STUDY GROUP TIPS
FROM CORNERSTONE OLE TIMERS

 

Some Cornerstone schools have enjoyed "study groups" for a year now. We asked them to share "what works" for them. Here's a sampler:

**At French Elementary, faculty meeting was the study venue. Coaches got the ball rolling by introducing the book and Chpt. 1. Grade levels took assigned pages from chapters to read and share. Coaches took one chapter and had conversation with the group, much like a book club.---Doris Still, Jackson

**At Lake School, door prizes were given to the first teacher who arrived for the study. The prize was a book---sometimes a "big book" or a book w/cassette. Format varied, from coaches who led discussions to other faculty members taking the lead. They also sat in "literature circles," and all shared with one another. (Sometimes the nature of the discussion dictates the format.)---Amanda Blake, Jackson

**At Scranton, book study sessions were held every three weeks with everyone in attendance, so all "heard" the information presented even if they didn't add to the discussion. One person gave chapter summary/highlights and it was opened for discussion. Coaches had some back-up questions just in case the discussion lagged. It seldom did.---Nancy Zelenka, Cleveland

**At Sycamore, Mosaic was the first book study and was held during faculty meeting. By the third session, teachers were speaking up. Coaches followed up by pointing out to teachers in their classrooms specific activity that reflected Mosaic. Lots of pictures were taken of lessons and student work that reflected the strategies that were learned. Compliments, showcasing work, positive encouragement gives teachers a reason to strive for more.---Johnnie Tankersley, Talladega

**Another novel idea: If you can bring in a small group of students every other week or so a coach can demonstrate, it makes the study groups more real. For example, if you are reading a chapter on "inferring," bring five kids in and do a short lesson with them on inferring so teacher can observe and make connections to their own settings. You might also find it useful to do short bursts of adult reading, asking participants to follow their own thinking as they read.---Ellin Keene, Cornerstone

Other Study Group Options

Study Group Formats

  • Whole faculty with or without credit (optional)
  • Grade or team
  • Feeder group
  • Quarterly, day-long study groups
  • Role alike groups such as principals, teachers, librarians
  • Meeting: weekly, monthly, during planning time, etc.
  • Faculty meetings set aside for study
  • Teacher research groups
  • Fish bowl study groups where teachers observe a colleague with children and debrief
  • Review educational videos
  • Debrief shared observations from within or outside the school
  • Jigsaw format with articles or short pieces
  • Group problem solving pursuits

Study Group Content

  • Read adult fiction or non-fiction, and share responses. Readers can assess their own use of the comprehension strategies.
  • Analyze elements of good writing, to be taken back to children.
  • Share original writing--can be a written by the teacher and/or students.
  • Read and respond to professional literature
  • Respond to policies or curriculum, and/or standards
  • Share content from workshops, Labs, seminars, etc.
  • Critically analyze research
  • Analyze and develop strategies based on review of children's work
  • Plan presentations or strategies to work with other groups such as parents, colleagues from another school, district personnel, etc.

Some questions to consider…

  • What do you hope will happen for children as a result of this study group?
  • What are all the ways to encourage attendance?
  • Who might you consider inviting outside the immediate faculty?
  • How involved are the participants in designing the format and content?
  • Are there rituals that you can use to define your study group?
  • Do you need a facilitator? Should this position rotate or be held by the same person each time?
  • How can you encourage the principal's participation?
  • How will you and the group assess its effectiveness?

Less effective strategies…

  • Mandatory attendance
  • Inservice with little interaction
  • Assuming the role of an expert
  • Excluding certain grade levels or groups i.e. specials teachers, paras, or principals who may wish to be invited
  • Rehashing unpopular district or school policies
  • Allowing one or two participants to dominate or discourage
  • Assuming what you are not sure about