Group Work ExpectationsOur aim is for all students to be contributing meaningfully to the group goal and working well with others in the process. This will look different as students develop across the grade levels.
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See Some Examples
First GradeMeaningful Contribution
He worked the whole time in completing the task, redirected students and their blocks to where he wanted them, very emotionally invested in building challenge. Working Well with Others He responded to friends (“The T-Rex?”), offered help to group mates and celebrated them (“There you go!”) He looked at group members when asked a question. He worked on a section with a group member and then his own section, trying to see how different sections connect. He gave pieces to friends, and shared ideas kindly (“Probably has to go at the top.”) |
Third GradeMeaningful Contribution
Student is involved both vocally and with his gesturing. His voice is dominating the group, but also is helping his group to complete their task. He could improve by asking others what they think or to make it more of a “group” effort. Working Well with Others Student is really vocal, following questions being asked and also responding to others. She appears to be leading the group. |
Fifth GradeMeaningful Contribution
She asked thoughtful questions, contributed often to the conversation, and referenced specific pages from the text to support her interpretation. Working Well with Others Student stayed on topic, contributed equally to conversation, looked at the speaker and provided nonverbal cues (nodding, smiling), and offered feedback to group members. |
Groupworthy Tasks
Tips for Group Design
- Pairs usually allow greater access for students. If you want to have groups of four, clearly define how all students can be engaged in the work.
- Smaller groups help with accountability.
- Mixed ability groups can be supportive when students practice asking questions and sharing their thinking kindly with others.