How to observe - what good collaborative learning looks like...

Learning the rules...

​Why do we do collaborative learning tasks?

​Note the term I have used – not group work, but collaborative learning. There is a difference. In my last blog post I talked about how rapid progress and real learning takes place during learning talk amongst students. We are going to look here at how you can offer opportunities for this to happen in your classroom.
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I will refer to learning talk again and again throughout the year as there is a lot to think about with regard to this term (my PhD was built on it!). 

When do you do the collaborative activities in the lesson?

​Think about when in the lesson you would place the collaborative activity – near the beginning and the students will learn together and take on the new knowledge through discussion and the trying out of new ideas - making connections to existing spheres of reference. Near the end and the activity will reinforce and embed whatever learning may have taken place during the lesson. 

​Some people are still a little worried about group work in their classrooms. Ask your mentor for a few teachers who you could observe who are comfortable and successful using group work tasks. Definitely watch a drama lesson and a PE class if you can. These teachers are fantastic at planning for, coordinating and delivering group work activities. If you are a subject which is taught in a classroom, you should also choose to observe a classroom based subject, to see how you may need to adapt your teaching according to your space.

Face the fear!
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​Look out for:
​You should watch them for how they describe the task to the students. Does this happen before setting them off in their groups? Or do they put them in groups first and then give them the task? Ask them what helps them decide which way to deliver this part of the lesson.

Look out for: 
​Watch them to see how they put the students in groups – there are many different ways!
According to

• friendship / behaviour
• ability
• learning style
• skill sets….

Look out for:
Watch to see how they manage behaviour in groups. Once again you need to have clear expectations for how they should manage themselves in the group – and share this with the students. This has been made clear to them since primary school, so it just needs reinforcement that you will expect no less in your class!

​A good introduction to group activities in your class if to ask them for the ground rules. They will come up with the following:
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Listen to each other
Give everyone a chance to talk
Share ideas
Don’t shout over each other
Make sure everyone joins in
Once you have determined the expectations – put them on the board as they suggest them – you have a written guide to return to if any of them fall short! 

Remember – students are used to group work, so when you plan for this, use the strategies the good teachers use and you are already on a firm footing!

What questions you can ask in your reflections

​Where in the lesson do they do the group task?
What impact do you think this has?
How much input does the teacher have in the group task?
Where does the learning take place in this task?

Talk to the teacher after the lesson

 What do they do to make sure the class does as they are told?
Would they change their strategies with another class / year group?

What three things are you going to take away to put into place when you next plan for collaborative learning activities?

Next blog posts:
Using video to increase the power of your mentor meetings!
What makes you a good teacher? Set out your expectations!

Effective group work leads to success!