My attempt to merge these two cooperative structures (as well as my other goals for students) has resulted in the following group norms:
I am going to continue randomly assigning students to groups when working on problem sets or open investigations and avoid assigning roles. There will probably be one day every week or two when students are grouped homogeneously based on their self-assessment of their needs (more structure/support/direct instruction, same level (stay with guided inquiry), explore independently). I have to think about tweaks to the group norms that need to happen on those days.
I also wrote out the protocol for when a group can ask me for help. They need to first attempt the strategies posted in the classroom for getting unstuck (listed below), look around to see what other groups are doing and send a representative to another group to discuss and share ideas, and if they're still stuck, to formulate a single question to ask me... aka a group question. I should be able to ask anyone in the group what their question is and be assured that it was indeed a group decision to get help.
I will try to remember to write another post discussing the various reflection prompts and closing questions that I've adapted, but here are the links to the two routines, which have all of the prompts I've thought of so far.
Guided Inquiry Routine
Open Investigation Routine
Feedback is super appreciated! These are still very much in the planning stages, but it's been immensely helpful to write out and formalize the routines that I normally use in my classes. My goal is to work on making these better this year, both in my classes and in those of my colleagues, through lesson study focused specifically on routines.