Evidence of Learner Behaviors
Track their progress on an individual or group chart for the learning goals and outcomes
Describe the process the group agreed upon to meet all tasks and learning goals (e.g., setting timelines, assigning roles, agreeing upon when to check each other's work)
Questions to Ask Learners
How do you track your own learning progress and tasks in the group work?
How did you and your group agree upon each other's individual work and timelines in the group?
Evidence of Learner Behaviors
Describe how the group determined the work each group member would do and why
Questions to Ask Learners
How did your group determine which tasks each group member would complete?
Why did your group decide it that way?
Evidence of Learner Behaviors
Use tools and resources (e.g., rubrics, checklists, exemplars) to assess each other's products in the group's work and provide feedback towards mastery
Track the group's progress through resources and tools (e.g., group checklists that call out each member's individual tasks)
Questions to Ask Learners
How do you and your group members give each other feedback on your individual tasks?
Why did you decide to do it that way?
How do you keep track of each group member meeting their individual goals and the group meeting its overall goal?
How is it working for your group?
Individual accountability motivates each group member to actively engage in learning tasks, thus preventing “social loafing,” or one group member benefiting from the actions of others, and ensures each member of the group becomes stronger.
Individual accountability is developed by ensuring all individuals are contributing and learning, and helping learners hold each other accountable. It is important to couple individual accountability with positive interdependence to achieve high outcomes for all learners.
CSTPs: 2.2, 2.7, 3.2
At the K-3 content levels, the use of centers provide an opportunity for learners to demonstrate self-assessment and self-reflection on their learning goals and tasks.
At the 4-12 content levels, the use of station rotation provides this same opportunity to demonstrate engagement as well as use feedback related to their learning goals and tasks.
Directly check for understanding among individual group members to ensure everyone is learning the content and skills (P/F)
Ask learners to check each other’s understanding or teach a peer or adult what they learned to ensure each group member is learning the content and skills (P/F)
Observe, track, and provide feedback on individual contributions to group activities (F)
Establish and implement routines that enable learners to do their best work and hold their peers accountable to do the same (P/F)
Edutopia: Cooperative Learning Roles