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Mairead Greaney

EDSP 575
Evidence-Based Practice Midterm
Group Roles
An Evidence- Based Cooperative Learning Practice

Lesson Overview

Learning Objectives
Students will brainstorm about people whose stories are valuable to them.
Students will be able to connect the story to their personal lives by discussing in small
groups why do we tell stories about people who live in the past?.
Students will demonstrate their knowledge of chapter 1 of the classic story Sadako and
the Thousand Paper Cranes, by sharing in pairs and by completing the Exit Ticket on
GoFormative.
Student-centered instruction
Collaborative learning
Brainstorming
Critical thinking
CCCS
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and
expressing their own clearly.

CCSS.ELA-LITERACY.RL.4.3
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in
the text (e.g., a character's thoughts, words, or actions).
Group Roles: An Evidence Based Cooperative Learning Practice 2

CCSS.ELA-LITERACY.RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the
text.

Materials
Cell phone for timer and Team Maker app
Computer and projector to project the google slides powerpoint
3 folders for group work & group tracking sheet (monitoring)
Sadako and the Thousand Paper Cranes by Eleanor Coerr
Paper & pencils for student note taking.
Student technology (laptop or ipad) for exit ticket
Pre-work
Create google slide deck stating agenda/objectives, opening question, group member
agreement, description on group roles/tasks, guiding questions.
Set up folders with group tracking sheet for organization
Read the prologue and chapter 1.
Prepare questions based on reading for discussion.
Checking for Understanding
Quick write/ Journal entry
Asking questions during reading
What is collected in the folder/discussed by the groups presented
Exit ticket / GoFormative
Anticipatory Set
Teacher will start by talking about her dad, whose story is important to her and
others because he was a first responder on September 11th. (1 min)
Teacher will introduce students to the true story Sadako and the Thousand Paper
Cranes she will tell them about how she read this story with her class when she
was in elementary school and that its message and theme has always stuck with
her. (1 min)
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Independent Practice
Teacher will have students activate background knowledge by having them write
in their journals about one person in their lives whose story is valuable to them.
Students will be reminded that they could think of stories in the news, books or
movies, or in their own personal life. (3 minutes- think for 1 minute, write for 2
minutes)
Grouping
Students will be reminded of group member agreement
Students will be grouped by using the free APP Team Maker.
The first student listed will be the Facilitator.
The second student listed will be the Recorder.
The third student listed would be the Presenter.
The fourth student listed would be the Summarizer.
The fifth student listed will have several roles; they will be the Timekeeper,
Materials-grabber and Encourager.
Cooperative learning
First, students will share the few sentences that they have written in their journal with
their small groups. Recorder will list the people of interest anonymously. Example:
Abraham Lincoln, My grandma, My kindergarten teacher, military members. (3-5 mins)
Teacher will do a guided reading of the synopsis of the story and have students answer
Why do you think Sadakos story is important to so many people? (8 mins)
Group presenters will take turns presenting to the whole class. Peers can ask questions
and provide positive feedback to groups. (6 minutes)
Shared reading
Teacher will read the first chapter from Sadako and the Thousand Paper Cranes. The
reading will be projected on the screen, as well, for students have the opportunity to
follow along.
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Teacher will ask questions such as what kind of good luck signs do you know of?, What
was Peace Day? What kind of figurative language is being used when the author says,
Rushing like a whirlwind
Students will volunteer to answer after using the think, pair, share method.
Teacher will clarify words that students may not know such as Hiroshima, leukemia,
radiation, etc.
Exit Ticket
Students will log onto goformative.com and complete the exit ticket - NAXD939
Exit ticket will include 5 questions in regard to group participation/concerns, 2 multiple
choice questions from the reading and a short answer question.
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Written Reflection: Cooperative Learning


Research
When I was in elementary school I was an average achieving student who was not shy, but not
outspoken. Group projects to me meant having to find people to work with, being assigned to
work with students who were smarter than me or having to figure it all out on my own. As an
adult, I find it extremely important to teach students about why we work cooperatively, why its
important to take on different roles and the advantage of doing so. I think that if this was
instilled in me at a younger age, I would have benefit from it greatly.

