How can students take the lead on equity in group work?
The work of improvement. Students can take the lead on setting the aim and identifying and testing change ideas. The following is an example of how a 3rd grade book club went through an improvement process to work toward an equitable, meaningful conversation.
1. Students set the aim.
Before meeting for a book club discussion, I led a conversation to identify an improvement aim. After discussing what we look for in a good discussion, one student summed up the aim by saying out goal is to have an "equal, concentrated conversation about the book."
2. Students set the norms.
From there, students identified what we meant by "equal" and "concentrated" and I wrote their ideas up on the board:
Concentrated = Making meaningful contributions:
Concentrated = Making meaningful contributions:
- Saying stuff that is valuable to the conversation.
- Make on-topic comments, responses and questions.
- Ask volleyball questions.
- Say specific things about the book. Point to parts in the text to make your point.
- If someone is not talking much, you can invite them into the group.
- You can add on to people's comments or questions.
- If there is a conversation and two people end up talking at the same time, to solve the problem, you can say, "You go first."
- To be a good listener, your hands are in your lap and you're looking at the person speaking and you're not having side conversations. Face toward the person who is speaking and lean in.
- Try not to interrupt someone who is speaking.
- Bring the conversation back to a speaker if they get interrupted
- Be careful not to cut people off
- Help the group transition to the next part of the conversation
3. Film the student-led group.
With the aim and norms in mind, students led their own book club.
4. Students self-assess and select a change idea.
After the book club, students rated themselves on the two areas within the aim, and explained their rationale for their assessments. Based on these self-assessments, students selected a change idea that would help them improve in the next book club. Later, we also watched the book club video and students revised their assessments if necessary.
SophiaMeaningful contributions: 4
I would give myself a 4 mostly because I said my summary and stuff, and then I stepped back for people who are listening. My words connected with others words. I said things that were valuable an important from the beginning. Working with others: 3 I kinda got off topic but back on topic so I gave myself a 3. I stepped back to let other people have a chance to speak. When I did the "mind blown" thing a lot which was distracting and would make other people do it, which took away from the conversation. Change idea To get a 5 in both, I will try to step back and step up, and to not try to get off topic and to stay on topic. If I'm about to say something off topic, my group member should say, "You're getting off topic, can you move back on topic." |
CarloMeaningful contributions: 5
I think my summary was valuable to the group because it is a summary of the book. When I was taking, it wasn't mostly off topic. Working with others: 4 I think I did good because I tried to invite people, but also I didn't try to tell people, "I think you interrupted this person." Change idea My change idea is to try to say when I think someone has interrupted without interrupting that person. |
KylerMeaningful contributions: 3
The things I said was a little on topic because I just the second I stopped I kept quiet. What I said that was valuable was my summary because I talked quite a lot. I would get a 5 if I was way more talkative. It would help to bring things like my writing. Working with others: 4 I worked with others pretty good but I only invited one person into the group. I was looking outside of the group and my body wasn't really facing the speaker. Change idea I will be more prepared with my summary and question written down with my book, not just written down and not bring it. |
Ali |
Zoe |
Matthew |
Meaningful contributions: 4
While we were doing the summary, I did the "mind blown" motion a lot, which I think distracted some people, and made other people do it. I did good with the Tip, Lenny and Angus part Work with others: 3 We all shared and listened. I invited people in. I jumped up a lot. I interrupted Kyler. I could get a five by letting other people speak. Change idea For meaningful contributions, if someone's doing something distracting, don't follow along. For working well with others, step back a little bit and give Zoe and Kyler more of a chance to speak. |
Meaningful contributions: 4
Between 1-5 I would give myself a 4 because I didn't say things off topic. I only talked about the book. I would respond to questions and I think I once added to a summary. I could have done better by sharing my question or sharing my summary more. Working with others: 3 Between 1-5 I would say I did a 3 because I didn't step up too much but I did talk. I asked if we were all done with the summary and helped transition us into the questions. Change idea I don't think we reached our goal of all speaking equally because I didn't step up as much as I could. My guess is maybe my group could help me by saying something like "Oh, that's a good point" or congratulate me so I know I did good and it might help me gain more confidence. |
Meaningful contributions: 4
I would give myself a 4 because I was mostly on topic and towards the end I started to get a little off topic. I think I said some really specific things that weren't important. Working with others: 4 For working with others I would give myself a 4 because I invited Zoe in the group and whenever I have a question I would say, "May I say my question?" whenever I have one. But I talked a little too much in the beginning. I think I cut Ali off. Change idea My change idea is maybe I should be one of the last ones to speak because I usually talk a lot. |
5. Test change ideas in the next student-led group.
Before the student-led group, students recall their change ideas, and commit to testing them out in this round.
First we decided how to evenly divide speaking time in our discussion.
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Then we summarized the section of the book that we read this week.
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Next, we had a discussion based on questions that we had for the group while reading the book.
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Finally, with only a few minutes left, we rushed to wrap up.
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6. Student Reflections
After the group, students reflect on how they did with their change idea and how they did with the overall aim.
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