Collaborative Study Groups (CSG)

Three basic phases of Before, During, and After, with each including optional components to flexibly meet the school’s and teachers’ study group needs

For students to think critically together, it is important that they are able to make eye contact with, listen to, and hear each other during Collaborative Study Groups (CSGs). Consider the following as you plan the seating arrangements: 

Arrange students into groups of four to seven:

• Use grade data to select the content focus for the CSG

• Divide students by the content of Specific Questions.

• Use the Academic Concept Rating Guide to group students by concepts or key terms to review.

• For true CSGs, students do not need to have the same skills and knowledge. By relying on the strengths of individual group members, the CSG creates a positive interdependence and productiveness. Heterogeneous grouping is encouraged.

Have students arrange their chairs or desks in a semicircle close to either:

• A whiteboard

• An easel

• Chart paper on the wall

If there is no large writing surface available, students can use:

• Butcher paper spread across their desks

• Tablet devices

• Individual whiteboards to display work

• If your classroom has tables, students can arrange themselves in such a way that everyone can see each other, as well as the display area.

In any subject area, as a:  

Pre-assessment review of concepts/skills/problems:

• Ongoing checking-for understanding (in relation to content standards/objectives)

• Review prior to unit, semester, summative exam (AP® test)

• Before-/after-school CSGs or needs-based CSGs during school

• PSAT®/SAT®/ACT®/standardized test prep

Post-assessment review of concepts/skills/problems not mastered:

• Test review (in lieu of test corrections)

• Practice PSAT/SAT/ACT test review

Give your students  these role cards to help guide the process.  

TEACHER:   

• Monitors the Collaborative Study groups to coach the process (may use the Observation Checklist).  

• Rotates to all groups and models higher level inquiry (if necessary).

• Supports the students in developing critical thinking skills. 

• Handles classroom management.

GROUP FACILITATOR:

• Take 2- or 3-column notes for the student presenter.

• Respect the ideas/thinking of others.

• Use inquiry to gain a deeper understanding of the content under discussion.

• Encourage active participation in the group.

• Contribute to creating an environment where others in the group feel comfortable enough to ask questions and seek clarification of content.

• Communicate openly with the teacher about the group experience.

STUDENT GROUP MEMBERS: 

• Respect the ideas/thinking of others.

• Use inquiry to gain a deeper understanding of the content under discussion.

• Actively participate in the group by listening, asking questions, answering questions, and

• taking notes (may use 2- or 3-column notes format).

• Contribute to creating an environment where others in the group feel comfortable enough to ask questions and seek clarification of content.

• Communicate openly with the teacher about the group experience.

• One student will take notes for the student presenter to record the group’s thinking (if the student presenter is at the board). 

• Arrange the group seating to promote collaboration among all group members.

STUDENT PRESENTER:

• Articulates the specific question to the group.

• Thinks critically about the question.

• Interacts with the group members by responding to their questions.

• Records thinking on the board (if applicable, may use 2- or 3-column notes format).

1. EXPECTATIONS:  Set clear and basic expectations for the three phases of the strategy - the BEFORE, the DURING and the AFTER.

2. BEFORE:

   1. 1. STUDENTS COMPLETE PRE WORK:  Give students a Pre-Work Template to narrow their thinking on a topic.  Similar to the Tutorial Request Form used by the AVID Elective class, this handout provides students with the opportunity to use their resources and think critically about a question from a content area in order to go deeper to identify a Specific Question to be presented in their CSG.

         1. • 1. • NOTE:  Determine the level of pre-work appropriate for your students, depending on age, subject matter, and possible scaffolding of CSG implementation throughout the school year. A sample CSG Pre-Work-Think-Aloud is available to scaffold the writing process.

      2. PROVIDE STUDY GUIDES:  Provide the Academic Concept Rating Guide.  This supports students in breaking down a study guide (pre-assessment) or test (post-assessment) to help pinpoint Specific Questions for the CSG. This can be used as an alternative or in addition to the CSG Pre-Work template.

         1. • 1. • Directions for Teachers (Pre-Assessment): Format student study guides using the suggested template by completing the left-hand column from the current unit of study. Students may complete the pre-assessment rating guide for homework prior to the CSG test review day.

                 • Directions for Teachers (Post-Assessment): Instead of doing test corrections and/or re-teaching, students will complete the rating guide for questions missed on the test. Students may complete this p

3. DURING:

   1. 1. 30 SECOND SPEECH:  Provide the 30-Second Speech Student Presenter Protocol: A five-step process for students to present their Specific Question in a way that will create engagement, inquiry, and critical thinking with group members.

      2. STUDENTS TAKE NOTES:  Instruct other students to complete a 2- or 3-Column Notes Template.  Students not presenting will take notes on the work work generated from the question stems and inquiry process. This template provides a format for consistent student use.

      3. PROVIDE INQUIRY STEMS:  Give students a Costa’s/Bloom’s Levels of Thinking Inquiry Stems so non-presenting students can generate questions for the student presenter during the CSG.

      4. ENCOURAGE SOCRATIC QUESTIONING:  Provide students Questions for Socratic Dialogue where group members can use these critical thinking questions to seek clarification and probe for purpose, assumptions, information, perspectives, implications, questions, concepts, and inferences during the CSG.

      5. ENCOURAGE CHECKING FOR UNDERSTANDING:  Provide students with Checking for Understanding Inquiry Stems so group members can utilize these critical thinking questions throughout the CSG process to ensure that the student presenter is thinking deeply about his/her specific question and is mastering the content.

      6. OBSERVATION CHECKLIST:  Give students the Observation Checklist as a resource for recording what is observed during the CSG in order to reflect on and improve the process.

4. AFTER:

   1. 1. 30 SECOND REFLECT AND CONNECT:  Have student presenter give a 30-Second Reflect and Connect to end their turn.  This is a five-step process for students to verbally reflect on the learning that occurred during the CSG process and connect it to other important ideas. This can also be completed prior to writing a written reflection.

      2. WRITTEN REFLECTION:  Provide this structured Guided Written Reflection so students can write a reflection on the learning that occurred from clarifying the Specific Question. There are two open-ended reflection formats for the teacher to choose from, based on student readiness.

      3. EVALUATION GUIDE:  Give this Evaluation Guide to give grading suggestions and show a sample of Pre-Work/Reflection template, with a grading rubric.