Increasing Student Belonging Using New Group Related Routines

Sandra DeSousa – San Jose State University

Kristin Spiegelberg – Cuyahoga Community College

Students have skills, habits and know-how to succeed in college setting.

 

Students believe they are capable of learning math.

Students believe the course has value. 

Students feel socially tied to peers, faculty, and the course.

 

Faculty and college support students’ skills and mindsets.

Aim:Students

continue to put forth effort

during challenges and when they do so they use effective

strategies.

ProductivePersistence

Primary Driver(Drivers of the solution)

 

New Group Related RoutinesAs part of the Productive Persistence Subnetwork, we incorporated two group related routines into our classes last year. These new routines focus on increasing students’ sense of belonging.

●Group Noticing

●Group Role Routines● Group Role Cards ● Group Participation Evaluations

AIM:Students will improve on attendance, pass, and

persist rates

Create expectations for

classroom collaboration that is productive and

involves all students.

Have routines for noticing

attendance and participation. Students feel they

are a necessary and important part of the classroom

community. Group Role Routines

Group Noticing Routine

Measures:Weekly attendance

Pass ratesPersistence rates

P2 SubnetDriver Diagram*

PrimaryDrivers

SecondaryDrivers

ChangeIdeas

Group Noticing Routine• Groups Exchange Contact Information

• Attendance Taken in Groups o Students create team names

o Students are given the responsibility to report group member absences each day

• Students Contact Absent Group Memberso Absent students are contacted by teammates and

given information about what was done in classo Students are told that they were missed, and that

it is hoped they will attend the next class sessiono Median attendance was 85%

Group Noticing Routine

Group Noticing Routine

“The classroom group work made me feel more comfortable in class because it allowed us to work side by side, helping each other along the way. Many minds working together…brilliant!” - Spring 2013 Quantway student

Group Role RoutinesGroup Role Cards

• Problem: Students were not working effectively/efficiently in their groups

• Solution: Students were given Role Cards explaining the responsibilities of each role as well as assessment criteria

Group Participation Evaluations• Problem: Student attendance and class participation

were low

• Solution: Students were assessed by fellow group members based on their group involvement each day

Group Role Card RoutineGroup Role Cards

• We slightly modified the names/descriptions of the existing group roles as an extension of the Working in Groups Productive Persistence lesson in Section 1.1.1

• Reminding students of their group role and associated responsibilities multiple times a day started to distract from the lessons

• Making Role Cards for each student to have in front of them each day made the groups function more efficiently and effectively

Group Role Cards – FacilitatorFacilitator – Your responsibilities include:● Initiate discussion on lesson by asking for input or

questions.● Keep group on task.● Evaluate participation for your group members at the end of

class.● Be active in group discussions by:

● Ask and answer questions● Suggest ideas and/or explain concepts

Scoring - Here’s how you should score yourself as Facilitator:● Excellent: 4-5 of the above are done well.● Satisfactory: 2-3 of the above are done well.● Needs Improvement: 0-1 of the above done well.

 

Group Role Cards – MonitorMonitor – Your responsibilities include:● Review all group members’ roles and responsibilities each

day. ● Question group members understanding of responses before

moving on.● Keep track of time and inform the group when time is running

out.● Be active in group discussions by:

● Ask and answer questions● Suggest ideas and/or explain concepts

Scoring - Here’s how you should score the Monitor:● Excellent: 4-5 of the above are done well.● Satisfactory: 2-3 of the above are done well.● Needs Improvement: 0-1 of the above done well.

Group Role Cards – RecorderRecorder – Your responsibilities include:● Write down your group’s responses for questions

discussed.● Write down notes from the instructor.● Review all group members’ responses and notes for

completeness.● Be active in group discussions by:

● Ask and answer questions● Suggest ideas and/or explain concepts

Scoring - Here’s how you should score the Recorder:● Excellent: 4-5 of the above are done well.● Satisfactory: 2-3 of the above are done well.● Needs Improvement: 0-1 of the above done well.

 

Group Role Cards - Liaison/Presenter Liaison/Presenter – Your responsibilities include:● Present your group’s responses.● Discuss responses and/or questions with other groups.● Discuss group work with instructor.● Be active in group discussions by:

● Ask and answer questions● Suggest ideas and/or explain concepts

Scoring - Here’s how you should score the Liaison:● Excellent: 4-5 of the above are done well.● Satisfactory: 2-3 of the above are done well.● Needs Improvement: 0-1 of the above done well.

Participation Evaluation RoutineParticipation Evaluations

• Facilitators evaluate fellow group members each day based on the criteria on the Group Role Cards

• Groups were changed each Module

• Individual group roles were changed each day

• Participation scores counted as 10% of overall grade

• Achieved an overall attendance of over 90% for the 3 sections of Statway at SJSU in Fall '12

Participation Evaluation Scoring SheetDaily Participation Evaluation SheetPlace an X in the appropriate column for each group member.

DATE

GROUP 1

Role Name EXC AVG NI ABSFAC

MONRECL/P

Participation Evaluation Scoring RubricFacilitator: 1. Initiate group discussion (FAC) 2. Keep group on track 3. Evaluate participationMonitor: 1. Review Roles and responsibilities (MON) 2. Question group understanding before moving on 3. Keep track of time Recorder: 1. Write down group responses (REC) 2. Write down instructor notes 3. Review groups notes/responses for completenessLiaison/Presenter: 1. Presents group’s responses (L/P) 2. Discuss responses and/or ask questions of other groups 3. Discuss group work with instructor

All Roles – Be active in group discussions by: Ask & answer questions Suggest ideas and/or

explain/concepts

Faculty ExperiencesSandy - I saw such great results in Statway

using the group role routines, so I implemented it in other classes I teach because of the sense of community it brings to the classroom .

Kristin - After a few weeks of using the group noticing routine in my Quantway class, students were contacting each other regularly, forming study groups outside of class, and expressing concern about teammate absences. I have never seen a greater sense of community in any class I've taught.

Questions and Answers