Collaborative Group Roles

Grade Levels
Not Grade Specific
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  • PPTX
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Read this blog post for more information on my collaborative group roles product.

Looking for a great, organized way to get your students to collaborate? Then you have got to check out these graphic organizers and rubrics that will help organize your collaborative groups.

These can be used YEAR ROUND and included NO PREP. They can also be integrated into any subject and almost any grade level.

Also, if you're looking for a way to step up your game on your observations while including differentiation then these collaborative role resources are for you!

You will want to use these as a supplemental resource. I did include a couple of sheets at then end describing each role in detail and how I used it within my classroom. My students LOVED having an assigned role and their collaboration was on-topic with all students participating.

Here's what ya get...

Collaboration Rubric - Grading teamwork, voice level, flexibility, and whether or not students are on-topic. I USE THIS RUBRIC EVERY TIME MY STUDENTS ARE IN GROUPS!

Collaboration Roles - description of each role placed under document camera or can be added to your CHAMPS board

Collaborative Roles Dice - Includes discussion leader, scribe, time-keeper, and researcher. The students roll the die to see what their role is for the day, week, or throughout the duration of the project.

(4) Table Tents - Lists the collaborative role on one side with the job description listed on the back using an I Can statement.

Affirmation Cards - the discussion leader passes these out throughout the collaboration to bring positive praise to the group.

Driving Question Graphic Organizer - Your scribe will list the Driving (or Essential) Question and will write other questions that the group may ask extended off this driving question.

2 - Column Notes - I gave you two sheets of notes, you can always make more copies, and at the end it asks for students to write a summary. This allows for the students to organize the driving question, any other questions they may have as a group, and notes based off those questions.

2- Column Notes Rubric - Here's an easy grade based off their notes, or you don't have to take a grade at all. It can just show the student your expectation for their notes. It asks if they are showing true inquiry, generating leveled questions, do the notes tie back to the driving question, and did they create a summary.

Citations Page - I included a citations page for your students to jot down what resource they are using. I made it very easy to fill out.

Time Cards - I also created cards for the time-keepers to let their team know how much time is remaining. I assigned one student the role of passing these out and she did a beautiful job. She would hand the 25 min. card, 20 min. card, etc. to all time-keepers letting them know how much time was remaining and then they would tell the group.

Self Evaluation & Peer Evaluation - It's always great to have your students reflect on their work. So, I created these two forms for students to write about their strengths and weaknesses after the roles ended. We traded off where one day we wrote about ourselves and the next day we reflected on our peers.

Research shows that students learn more from peers than they will ever learn from us, their teacher. I love seeing my students work in collaborative groups and have seen test scores, reading levels, comprehension increase thanks to well-organized collaborative groups.

Here are some more spectacular items from my store...

Costa's Levels of Thinking Posters - FREE

Collaboration Station Task Cards - BEST SELLER!

Analyzing a Persuasive Text - FREE

I wrote about these collaborative roles on my website. Click the link for more information.

Collaborative Roles Help Organize Your Students

Total Pages
Answer Key
Teaching Duration
Lifelong tool
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to see state-specific standards (only available in the US).
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.


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