You taught your group-work expectations in exacting detail.
You modeled what it should look like. You had a few students model while everyone else looked on.
You took your time. You checked for understanding. You made sure your class was ready before trying it out.
But when you finally turned them loose, it didn’t work. They just stared at each other.
Oh, there were students who gave it a good try, but too many leaned back in their chair or were too uncomfortable to join in.
So now what?
Well, you can reteach. But you already taught your expectations thoroughly, so repeating the lesson is unlikely to make a difference. It will also frustrate your class.
You can lecture about the importance of group work. But lecturing often results in more resistance, not less—especially at the start of the school year.
Your students need to want to participate.
They need to see that contributing to a group is an enjoyable and valuable experience, which is why I recommend a strategy called the decision game.
Here’s how it works:
Step #1
Break students up into groups of four or five so they’re facing each other.
Step #2
Allow them to kneel or sit on their legs while in their seat. This encourages them to lean in and be part of the group.
Step #3
After securing their attention, ask a fun but straightforward question that allows for a quick answer. Some examples:
“What is your favorite ice cream?”
“Where would you most like to travel?”
“Who is the scariest book or movie character?”
You get the idea.
Step #4
Give each group 8-10 seconds to decide on one answer.
Step #5
Say “Times up!”
Step #6
Call on each group in quick succession. As soon as you say their group name (“Group one?”), the entire group must call out their answer in unison.
Step #7
Assign five points per group for full participation (in calling out their answer) and an original answer (an answer no other group gave).
Give four points if two groups had the same answer, three points if three groups did, and so on. If not all members of a group call out the same answer at the same time, that group receives zero points.
Note: Never point out which student(s) didn’t call out. Just assign a zero and move on.
Step #8
Play until they’re having so much fun that they forget or don’t realize that they’re practicing working together.
The Benefits
The decision game has a unique way of getting everyone involved. Sometimes it takes a few rounds, but rare is the student who refuses to play.
If someone does refuse, gently ask them to sit off to the side and watch until they feel more comfortable. (They’re not “in trouble.” Just tell them to let you know when they’re ready to rejoin.)
The decision game is a great ice-breaker you can play anytime group participation lags, but it’s especially effective at the start of the year.
As for points, they’re absolutely meaningless. The winning group gets bragging rights, nothing more. You can have them take a bow if you wish or line up first for lunch.
The game works because it’s fun and exerts gentle but positive pressure to work together as a team. It also encourages alertness and creative thinking, which are characteristics of flow experience.
Just remember to have fun. Keep the game moving and take on the role of a cheesy game show host. Done right, the game will help leapfrog your class—sometimes by weeks—from grudging and reluctant participants . . .
To happy and eager contributors.
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I have taught for 25 years, and never had group work, work. I have assigned roles, put like kids together, put kids at different levels, yada, yada, yada.
This year, I stumbled on to Build a Thinking Classroom. I use pickerwheel, so that the students SEE that it is a random selection, that I don’t have an agenda. And they stand up to the board to work. I have boards all over my room.
I change partners often, so they know they can manage for this problem, cause it is a not forever group. Pickerwheel assigns teams, and they like that better than groups.
And if you win, you get to wear their hats.
Look up Build a thinking Classroom, they have fantastic non- curriculum problems that make kids think and figure things out. Game changer, I spent three or four days with those, got my expectations going, got the rules down. This week I started with integers, and it was a game changer in the excitement in the room, the collaborative woek.
Mrs. K
I just Googled that and it didn’t come up. Would you mind sharing theink?
It is a book: Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning (Corwin Mathematics Series). Although it is geared toward mathematics, it could be adapted for other subjects with some thought.
I love this and will definitely give it a go. Thank you!
Hi Michael, thank you so much for this article. As I was going to email you saying could you please emphasis on the learning aspect of teaching. Because in most of your articles you talk about making things fun for students, playing games, checking for understanding and independent learning. I would absolutely love to read articles on how can this be done in a lesson.
Again, Michael—-FABULOUS!
I love this idea! I’ll have to use it with my new bunch soon! Thanks!
I LOVE this. ❤️
I always love when you give us ideas like this, so thank you. My group rotations started last week, and I plan to implement this game at the start of rotations Monday. Thank you!
Hi Michael!
I love this idea! I’m wondering how it can be adapted for online classrooms. Talking in a group in the full class is chaotic. Breakout rooms would work but must last at least 60 seconds. Giving one minute, although a bit long, would probably work. The biggest challenge I can think of is seeing if they all respond at one time. I have trouble seeing 25+ boxes at one time. Maybe I could have them prepare their answer to go in the chat box and then click enter as soon as I call their group? Hmmm. I think I will try this next week. Thanks!
I love this too but just remembered there’s no way to tell if they all respond if their faces are covered with a mask. 🙁
Any suggestions?
You make a very good point there Rebecca! I’d like to know as well. Maybe they have to write it on a white board?
suggest me any interesting physical involvement games for pyp children.
For an online classroom, you can use a shared document like Google Slides or Docs. I used Google Slides and created color squared for students to write responses. Students had to include their names. I also use Google Slides for students to work in groups. These slides would be numbered. One problem that can occur when these are shared slides is students writing and deleting information from other students. You can check the history to see who it is. But this tool was well worth it for online and in-person teaching. I start with the first slide as a class. The questions shared in the article would be a good way to introduce the format and establish rules and routines. With Google Slides students could see the comments from the other groups. This gave students the experience of walking around the room and seeing how different groups tackled the problem. Also, you can assign each slide separately instead of giving the whole class access. Then you can show each group to the class. The group can present their information and the class can give a comment or ask questions.