Fostering Collaboration in Middle School

The best lessons are the ones where students do most of the work and the talking. To get students to do more of the thinking in the classroom, our middle school English Language Arts department established the goal of helping students understand texts better through the implementation of discussion protocols.

Discussion protocols are the structures that teachers put in place to help students understand the expectations for working collaboratively, and the protocol may change based on the lesson’s intended purpose. For example, the Give One–Get One discussion protocol may work best to get students to share ideas with one another, whereas a Philosophical Chairs discussion may work best when there are two different viewpoints on a topic. Using the Give One–Get One protocol as an example, these tips below can help you plan for an upcoming discussion in your classroom.

Selecting discussion protocols

First, decide what you want students to take away from the discussion. I always find it helpful to brainstorm with other educators who teach the same content. Two helpful planning websites are Protocols—National School Reform Faculty and EL Education—Protocols. When selecting a protocol, consider what knowledge and scaffolds students need to answer the question, as well as what possible responses students may give.

In my classroom, students use the Give One–Get One strategy when brainstorming for their argumentative essays. After gathering evidence from the various texts in the unit, students brainstorm reasons for both sides of the argument. Once they write their reasons, they have time to share with their peers, while also “getting” a reason in return.

I also consider how some students might confuse their reasons and evidence. Understanding that this misconception could arise helps me when explaining the protocol to my students. Additionally, in my planning, I reflect on how I might help redirect students during the discussion, if needed.

Meaningful PLC Time

When trying a new discussion protocol, consider practicing during a professional learning community (PLC) using the lesson rehearsal format. Lesson rehearsals provide educators with the opportunity to practice implementing a new strategy, offering the chance to make changes to the lesson before trying it with students.

Conducting a lesson rehearsal during a PLC gives educators time to share what went well, ask clarifying questions, and reflect on how we could improve our practice. We can troubleshoot through problems that may arise and reflect on ways to improve students’ learning outcomes.

It’s also helpful to discuss with colleagues what strategies are working with students. When discussing the Give One–Get One strategy with my colleagues, I learn new ideas for how I might change the structure of the lesson to meet the needs of students in different classes. One of my colleagues shared that when she uses this strategy with students, she has them write their ideas on sticky notes as a way to exchange ideas, whereas I created a handout for students to capture their thoughts.

Classroom implementation

When trying a new discussion format with students, I find it helpful to model and outline the protocol instructions. Depending on the number of steps required in a protocol, it may be helpful to practice with a connection question before a content-specific question.

There’s also value in selecting a small group of students to model the protocol for the class. For the Give One–Get One protocol, I call two students up to each share one reason in support of the argument. For this discussion, I let students know that they can record the new ideas they hear from their peers on their handout, so that they are expanding their list of reasons for each side. In addition to modeling the protocol, provide instructions for students on the board and on their papers to keep the expectations clear.

Once students understand the protocol, they can begin discussing, and I circulate the room to ensure that students remain on task and listen for evidence of learning. As a part of the planning process, consider what students might discuss, and plan for these “look-fors” prior to the day of the discussion to make it easier to measure the success of the lesson.

After giving students time to collaborate and discuss, have them reflect on the strategy. If it’s the first time trying the protocol, ask them, “What did you like about the protocol? What did you dislike?” and consider also asking, “How did the discussion help you better understand the text?” I also find it helpful to ask students to write about their findings or improve a writing piece based on their discussion as a way to measure the effectiveness of the lesson.

So that the practice becomes routine with students, consider focusing on implementing one or two discussion strategies at a time. While it’s important to master the protocol, the ultimate goal is that students gain new knowledge and a deeper understanding of the text through collaboration.

Following a discussion protocol, consider evaluating student work from the lesson with colleagues during a PLC such as a video, pictures, or a writing sample. Scheduling time to connect back with your team offers the opportunity to share evidence of learning in their classrooms and time to celebrate successes.

Implementing discussion protocols has kept my students engaged in their learning, while also helping them improve their comprehension, finding additional ways to deepen student engagement and empower them to share their ideas. When we encourage student talk within their classrooms, we’re helping our students find their voices. Discussion protocols offer the opportunity for students to grow the literacy and communication skills that are necessary to succeed in school and in life.