APP8MScally-T2007                                                                     Grouping Structures    1

 

 

 

 

 

Course 6625, Habits of Mind: Thinking Skills to Promote Self-Directed Behavior

 

Application 8: Using Grouping Structures in the Classroom

 

APP8MScallyT2007 - Michael P. Scally

 

Great Falls, Montana

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Using Grouping Structures in the Classroom

 

      Planning for using groups in the classroom is often a terrific way to motivate students, and it is also a great way to go beyond dull, boring, lessons and build an interesting, pertinent, and informative activity. When I was a classroom teacher (English) I planned quite a few cooperative learning activities. The main reason was because I taught primarily junior high students, and their interest in their peers, and especially in themselves, knew no bounds. I have since learned that there is a science as well as an art to selecting, organizing, and implementing a good group activity. I believe the following Montana Government Studies group activity is an example of just such an activity.

Method

      As I have done for the past two masters’ classes (in addition to this one), I have based this activity on the central theme of Indian/White Relations in the 19th Century American West. This activity is again focused on the Lewis and Clark Expedition in Montana, in particular, the mystery surrounding Meriwether Lewis’ death, less than five years after the Expedition had returned to inform President Jefferson on their trip. I have placed two articles about this topic on my web site. You may access them by going to http://www.oocities.org/mkscally , then click on My Favorite Links page; look under the Montana Government Studies heading, and then the Lewis and Clark subheading. Finally, access both articles: 1. M. Lewis: Murder or Suicide?, and 2. Melancholy Lewis Turns 31 on the Trail. After having the students access and read the articles, I would first place them in their base groups so that they could discuss the activity assignment.

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In the base group the students would begin their assigned roles (for example, leader, scribe, editor, etc.). I would designate these roles as I know it is important to set standards (Canter & Associates, 1996, Program Twelve) and role models in each cooperative learning base group. I would devise a rotation of task groups from base groups, to a short conference with me, the teacher, to a final cooperative learning group session, after which they would be free to compose individual papers based upon the articles, a previous class lecture, our textbook, and the base and task groups.

       Suicide is a very touchy subject in our nation and especially in our schools. Some counselors advise against putting any ideas into the kids’ minds, while others believe that talking about suicide can be therapeutic and cause kids to re-think before trying it. Before I did this activity, I would speak with the principal and guidance counselors to get their permission. I would also give them class roles so that they might excuse any students who might have reason to be very uncomfortable with the topic.

      Early each term I would assign students as Study Buddies (Canter & Associates, 1996, Program Twelve) so that they could get into the habit of becoming responsible for someone other than just themselves. This Montana Government Studies class is a junior level course, so Study Buddies would be a very beneficial grouping structure as I have recently read that teenagers are the most self-centered and least empathetic when they are about eighteen years old. Study Buddies might also foster the Habit of Mind of Listening with Understanding and Empathy (Costa & Kallick, 2000, p. 145).

 

 

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Conclusion

 

      The Habits of Mind have proven to me to be a very significant asset in the education profession. These “habits” are the many of the attributes I deem necessary for a person to acquire a complete education. The different grouping structures we have learned about add some very practical science to the art of classroom instruction and methodology. In the future I plan to once again become a classroom teacher, and when I do, I will incorporate the Habits of Mind, grouping structures, Multiple Intelligences and Learning Styles, multimedia assignments, assessments, and technology into my daily activities. I believe all these practical educational concepts will prove to be invaluable in the development of our nation’s children.

     

 

     

 

 

 

 

 

 

 

 

 

 

 

 

 

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References

Canter and Associates, Inc. (Executive Producer). (1996). Helping students become self-

      directed learners. Los Angeles: Author.

Costa, A. L., & Kallick, B. (Eds.). (2000). Activating & engaging habits of mind.  

      Alexandria, VA: Association for Supervision and Curriculum Development.

GW Law Professor and Forensic Scientist James E. Starrs’ Request for Exhumation of

      Explorer Meriwether Lewis to be Reviewed at Hearing. Accessed at

      http://www.gwu.edu/~media/pressreleases/lewis2.html .December 15, 1997.

      Google.com Accessed August 19, 2005 from Great Falls, Montana.

Melancholy Lewis Turns 31 on the Trail. http://www.greatfallstribune.com/ . Accessed

      August 19, 2005, from Google.com at Great Falls, Montana.