Supporting Collaboration with Group Roles
Supporting Collaboration with Group Roles
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As I mentioned previously, collaboration is an essential skill for students to know both inside and outside of the classroom. It is also a skills that is deemed most important by most employers today. However, we know that this is not a skill that comes naturally to most students. It is a skill that must be taught and practiced for students to become proficient with working with others. The classroom is a safe environment in which students can learn how to collaborate with others, practice those collaboration skills in established activities, as well as receive feedback and coaching on how they can improve to ensure they are working to the best of their abilities with others.
As I mentioned previously, collaboration is an essential skill for students to know both inside and outside of the classroom. It is also a skills that is deemed most important by most employers today. However, we know that this is not a skill that comes naturally to most students. It is a skill that must be taught and practiced for students to become proficient with working with others. The classroom is a safe environment in which students can learn how to collaborate with others, practice those collaboration skills in established activities, as well as receive feedback and coaching on how they can improve to ensure they are working to the best of their abilities with others.
Now that we have discussed why these skills are so important I want to share some ideas as to how you may help support students with these skills. Below you will find two different options that can be set up in your classroom to ensure students are supported as they begin to practice and refine these skills.
Now that we have discussed why these skills are so important I want to share some ideas as to how you may help support students with these skills. Below you will find two different options that can be set up in your classroom to ensure students are supported as they begin to practice and refine these skills.
One great way to help students learn how to collaborate with others in their group, while giving everyone an opportunity to be heard is through the use of Group Roles. This was something that I used in my 4th grade classrooms when doing science experiments. Each student received a card with a group role at the top. Below their role the responsibilities of that student would be explained. When working on group activities, I typically had groups of 4 students. Therefore I had four separate roles within the group. This ensured every student had a role and responsibilities to uphold while working on their experiment. This helped to give everyone a voice in the activity as well as helped to ensure students were remaining on task. Group roles included:
One great way to help students learn how to collaborate with others in their group, while giving everyone an opportunity to be heard is through the use of Group Roles. This was something that I used in my 4th grade classrooms when doing science experiments. Each student received a card with a group role at the top. Below their role the responsibilities of that student would be explained. When working on group activities, I typically had groups of 4 students. Therefore I had four separate roles within the group. This ensured every student had a role and responsibilities to uphold while working on their experiment. This helped to give everyone a voice in the activity as well as helped to ensure students were remaining on task. Group roles included:
- Director -
- Reads all directions aloud
- Ensures everyone is on task and following directions
- Helps to encourage all to do their best
- Materials Manager -
- Gathers and sets up necessary materials
- Ensures all materials are cleaned up and returned
- Facilitator
- Helps to decide who will do each part of the activity
- Ensures the group voice level is appropriate
- Keeps track of time
- Technician
- Ensures everyone is recording necessary information
- Calls the teacher over for group questions
As you can see each of these roles plays an essential part to ensure that the group is on task and that everyone is an activity participant in the activity. These roles provide additional structure and support for students who may not yet be confident in group work, or have a strong foundation of collaborative skills. These also act as a great guide for you as the teacher to help redirect students who may be off task. They serve as a gentle reminder of expectations in a clear and concise manner.
As you can see each of these roles plays an essential part to ensure that the group is on task and that everyone is an activity participant in the activity. These roles provide additional structure and support for students who may not yet be confident in group work, or have a strong foundation of collaborative skills. These also act as a great guide for you as the teacher to help redirect students who may be off task. They serve as a gentle reminder of expectations in a clear and concise manner.
Just as with any other new strategy you introduce, I would recommend ensuring the opportunity for students to test out each of the group roles. When I implemented this for the first time into my classroom I assigned roles to each student. I ensured we discussed the responsibilities of each role, and modeled any behaviors they would be displaying as necessary. As students worked through the experiment, I would act as a guide ensuring they were on task with the experiment, while also providing support over their group role. The next experiment we completed, I would again assign roles to my students. This time I would ensure that the roles students were given were different from those previously assigned. Again, I would review expectations and act as a guide. This pattern would continue until everyone had an opportunity in each role. As the year progressed I would continue to assign roles to individual students based on their strengths. Towards the end of the year when students were familiar and comfortable with these roles I would allow them to decide which role they felt would be the best fit. While it was a gradual release of responsibility and choice, the skills students learned through the process will benefit them long past the time they left my classroom.
Just as with any other new strategy you introduce, I would recommend ensuring the opportunity for students to test out each of the group roles. When I implemented this for the first time into my classroom I assigned roles to each student. I ensured we discussed the responsibilities of each role, and modeled any behaviors they would be displaying as necessary. As students worked through the experiment, I would act as a guide ensuring they were on task with the experiment, while also providing support over their group role. The next experiment we completed, I would again assign roles to my students. This time I would ensure that the roles students were given were different from those previously assigned. Again, I would review expectations and act as a guide. This pattern would continue until everyone had an opportunity in each role. As the year progressed I would continue to assign roles to individual students based on their strengths. Towards the end of the year when students were familiar and comfortable with these roles I would allow them to decide which role they felt would be the best fit. While it was a gradual release of responsibility and choice, the skills students learned through the process will benefit them long past the time they left my classroom.
While I have personally used and enjoyed the Group Role cards, I know for our oldest learners they may not be welcomed. However, I believe that teaching these skills and setting expectations for group work are still beneficial for students to learn. With that said you may consider outlining these roles and allowing students to decide which role they feel best fits them based on their strengths and skills. These roles can still provide a structure and a guide for your students, however as students get older and more aware of themselves, we can start to incorporate choice into where they feel they are best fit in a group setting.
While I have personally used and enjoyed the Group Role cards, I know for our oldest learners they may not be welcomed. However, I believe that teaching these skills and setting expectations for group work are still beneficial for students to learn. With that said you may consider outlining these roles and allowing students to decide which role they feel best fits them based on their strengths and skills. These roles can still provide a structure and a guide for your students, however as students get older and more aware of themselves, we can start to incorporate choice into where they feel they are best fit in a group setting.
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