Individual Accountability

Learners working in groups engage fully in learning activities and do not rely on others to do the hard work for them, ensuring everyone individually achieves learning objectives.

WELL-DEVELOPED LEARNERS

Two people sitting at a table with thought bubbles above their heads

Sustain engagement during group work with self-assessment and self-reflection on their learning goals and tasks

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?

Two people holding a flag together

Ensure there is equity among the tasks and responsibilities of each group member

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?

Three people working on computers at a table with thought bubbles above their heads

Use peer and group feedback to ensure all group members are individually achieving their learning goals

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?

THE RESEARCH SHOWS

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.

MINDSETS

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.

Educator Actions

Learning facilitators promote individual accountability when learners are working in a group.

CSTPs: 2.2, 2.7, 3.2

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QUICK WIN

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.

LESSON-PLANNING AND DESIGN STRATEGIES

  • 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)


P = planned F = facilitated spontaneously

RESOURCES