Ritualize collaborative activities so students become fluent in the skills the ritual requires¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The primer recommends, following Kolodner (2003) and Kolodner et al. (2003), turning recurring collaborative activities into rituals that provide structure for teachers and students learning to collaborate. As the primer states, "When students practice a ritualized activity over time, they come to recognize what is expected of them and become fluent in carrying out the skills required by that ritual." A gallery walk is given as an example: groups make posters, present ideas, respond to questions, and hear how others did their work. Reflective discussion after the activity, followed by repeated opportunities to carry it out, leads to increased ability to perform the collaborative activities.

Design Implications¶

Context¶

Requirements¶

• Repeated opportunities to carry out the ritualized activity, plus reflective discussion after each enactment

Constraints¶

• The strategy is described for classrooms where students are still learning to be good collaborators

Target Learners¶

• Middle-school and K-12 STEM students learning collaboration skills

Target Learning Goals¶

• Fluency in collaboration routines and broadened understanding from learning from peers

Related Strategies¶

Examples¶

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Key Sources¶

• Judi Fusco, Sarah DiMaria, Beverly Yeadon, Linette Victor, Sarah Hampton, Janet Kolodner, London Jenks, Susan Yoon. (2024). Teacher's Roles in Supporting Collaborative Learning. Digital Promise. https://digitalpromise.dspacedirect.org/items/6dc71c9f-b523-4c36-9da8-d98b364e17e0