Fostering Inclusive Collaboration: Strategies to Disrupt Inequities in Student Groupwork

Abstract

This article examines challenges and strategies in supporting student groupwork, emphasizing the impact of collaborative dynamics on learning and participation. Addressing uneven participation and unintentional exclusion, it explores nuanced aspects of perceived student status, revealing its role in perpetuating disparities. Understanding the complexities of collaborative learning is vital for educators implementing strategies to support effectiveness. The article highlights strategies of managing group dynamics and the need to address challenges aligned with educational standards like NGSS science and engineering practices. To disrupt status perceptions, we advocate for randomized grouping and a reevaluation of roles through randomization. Actionable norms are proposed to encourage collaboration, while the multiple abilities treatment urges a broader view of how to define “smart”. The concept of “groupworthy” tasks stresses inclusive, intellectually challenging curriculum. The paper concludes that recognizing and addressing perceived status empowers teachers to make practical changes, fostering an inclusive learning environment. The strategies presented are flexible tools for educators to incrementally impact student status and collaboration.

Keywords:

• Group work
• groupwork
• collaborative learning
• collaboration
• equitable participation
• status
• groupworthy
• assigning competence
• inclusive curriculum

DISCLOSURE STATEMENT

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Anna Karina Monteiro

Anna Karina Monteiro ([email protected]) (ORCID: 0000-0001-9814-4675) (LinkedIn: Anna Monteiro, PhD) began her career in Newark, NJ, teaching high school biology and leading a FIRST robotics team for nine years. During this period, she mentored teachers through a residency program, provided professional development opportunities, and led NGSS curricular adoption initiatives district-wide. After earning her PhD from Columbia University, focusing on equitable science instruction, Anna joined the Knowles Teacher Initiative, a nonprofit organization with a mission to improve science and math education through teacher development and learning. As Director, she supports their national network of over 350 Senior Fellows in furthering their development and growth as math and science teacher leaders. She also oversees the Knowles Academy, providing affordable professional learning to science and math educators nationwide, including their course on equitable groupwork.

Michele Cheyne

Michele Cheyne has over 35 years in science education and currently teaches science in grades 8-12 at Wye River Upper School in Centreville, MD. Wye River Upper School serves 8th grade and high school students with learning differences. Wye River is a college preparatory school that offers high-quality education to students that face learning challenges including dyslexia, dysgraphia, and dyscalculia; ADHD; and students who are high functioning on the spectrum. Michele taught biology, chemistry, environmental science, and genetics in Milwaukee, Wisconsin. She then taught in the graduate science teacher education program at the University of Pittsburgh, preparing science teachers in grades 7-12. While at the University of Pittsburgh Michele worked with Pittsburgh Public schools to open two new schools: Pittsburgh Science and Technology Academy and Milliones 6-12. Following her work at the University of Pittsburgh, Michele worked for the Knowles Teacher Initiative, a not-for-profit supporting early career math and science teachers.

Lauren Kline

Lauren Kline has been a classroom teacher for 10 years. She is a high school science teacher and Science National Honor Society chapter adviser at Joliet Central High School in Joliet, IL. During her first 5 years of teaching, Lauren was a Knowles Teaching Fellow and as a Knowles Teacher Senior Fellow, she serves as a professional learning instructor offering free professional learning to science and math teachers across the country. In her role at Knowles, she is a lead instructor for their course focused on Equitable Groupwork. In 2020, Lauren received her PhD in Science Education where she focused her dissertation research on equitable groupwork strategies and teacher-perceived student status changes.