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Introducing Group Roles

After my classroom observations, I decided to try out group roles to facilitate a more productive conversation in the SLCs.  It seemed that working with six other classmates caused some side conversations, so I divided each SLC into two smaller subgroups that we call the “A” and the “B” sides of the SLC. There were three members on each side and one student who was a member of both the “A” and the “B” sections as a connector between the two groups. The goal of this was to implement structured group roles for smaller conversations, and eventually bridge the “A” and “B” sections together (I am still working on this connector idea). This also caused a seating restructuring so that the physical environment would better reflect the new roles. Now, each SLC looked like this:

Group Role Descriptions

After a discussion with a former professor and reading an article about Literature Circles, I developed four main group roles for the SLCs.  I assigned each student a group role and had a discussion with each SLC explaining the roles, who was assigned to each role and why, and went over what each role “looks like” and “sounds like.” For example, I might say to a student, “you are the group leader because you always say that you are an auditory learner, and group leaders need to listen carefully to everyone.”  
Click on the roles to find out more:                                      
Group Leader        
Task Keeper                      

Hear from the Students

See to hear student accounts of an SLC’s function and their specific roles in their SLC.

Brianna, an SLC Connector:

John, an SLC Task Keeper:
Brooke-Lynn and Ryan, an SLC Recorder and Connector: