Supporting collaborationCollaboration in the Writing Studio
TrainingAngela shaw-ThornburgFundamentalsExplicitly state the
importance of collaboration and highlight it when it has occurred
spontaneously or as the result of structureRedirect and ask
questions that require critical thought to other learnersGive
learners the chance to respond to questions (wait time, at least 30
seconds)Protect learners from interruptionIdentify and subvert
group homogeneityCollaboration: more is better than oneLeads to
better outcomesImproves outcomes for weaker students, especially in
mixed ability groupsAllows stronger students to consolidate and
share knowledgeMakes learners less dependent on teachers and tutors
for their learning
Directing discussion back to the groupAvoid the trap of falling
into answering direct questions for your students.Use actions verbs
distributed along all levels of Blooms taxonomy to redirect
questions: Who knows the answer to that question?--KNOWLEDGEWho can
tell us where to find the answer to that
question?--COMPREHENSIONWould someone else demonstrate how you go
about integrating that quotation?--APPLICATIONWhere would you
categorize this sentence type?--ANALYSISSomeone else compose a
topic sentence that would work for this paragraph--SYNTHESISSomeone
else please rate how effective that thesis statement is--
EVALUATIONWAIT-TimeEssential for allowing students time to process
questions, especially higher order questionsStudents come up with
better answers when given more time to think.2-7 seconds for lower
order questions (factual, yes/no)As much as 30 seconds before
prompting for questions that may require some thought.Avoid asking
numerous questions in succession: everyone needs time to formulate
answers.
Practice 1 |
Practice 2 |
Strategies for dealing with interruptionSetting expectations:
explain during orientation that the goal is to be respectful by
allowing others to have a voice.Provide verbal cues to change the
behavior of learners who interrupt others: [Name of interrupting
student], Id love to hear what you have to say once [interrupted
student] finishes his or her thought.Provide nonverbal cues (making
eye contact with the person interrupted or not making eye contact
with a person dominating the discussion or interrupting others) to
improve behaviorRe-direct discussion to the interrupted learner
(What were you going to say [name of interrupted student]? Private
discussion: explain one-on-one that while enthusiasm is great,
interrupting is having a negative impact on collaboration in the
group.Homogeneity: difference is a good thingWomen are less likely
to participate in groups that are dominated by one gender (male or
female)(Lai, 2011)Lower-ability students benefit the most when
groups include a mix of abilities (Lai, 2011)Benefits of mixed
ability groups persist for lower ability students even after the
collaboration ends (Lai, 2011)