Before I split the students into their groups, I wanted to make sure that they had their own
opinions developed about the topic to follow. When it comes to cooperative learning, students
are doing most of the talking and learning from one another rather than just the teacher So,
during the anticipatory set of my lesson I decided it was best to talk about someone whose story
is important to me, my Dad. I believe that before I ask my students to try to connect with the
literature independently and in their small groups,its important for myself to give an example to
demonstrate the level of depth I am looking for. Kluth (2010) says A range of approaches can
be used to assist students in calling up what they know about a topic and/or learning new
information that can enhance their comprehension. For example, you might tell students a story
from your own experience on a topic related to the text (students are so often intrigued by
narratives from their teachers lives).

The grouping strategies that I used in my lesson are important to make sure that one student
doesnt dominate the conversation and that everyone gets an opportunity to contribute. Kluth
(2010) says with cooperative learning, students interact with each other and work together to
achieve optimal learning. Typically, this work is done in small groups, with students sharing
information, working toward common goals, and individually participating for the good of the
team, product or learning outcome. When everyone has a role, everyone is responsible for
contributing to the end result. Burden & Byrd (Burden & Byrd, 2016, p.163 ) also mention that
Collaborative learning generally occurs in three different ways: 1) Students have specific
Group Roles: An Evidence Based Cooperative Learning Practice 6

responsibilities within a large group task or project. 2) Students work together on a common
project or task. 3) Students take responsibility for all group members learning. This statement
challenged me to use a cooperative learning strategy that incorporates all three ways.

The cooperative learning strategy known as Group Roles that I implemented for my lesson was
first introduced to my in my practicum last semester. According to Burden and Byrd (2016),
cooperative learning involves students working together in small, mixed-ability learning teams
to address specific instructional tasks, thus aiding and supporting each other during the lesson
process. Having students take on different roles or tasks also helps students build confidence in
the roles they are not used to taking on. Grouping students in a systematic, sensical way is an
effective method to set students up for success. Students know their part and what is expected of
them individually and as a group. It is important that all students get the opportunity to take on
each role.

I decided to do a shared reading of the prologue and first chapter of Sadako and the Thousand
Paper Cranes because research shows it to be beneficial for students to visualize what they are
hearing.. Allen (2002) states, Shared reading involves the teacher or another fluent reader in
voicing the text while the learner tracks the print at the same time. Research by Kluth (Kluth,
2010, p. 155) shows that Students get to see the print as it is voiced by another person, a process
that helps them learn how to pronounce unfamiliar words, how to deal with conventions of print
such as punctuation, and how to pace their reading differently for different purposes or while
reading texts in different genres.

During the shared reading, students will participate in a second cooperative learning activity
called Think- Pair- Share.This is an example of informal grouping. According to Burden &
Burd ( Burden & Byrd, 2016 p.164) informal groups are short term, often accomplished by
asking students to turn to a neighbor and used to clarify information, focus students on
objectives, or bring closure to a topic. This can be done during a guided or shared reading to
have students collaborate and brainstorm in a fast paced setting. The teacher asks a question in
Group Roles: An Evidence Based Cooperative Learning Practice 7

the middle of the reading, has students think about it for a second and then turn to a partner to
talk about it for 30 seconds or less. Then students are asked to volunteer to share their answers.

Core Principles of Cooperative Learning:


According to Estes, Mintz, and Gunter (2011); Jacobs Power, and Inn (2002); Johnson and
Johnson (1999) and Gillies (2007) as stated by Byrd and Burden (2016), cooperative learning
strategy has several basic elements
1. Heterogeneous grouping: A wide range of characteristics and achievement among group
members
2. Positive Interdependence: All group members seek to achieve a group goal and help each
others achievement.
3. Face to face interaction: The opportunity for group members to explain their thoughts to
one another in person.
4. Simultaneous interaction: Everyone working together at the same time.
5. Individual accountability: Each member of the group is held responsible for his or her
own learning, which in turn contributes to the group goal
6. Equal Participation: All students are expected to contribute to the discussion and final
product equally
7. Interpersonal and small group skills: Each student must be reminded to work together in a
respectful, effective manner.
8. Collaborative skills: The learners discuss, problem solve, and cooperate with one another

