Once, many years ago, I had a memorable visit to a school which turned out to be quite different from the norm. Students were engaged, and teachers were aware of what was happening among the students. As compared to my very privileged private school, this school was "on the wrong side of the tracks", but much of the philosophy was the same: an untracked program, using group work and learning tools (including one of my creations, the Lab Gear.)

Since then, that school's remarkably successful program has been analyzed by math education researchers, and four books have been written about it. In those books, the school is called "Railside", in order to protect the privacy of its teachers and students.

I confess that I haven't read the books, but I have had much contact with teachers from Railside, and I'm a big fan of their approach to group work, which is called "complex instruction", and was originally developed at Stanford's School of Education by Dr. Elizabeth Cohen. A key ingredient of that approach is paying attention to status issues in the classroom, and taking deliberate steps to boost the status of students who need that support. Read more about it in these books!

*How Parents and Teachers Can Help Children Learn to Love Their Least Favorite Subject*

Strength in Numbers: Collaborative Learning in Secondary Mathematics

*By Ilana Horn*

Students who work together, succeed together. Isn’t that every teacher’s goal?

Smarter Together! Collaboration and Equity in the Elementary Math Classroom

*By Helen Featherstone, Sandra Crespo, Lisa Jilk, Joy Oslund, Amy Parks, Marcy Wood*

The authors describe the lessons they learned using group work, explain how complex instruction helps unsuccessful students, and analyze how to design assignments that support group learning.

"Heterogenius" Classrooms

*Detracking Math and Science—A Look at Groupwork in Action*

by Maika Watanabe

--Henri

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