... to divide into 5 groups.
In some classes, students are willing to try but in some classes, they resist.. so I have to find new ways to engage them into making groups.
But assigning roles, I haven't yet implemented. Would like to.
While on zoom, the random grouping with breakouts was very useful. Also, they could work on google slides simultaneously.
I think I'll try with cards next time for 4 groups of hearts, clubs, diamonds, spades.
Thanks for all the suggestions,

------------------------------
Manisha Ranade
Santa Fe College
Gainesville FL
------------------------------

Original Message:
Sent: 04-01-2022 12:59:06
From: Johanna Debrecht
Subject: IMPACT in Action - Group Collaboration

I assign students to groups, trying to balance gender and underrepresented groups, so that they are able to fully participate. I use  three roles: writer, communicator, and collaborator. The writer obviously writes what they're doing, the communicator talks to the class about what they did, and the collaborator goes to other groups to see what they're doing and bring it back to their group. The collaborator also shares their group's ideas with other groups.

------------------------------
Johanna Debrecht
Assistant Professor
Red Rocks CC / Northern VA CC
Lakewood CO

Original Message:
Sent: 03-31-2022 10:45:20
From: Kathryn Kozak
Subject: IMPACT in Action - Group Collaboration

In the past I just let students pick their own groups, but now I have randomly assigned them to groups. This does two things. One it makes the students work with others and it also makes the students get up and move around the classroom. I use the group feature in Canvas that randomly assigns the students. However, in Peter Liljadahl's book he says that the students should see the random process. Does letting Canvas randomly assign the groups, and letting the students see it do that, does that meet the idea of a random process?

I really like creating random groups now and will continue this process for now on. There are times when the groups don't work well, but in most cases the groups work well together. I don't do what Chris does of assigning roles to the group members. Maybe I will try that in the fall.

------------------------------
Kathryn Kozak
Instructor
Coconino CC
Flagstaff AZ

Original Message:
Sent: 03-24-2022 09:34:45
From: Chris Oehrlein
Subject: IMPACT in Action - Group Collaboration

At least for the first 1/3 of the term or so, assigning and rotating defined roles help establish norms and expectations for a collaborative dynamic. Once students are comfortable with the procedure, they tend to assume and rotate the roles for the rest of the term.

------------------------------
Chris Oehrlein
Oklahoma City CC
Oklahoma City OK

Original Message:
Sent: 03-23-2022 19:29:53
From: Shannon Ruth
Subject: IMPACT in Action - Group Collaboration

There are many ways for us to engage with our students, but it is also important to provide ways for students to interact with one another. How do you encourage and foster group collaboration in your classroom? How do you intentionally create teams of students for group activities?

------------------------------
Shannon Ruth
Mathematics Faculty
GateWay CC
Phoenix AZ
------------------------------

Interesting and totally correct observation ! 

Over my 35+ years of teaching, I discovered that once a week "random seating" is an excellent and useful tactic.
In fact, I programmed my TI-84 calculator to display a random seating each Monday, at the beginning of a week.
The students enjoyed the lottery style event. Sometimes they were seated with their best friends, other times not.

Students of this age naturally "cligue up"  if you allow it. But this does not  serve a best learning environment.
If you are interested in my TI-84 random seating program, please visit my website first... I am retired recently.
Taught rigorous Prep School/AP/IB maths for the last 15 years.

My  COVID  defined recent  year's effort was to create professionally the 3,400 flashcards  I had hand-made for HS topics.
I have also set up a booth at a few recent conferences (at considerable expense)  but have had very positive reactions.
The  HS topic flash cards are awesome, and effective.
 
Please check out my site     Mathwizflashcards,com

info@mathwizflashcards.com
rickswenson2@gmail.com


------------------------------
Rick Swenson
Green Valley AZ


------------------------------

Original Message:
Sent: 03-31-2022 10:45:20
From: Kathryn Kozak
Subject: IMPACT in Action - Group Collaboration

In the past I just let students pick their own groups, but now I have randomly assigned them to groups. This does two things. One it makes the students work with others and it also makes the students get up and move around the classroom. I use the group feature in Canvas that randomly assigns the students. However, in Peter Liljadahl's book he says that the students should see the random process. Does letting Canvas randomly assign the groups, and letting the students see it do that, does that meet the idea of a random process?