How the Core Principles of Collaborative Learning are seen in my lesson,


1. Heterogeneous grouping is seen because the groups are picked at random.
2. Positive interdependence is demonstrated through the group roles method of
cooperative learning because the group is graded on their classwork as team rather than
individually. All group members have their roles of 1) Facilitator 2) Recorder 3)
Summarizer 4) Presenter 5) Time-keeper, Encourager, Materials Grabber, but they are all
required to partake in the discussion on top of that.
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3. Face to face interaction is seen because students are working in the classroom setting.
4. Simultaneous interaction is achieved because all students are working together at the
same time.
5. Equal participation should be seen by all members regardless of their role. Students are
also given the opportunity to give the teacher feedback, that way any issues could
mediate and make sure problems are resolved.
6. Individual accountability is implemented by the chart on the front of the folder that lists
roles, date and score. Each day the teacher will check the folder for completeness and
understanding. Students are also reminded of their role and duties on their laminated
card inside of the folder. Aside from the group role activity, students are also required to
independently write in their journal. The journal entry is then used to participate in the
group discussion. If students did not complete the journal, they would be unable to
participate in the conversation with their group. At the end of class, each student fills out
an exit ticket.
7. Interpersonal and small group skills are instilled in the students by reminding them of
the BECOMING a team agreement. Students are reminded of their responsibilities as a
whole in regard to what is expected of them by the end of the allotted amount of time.
Students are given the opportunity to address concerns privately, or through the
GoFormative exit ticket that way the teacher can mediate when necessary.
8. At the end of class students are given an electronic Exit Ticket through GoFormative
where they are asked true/ false questions about their team's efforts, they are also given
the chance to write a short response on any concerns/how they can improve as a team.
Throughout their time as a team they will be asked to reflect on their progress as a team,
and teacher will give feedback. This assesses how well they collaborated.

Overview of the Practice:


a. Teacher creates groups with Team Maker App
b. Students are given roles of Presenter, Recorder, Facilitator, Summarizer and
Time-keeper Encourager Materials Grabber
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c. Students are asked to share their story worthy person that they wrote about in their
journal in 3 minutes
d. Teacher does a shared reading of the synopsis of Sadako and the Thousand Paper
Cranes
e. In groups students answer Why do you think Sadakos story is important to so
many people?
f. Presenter will share the story worthy people mentioned in their group and what
they discusses for the the questions Why do you think Sadakos story is
important to so many people?
g. Students attend shared reading and participate in think, pair, share discussion
questions
h. Students complete Exit Ticket on GoFormative to give the teacher feedback on
their success as a group.
i. Teacher takes this information into consideration to mediate any issues the next
day.

Implementation of the Practice


The practice of Group Roles can be used in all content areas.
Math
Teacher could ask students to explain in words how to change a mixed number to an
improper fraction.
Students could also be asked to create a multi step word problem, once they are finished
they would pass to the group to the left to solve- then each member would solve their
answer and explain their answer before agreeing on the final answer to submit to the
teacher.
Physical Education
Create an original game that includes, offense/defense, locomotor skills and a
manipulative object. Once approved students will teach the game to the class.
Science
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What are some solutions to the pollution epidemic? Each group will be assigned a
specific type of pollution- air, water, sound etc.
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Works Cited

Allen, J. (2002) On the Same Page: Shared Reading Beyond the Primary Grades. Portland, ME:
Stenhouse

Burden, P.R. & Byrd, D.M. (2016) Methods for effective teaching: Meeting the needs of all
students (7th ed).Boston: Pearson.

Kluth, Paula (2010) Youre Going to Love This Kid!: Teaching Students with Autism in the
Inclusive Classroom (2nd Ed.) Baltimore, Maryland: Paul H. Brookes Publishing Co.

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