Sharing work can be a concentrated community learning experience. The concept is simple: When you reach the end of a project of substance in which the kids have been working independently (or a significant milestone in a project that has a creative product), lead them as a group in an organized review of everyone's work. But this isn't just show-and-tell; it involves coaching from you that will turn it into an important tool for learning and building confidence.

Why Share as a Group?

• You've been modeling sharing and collaboration at every turn, of course, but now is the time to put full emphasis on those concepts in a concentrated demonstration in which the kids are the teachers. Your role is that of facilitator while the kids talk about their work and what they can do.

• Sharing as a group adds an element of celebration to all the other benefits of a collaborative learning environment. For one thing, it validates the kids' work and gives them a chance to explain it to their peers. Kids love to show off, and discussing their successes builds confidence and self-esteem.

• It helps kids practice many important skills, including social skills (e.g., giving compliments and positive reinforcement to their peers) and communication skills (e.g., presenting in front of a group and asking good questions).

• It helps kids hear new ideas and learn new skills—from their peers and friends.

How to Share in Groups

Suppose you have been working for several sessions on having kids build Web pages about a community survey. Suppose you are working in a lab with 10 computers, at which the kids have been working in pairs. Each pair has built a page that includes a photo, text and other elements about someone they interviewed. The pages are done, so it's time for to share their work.

The important thing is that the sharing should be active. If you are looking at the results of a paper drawing project instead of Web pages, then walk around from table to table. Try to involve movement from one work to another, not just sitting in chairs listening to presentations. If your logistics or medium requires a more traditional presentation format, such as having to use a projector, at least have the class sit in a group on the floor, not in a "schoolroom" formation at their desks. Get their bodies involved.

If at all possible, make the kids' work available on the Web so that you can get parents, friends, teachers and everyone else involved in the sharing. Put individual or class email addresses on the pages so people can send comments later. If you can't put the work on the Web, make it available as printouts to take home, and hang samples on the wall.

Some Pointers

• As we said, group sharing should be an evennt—the culmination of a project, not an afterthought once the project is done. It should feel important, and the kids must feel that their presentations and comments are valued.

• Share as a group before the kids finalize their work. The Web page project described in the example above involved many steps; at some point, the teacher introduced Photoshop to edit the pictures or introduced Netscape Communicator software. Viewing the projects shortly after those lessons offers great opportunities for sharing because kids have a chance to get ideas and learn from their classmates in preparation for the final project.

• Kids own the sharing. You are the facilitator to guide their movement and discussion, so let them answer the questions. If someone asks something the presenters can't answer, try asking another child before you answer. Part of the importance of the sharing as a group is modeling this kind of peer-to-peer instruction.

• You have to pace the sharing because a lot of people are involved. Don't get hung up on one piece, but if learning is happening, don't derail it either. Make sure every team gets at least one question and several compliments. The first few times you try it, you may have to ask direct questions to get things rolling, but once kids get used to the process over the course of the term, you'll spend more time speeding them along than getting them started.

• The first few times, you may also have to model giving compliments and positive feedback. They'll pick that up, too. Group sharing can become a fabulous tool for reinforcing positive social skills, if you model the process well.

• Check to see who's hanging back or not participating, and call on those kids. Although you may not have time to get both a question and a compliment from each child for each piece of work, try to make sure to get at least one piece of feedback from everyone by the time the group sharing is over.

• Your energy, curiosity and honest interest are essential. Don't overwhelm the kids, but make sure they know that you feel this is important, interesting and fun. Go ahead and ask your own questions sometimes—the kids are certain do some things you never knew about or thought of.

Related Topics
Creating a Classroom Community