Groupwork–Accountable Talk in the Classroom

Course Available
3 Units
Online Self-Paced

Course Description

Learn How Collaborative Student Assignments Can Become Measurable and Meaningful Learning

Teachers often assign students to work in groups. Careful structuring of the lesson includes intentionality so that group work ensures rigorous and accessible learning. Group work can be energizing to all or dominated by a few.  It can involve deeper thought with logical connections and reasonable conclusions or surface discussions.  Successful group work involves building an environment where students are accountable to the learning community, standards of reason, and knowledge.  It requires pre-planning as well as skilled interactions between students and teacher. This course will give teachers the skills to ensure group work is meaningful.

Course Details

Number of Units: 3.0 graduate level extension credit(s) in semester hours

Who Should Attend: This course provides continuing education for K-12 classroom teachers who want to deepen their knowledge and understanding of how group work can provide meaningful learning.  Both new and experienced teachers wanting to improve their craft will benefit from this course.

Course Materials:  Text, Designing Groupwork: Strategies for the Heterogeneous Classroom, by Elizabeth Cohen and Rachel Lotan, available at or your local bookstore.

Technical Requirements

Course Options

Course Date Units Price
EDU-X794O – 009 Start now, you have 180 days to complete this course once enrolled 3 $504

Groupwork–Accountable Talk in the Classroom

Start now, you have 180 days to complete this course once enrolled

Educator Programs – 25% Off Teachers Appreciation Sale

Valid May 1, 2024 – May 31, 2024

Some restrictions apply.  Offer valid only during sale dates. Not all courses apply.
**Only one discount can be applied per course.**

Online Self-Paced
Mishelle Scragg

Once you have enrolled in your course, log in to your account to access the course Welcome Letter, which includes directions on how to access the Online Orientation and your online course.

What You Will Learn

  • Discuss approaches to groupwork that are based on research and learning theories
  • Design/revise group worthy tasks based upon sound learning principles that promote creative and critical thinking in an equitable environment
  • Demonstrate an understanding of the role of the teacher in guiding, extending, and building on student thinking in groups
  • Analyze the effectiveness of a group task based on student engagement, collaborative interactions, and critical thinking in relation to the learning goals of the lesson
  • Develop an assessment plan that takes into account individual as well as collaborative learning, process as well as product


Professional development courses offered by the University of San Diego’s Division of Professional & Continuing Education are taught by faculty that possess a depth and breadth of academic and real-world professional experience.

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The Professional and Continuing Education program nurtures key partnerships on the local, national, and international level. The goal is to better serve working professionals who seek to enhance or build their careers and help achieve their highest value and potential. Contact us today to learn more.

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Online Self-Paced

Our online self-paced courses are similar to online fixed-date courses, but are designed to give you a six-month period from time of enrollment to complete all assignments. Your instructor will provide feedback via written responses on your assignments and exams. Grades are based on completed projects, assignments and exams.

How is the self-paced course structured? Like fixed-date courses, online self-paced courses are asynchronous meaning that you can work on your assignments anytime; the difference being there are no assigned due dates in self-paced courses. The content is divided into learning modules. Each module will cover one or more topics. Within each of the learning modules, you can expect the following components:

  • Module introduction that outlines what you can expect to learn in the module.
  • Required readings (textbook, articles, journals, websites, etc.) and presentations (audio and/or video).
  • Assignments (which may include: written assignments, quizzes, blogs, etc.) based on the readings and presentations.
  • Module conclusion to review the topics and what you should have learned.
  • Typically, there is a final project, paper, or exam due in the last module that culminates all of the topics covered in each of the learning modules. You’ll find that the design of the learning modules has a rhythm to help you manage your time in the course.

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