Productive Group Work Planning Log Warren G.

Harding Middle School

Time Frame of Implementation Study due !!"#$"!% &delivered !'th and !(th). *ame +aitlyn McLaughlin &Mary Strait) Grade Level",ole -th .rt

Le//on 012ective
Which learning objective/standard will students be working on? I can analyze colors and color relationships.

Po/itive 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 .ccounta1ility
Describe how students are each accountable for their part of the group work. What is it that each student is responsible for doing? !nce 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 Proce//ing
What 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? #t 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. %hat colors secondary& %hat is the difference between secondary and primary&

Face3to3Face Interaction
riefly e!plain 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 'uestions 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 Skill/
Which 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 e(pected 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 e(ample of successful collaboration groups. If a team is disrespectful or not following rules, I listed e(amples of what is disrespectful and went over the rules with the students as a class and individually.

Le//on Introduction
$cript out how the activity will be introduced to students and how the activity will be structured for students. Students will separate into ) teams and pick a team name. Students will answer 'uestion in the order you sit in. *provide e(ample+ ,he first student in each group will answer an initial 'uestion and student who answers has 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 ne(t student in each team will try. ,he 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. ,here is one sample 'uestion so student could get the feel of the game. %here I would model and provide e(amples for correct and incorrect procedure.

Student ,e/pon/e 4ata %&his can be a whole group or small group data set.'
What data will you collect to determine student progress? (!it slip) *+W artifact) etc. ...-.. /umber of students who have performance and cognitive control *0evel -$1+ ..22... /umber of students who are making good progress *0evel )+ ...1.. /umber of students who are struggling *0evel 2+ 3ata collected by observation, note taking and team scores.

,eflection .fter di/cu//ion 5ith colla1orative partner6 plea/e record your thinking.

2. %hat made the lesson work well *strategies, materials, lesson organization, student grouping, etc.+& ,he students were enthusiastic about their color review. #ll students" participation was re'uired and each student participated in the game. !nce 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$designed tool to help with the game. ). 4ow might you change your lesson when you teach it again& /e(t time I might find an activity that can be broken up into smaller groups. ,he ) team system worked well for my two smaller classes, but more students were off$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 'uestion for practice. 5uestions&

+olla1oration 4ata
In the last five school days, have you worked with your collaborative partner to plan your P6% activity& ...7 8es .... /o *#rt doesn"t have collaborative teams, I collaborated with 9ary Strait, for parts+ In the last five school days, have you practiced a P6% activity for your collaborative partner& ..7.. 8es .... /o I planned my lesson with: 9ary Strait I practiced my lesson with: 9ary Strait I reflected my lesson with: 9ary Strait