Where Do We Start?

Debbie Cargill
Oct 18, 2010

One of the first recommendations for implementation is to begin using distributed summarizing with Collaborative Pairs. While many teachers embrace this practice and make it their own, others are more hesitant and cautious about making Collaborative Pairs a part of their classroom routines.

Collaborative Pairs is the base grouping and organizational tool for classroom use where students are paired for the purpose of engaging their thinking about learning during lessons. Talking about new learning helps students to process the information and make sense of it. It also increases the probability that both students will be engaged and provides a safe environment for talking about the learning. In addition, it provides students an opportunity for collaboration and cooperation.

When students are summarizing with their partner, teachers can quickly monitor for understanding. With this formative assessment, they make decisions about whether there is a need to re-teach, provide more practice, or continue with the next chunk of instruction.

In the beginning, it is helpful to teach students about Collaborative Pairs as a routine and procedure for the classroom. Harry Wong stresses the importance of teaching classroom routines and procedures at the beginning of the school year, then giving students opportunities to practice them. The same is true for Collaborative Pairs. Explain to students that in order to create a collaborative classroom, there are procedures that should be in place. Take the time to model for students what working with a partner looks like and sounds like. Then give them opportunities to practice.

Nilda Caraballo of Winston Elementary School in Polk County, Florida, shared these thoughts about Collaborative Pairs: ... Collaborative Pairs holds every child accountable for learning, "it's difficult to get lost in a pair." My "Aha" moment was when I finally realized it's a great strategy to ensure every student is an active participant and it allows me the opportunity to consistently assess the needs of my students. It's only the beginning but as a teacher it's an enlightening experience when students are automatically responding to questions with their partners without the traditional method of raising their hands.