This study investigates how individuals collaboratively constructed shared knowledge during a group activity. The dataset was collected from group activities for pre-service teachers in professional development. Participants designed body poses and action sequences that could help their students’ mathematical conceptualization. Using k-means clustering and principal component analysis, patterns of individuals’ contributions based on their verbal and gestural behavior identified two groups of individuals: (1) Those who contributed to the discussion by speaking and gesturing frequently (~ 25% of the participants), and (2) those who mostly listened and focused on design ideas presented by others. Furthermore, epistemic network analysis corroborated significant differences in discourse patterns between the clusters, the results of which has significant implications for collaborative embodied learning and application for teacher education and professional development.