Breaking Down Student Collaboration Pt. 1
A framework for getting students talking and collaborating in classes
While this is a challenge in alternative schools, I recognize that many students and past students have a sudden cringe when asked to do a project with each other. Even in academia, I find it hard to notice true collaboration in my work life. Often it amounts to dividing and conquering or “one voice” collaboration where one person has all the ideas and communicates all the work. This could be the loudest voice or the voice of a person who wants to do it, and others either don’t know how to contribute or are happy not to contribute. In many other circumstances, ideas and solutions can be stronger with true collaboration and community problem-solving.
So, you want your students to communicate and collaborate. Where do you start?
The framework I created to support this work is below.
How to Get Started
Maybe you are brainstorming your goals for next year. The first thing you want to plan for is how you will create systems and structures to start practicing getting students talking in your classes.
Prioritize this work in the Syllabus.
This work starts on day one. It might even be in the syllabus. For example, you might say:
In this class, you will communicate and collaborate with your classmates. Your voice is powerful, and in this class, we will be practicing and using your voice to elevate your learning.
Getting To Know You
This can be followed with a “Getting to know you” activity. Make it a priority that all students know each other’s names. This is easier once students share something about themselves, so those memories and moments of learning about someone else are attached to their name. Ensure and enforce students’ referring to and saying the names of their classmates. This is not a new thing; I have noticed it for 18 years in teaching students, but students are embarrassed or insecure about using other students’ names. Names are meaningful. They make us human. Addressing others by their name is a non-negotiable.
Restorative Practices
Utilizing Restorative Practices every class period can strengthen the work of Getting to Know You activities by extending them through the school year. Every time someone speaks, you can address them by their name. “Jamie, can you share next.” If you use a talking stick, you can have a student pass it by having the student with the stick use someone else’s name it is going to. “I am going to pass the talking stick to Jamie.” Not only are you having students practice one another names, but you are also getting them to practice sharing information with the group. They can build on each other’s answers or ideas.
When we look at the big picture of students communicating and collaborating in the classroom, these are all prerequisites to successful dialogue and expectations of what is expected in your classroom.
Opportunities to Talk and Share in class
Think-Pair-Shares and Turn-and-Talks are some of the most underutilized no-planning strategies that can have a huge impact in the classroom. If you really want your students to get used to participating, communicating, and collaborating in your classroom, start with one of these strategies. Every 15 minutes of class time, whether it be a lecture (including video lecture/movie) or independent learning time, pause and have students Think-Pair-Share or Turn and Talk. After you have reviewed the instructions, pause for a Think-Pair-Share or Turn and Talk. Take time for a Think-Pair-Share or Turn and Talk at the end of the class or lesson. Be direct in what you want students to talk about. It can be one takeaway. It can repeat the directions. It can be What are two key learning notes. It can be based on something specific they are learning, which you want to emphasize. Whatever you want them to review, emphasize, remember, and elevate, use a Think-Pair-Share or Turn and Talk to do it. Practice this early and often.
Conclusion
If you start using these strategies in your classroom at the beginning of the school year, you will create a culture of communication and collaboration. Make sure to subscribe to read part two, which will describe how to scaffold group work and make space for true collaboration.
-jamie