I really like creating random groups now and will continue this process for now on. There are times when the groups don't work well, but in most cases the groups work well together. I don't do what Chris does of assigning roles to the group members. Maybe I will try that in the fall.

------------------------------
Kathryn Kozak
Instructor
Coconino CC
Flagstaff AZ

Original Message:
Sent: 03-24-2022 09:34:45
From: Chris Oehrlein
Subject: IMPACT in Action - Group Collaboration

At least for the first 1/3 of the term or so, assigning and rotating defined roles help establish norms and expectations for a collaborative dynamic. Once students are comfortable with the procedure, they tend to assume and rotate the roles for the rest of the term.

------------------------------
Chris Oehrlein
Oklahoma City CC
Oklahoma City OK

Original Message:
Sent: 03-23-2022 19:29:53
From: Shannon Ruth
Subject: IMPACT in Action - Group Collaboration

There are many ways for us to engage with our students, but it is also important to provide ways for students to interact with one another. How do you encourage and foster group collaboration in your classroom? How do you intentionally create teams of students for group activities?

------------------------------
Shannon Ruth
Mathematics Faculty
GateWay CC
Phoenix AZ
------------------------------

Thank you so much to All of you who shared your working in groups classroom practices! 
Enjoy your weekend!

------------------------------
Bukurie Gjoci
Assistant Professor
CUNY - LaGuardia CC
Long Islant City NY
------------------------------

Original Message:
Sent: 04-01-2022 21:43:15
From: Rick Swenson
Subject: IMPACT in Action - Group Collaboration

Interesting and totally correct observation ! 

Over my 35+ years of teaching, I discovered that once a week "random seating" is an excellent and useful tactic.
In fact, I programmed my TI-84 calculator to display a random seating each Monday, at the beginning of a week.
The students enjoyed the lottery style event. Sometimes they were seated with their best friends, other times not.

Students of this age naturally "cligue up"  if you allow it. But this does not  serve a best learning environment.
If you are interested in my TI-84 random seating program, please visit my website first... I am retired recently.
Taught rigorous Prep School/AP/IB maths for the last 15 years.

My  COVID  defined recent  year's effort was to create professionally the 3,400 flashcards  I had hand-made for HS topics.
I have also set up a booth at a few recent conferences (at considerable expense)  but have had very positive reactions.
The  HS topic flash cards are awesome, and effective.
 
Please check out my site     Mathwizflashcards,com

info@mathwizflashcards.com
rickswenson2@gmail.com


------------------------------
Rick Swenson
Green Valley AZ



Original Message:
Sent: 03-31-2022 10:45:20
From: Kathryn Kozak
Subject: IMPACT in Action - Group Collaboration

In the past I just let students pick their own groups, but now I have randomly assigned them to groups. This does two things. One it makes the students work with others and it also makes the students get up and move around the classroom. I use the group feature in Canvas that randomly assigns the students. However, in Peter Liljadahl's book he says that the students should see the random process. Does letting Canvas randomly assign the groups, and letting the students see it do that, does that meet the idea of a random process?

I really like creating random groups now and will continue this process for now on. There are times when the groups don't work well, but in most cases the groups work well together. I don't do what Chris does of assigning roles to the group members. Maybe I will try that in the fall.

------------------------------
Kathryn Kozak
Instructor
Coconino CC
Flagstaff AZ

Original Message:
Sent: 03-24-2022 09:34:45
From: Chris Oehrlein
Subject: IMPACT in Action - Group Collaboration

At least for the first 1/3 of the term or so, assigning and rotating defined roles help establish norms and expectations for a collaborative dynamic. Once students are comfortable with the procedure, they tend to assume and rotate the roles for the rest of the term.

------------------------------
Chris Oehrlein
Oklahoma City CC
Oklahoma City OK

Original Message:
Sent: 03-23-2022 19:29:53
From: Shannon Ruth
Subject: IMPACT in Action - Group Collaboration

There are many ways for us to engage with our students, but it is also important to provide ways for students to interact with one another. How do you encourage and foster group collaboration in your classroom? How do you intentionally create teams of students for group activities?

------------------------------
Shannon Ruth
Mathematics Faculty
GateWay CC
Phoenix AZ
------------------------------