No Series: Choosing Collaborative Groups

Choosing Collaborative Groups

Lesson Objective: Use flexible grouping strategies
All Grades / All Subjects / Collaboration


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Discussion and Supporting Materials

Thought starters

  1. What do students learn through collaborative group work?
  2. How does Ms. Hobbs use different grouping strategies for different purposes?
  3. What can you learn from Ms. Hobbs about creating effective groups?


  • Private message to Irene Bartay

Grouping is good because learners can get to work closely with one another.If grouped according to project all will be able to particiate,if it is according to ability,they will understand one another and if grouped according to interest,then they will open up .Good work.

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  • Private message to neelima kothapalli

Am highly impressed...

collaborative learning is a great way for different age students in which they are grouped on the base of their projects

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  • Private message to Ulupi Patel

I think it is important to change groups often so that students work with different peers and have an opportunity to have a different role within a group. A mix group of students is preferable as they will have different learning styles and each one is good in their own way, writing, presenting, creative, etc. All the students are involved to achieve a certain goal. The instructions given to each group is also different. The video was insightful.

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  • Private message to stacy allcorn

I love how they work to be in a particular idea. 

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  • Private message to Jill Twist

Students learn to work together and the learn that different people bring different ideas and skills to the group.  

Grouping in diverse manners is important for a few reasons.  One, so it is not redundant.  Two, so students can experience a variety of personalities and ideas, and Three, so students can learn how to work together no matter the skill level.

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  • Choosing Collaborative Groups Transcript

    +++ 00:00:06 +++
    Lauren Hobbs: My grouping strategy changes every single time I group.

    Choosing Collaborative Groups Transcript

    +++ 00:00:06 +++
    Lauren Hobbs: My grouping strategy changes every single time I group.
    Lauren Hobbs: Let’s hear from one of each kind of group, how about soccer ball group. What’s the easiest, most difficult part? DeJon [ph?].
    DeJon: The easiest part was cutting out the shapes because that’s easy.

    +++ 00:00:26 +++
    Lauren Hobbs: I grouped them based on what their project was but in the past I’ve grouped them based on test scores. Or I’ve grouped them based on interests. It really changed every time. Sometimes the higher level kids are together but sometimes I’ll disperse them throughout the seven groups. For example, if I look at their test scores they might know going into a test that I’m going to group the gold, silver, bronze. And so they know that the four kids who got the highest test grade get to be in the gold group. And so there’s a little bit of a competition going into it.

    +++ 00:00:57 +++
    Student: I think they deserve a 20 for calculation. You’ve done more than 15 percent.
    Lauren Hobbs: My first year teaching had more of a direct teaching method. I think I stood at the front a lot more. I would write on the board and have students copy work. It was a lot of worksheets.
    Student: Was it four or three?
    Student: It was three.

    +++ 00:01:15 +++
    Lauren Hobbs: My second year, I started to move a lot towards collaborative group work. They learn a lot more this way.
    Student: Wait. Finish this or fix that.
    Lauren Hobbs: They’re learning to reflect on their own learning. They’re learning to work well with other people. They’re learning how to really talk within a classroom setting using this framework. And I think it’s a really great experience for them.

    +++ 00:01:35 +++
    Student: You can make it so that this is going around in a circle.
    Student: And the other one is going around in the circle.
    Student: And then you can have the main one like the point to where you move it around, not the resizing and you can make it turnaround like that.
    Student: Yeah. That seems like a good idea.
    Student: Okay. I’ll think about that.


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