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    Cooperative Learning

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    moh chen chen
    The document provides information and activities for using cooperative learning strategies in the classroom. It discusses the benefits of cooperative learning, such as increased achievement and motivation. Key elements of cooperative learning are described, including positive interdependence, face-to-face interaction, individual accountability, interpersonal skills, and group processing. Sample cooperative learning activities are outlined, like think-write-pair-share and jigsaw. The document also reviews the history of cooperative learning and encourages teachers to incorporate these strategies when designing long-term lesson plans.

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    Cooperative Learning

    Uploaded by

    moh chen chen
    151 views51 pages
    The document provides information and activities for using cooperative learning strategies in the classroom. It discusses the benefits of cooperative learning, such as increased achievement and motivation. Key elements of cooperative learning are described, including positive interdependence, face-to-face interaction, individual accountability, interpersonal skills, and group processing. Sample cooperative learning activities are outlined, like think-write-pair-share and jigsaw. The document also reviews the history of cooperative learning and encourages teachers to incorporate these strategies when designing long-term lesson plans.

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    The document provides information and activities for using cooperative learning strategies in the classroom. It discusses the benefits of cooperative learning, such as increased achievement and motivation. Key elements of cooperative learning are described, including positive interdependence, face-to-face interaction, individual accountability, interpersonal skills, and group processing. Sample cooperative learning activities are outlined, like think-write-pair-share and jigsaw. The document also reviews the history of cooperative learning and encourages teachers to incorporate these strategies when designing long-term lesson plans.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    151 views51 pages

    Cooperative Learning

    Uploaded by

    moh chen chen
    The document provides information and activities for using cooperative learning strategies in the classroom. It discusses the benefits of cooperative learning, such as increased achievement and motivation. Key elements of cooperative learning are described, including positive interdependence, face-to-face interaction, individual accountability, interpersonal skills, and group processing. Sample cooperative learning activities are outlined, like think-write-pair-share and jigsaw. The document also reviews the history of cooperative learning and encourages teachers to incorporate these strategies when designing long-term lesson plans.

    Copyright:

    © All Rights Reserved
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    Download as ppt, pdf, or txt
    of 51

    Engaging Students

    Through Cooperative
    Learning:
    Ideas for Success
    Laura Schulz
    Talent Development High Schools

    Three Musketeers:
    A TEAM Building Activity
    1. Find three things that everyone on the team likes
    2. Find three things that everyone on the team
    dislikes
    3. Find one thing that is unique to each of the team
    members
    4. Decide on a team name that has something to do
    with your collective likes and dislikes
    5. Write your TEAM name on your Table Tent

    What makes a TEAM


    different than a
    group?

    What is a Team?
    Teams differ from groups because
    they include the following basic
    elements of cooperative learning:
    Goals are shared
    Information is circulated
    Roles are assigned
    Materials are managed
    Teammates depend on each other to
    complete tasks successfully
    Students gain respect for each others
    contributions to the team

    Goal Setting:

    Why are we here

    today?
    Think about what your expectations
    are for the professional development
    session today

    Pair with another team member to


    discuss expectations

    Share as a team your expectations


    Set 3 goals your team wishes to
    accomplish during our session today
    Write those 3 goals on the back of
    your teams table tent

    Why Cooperative
    Learning?

    We Learn:
    10% of what
    20% of what
    30% of what
    50% of what
    70% of what
    others
    80% of what
    personally
    95% of what

    we read
    we hear
    we see
    we both see and hear
    is discussed with
    we experience
    we teach someone else
    William Glasser

    Expectations in the
    Workplace:
    How have things
    Changed?
    Organizational
    Effectiveness
    Reading
    Problem Solving
    Teamwork
    Interpersonal Skills Writing
    Computation Listening
    Creative Thinking
    Leadership
    Oral Communication
    Career Development/Motivation

    According to Fortune 500


    Companies: The Top Skills
    sought by employers
    1970
    2000
    3. READING

    3. INTERPERSONAL
    SKILLS
    2. COMPUTATION 4. PROBLEM SOLVING
    1. WRITING

    1. TEAMWORK

    Thinking about the


    subject or subjects you
    teach
    (Knowing the skills that are in demand in the workplace today)

    What jobs or careers are you


    preparing your students to
    hold?
    (Use chart paper to share some examples)

    BREAK TIME

    A History of Cooperative
    Learning

    Cooperative learning is not a new idea.


    The Talmud clearly states that in order to learn you
    must have a learning partner.
    In the first century, Quintillion argued that students
    could benefit from teaching one another.
    The Roman philosopher, Seneca advocated
    cooperative learning through such statements as,
    "Qui Docet Discet" (when you teach, you learn twice).
    Johann Amos Comenius (1592-1679) believed that
    students would benefit both by teaching and being
    taught by other students.

    A History of Cooperative
    Learning

    In the late 1700s Joseph Lancaster and Andrew Bell


    made extensive use of cooperative learning groups in
    England, and the idea was brought to America when a
    Lancastrian school was opened in New York City in
    1806.
    Within the Common School Movement in the United
    States in the early 1800s there was a strong emphasis
    on cooperative learning.
    In the last three decades of the 19th Century, Colonel
    Francis Parker brought to his advocacy of cooperative
    learning enthusiasm, idealism, practicality, and an
    intense devotion to freedom, democracy, and
    individuality in the public schools. Parker's advocacy
    of cooperation among students dominated American
    education through the turn of the century.

    A History of Cooperative
    Learning
    John Dewey promoted the use of cooperative
    learning groups as part of his famous project
    method in instruction.
    In the late 1930's, however, interpersonal
    competition began to be emphasized in
    schools
    In the late 1960s, individualistic learning
    began to be used extensively.
    In the 1980s, schools once again began to
    use cooperative learning.

    What is Cooperative
    Learning?
    Cooperative Learning refers to a set of
    instructional methods in which students
    work in small, mixed-ability learning
    teams.
    The students in each team are
    responsible not only for learning the
    material being taught, but also for
    helping their teammates learn.

    Cooperative learning is the instructional


    use of small groups so that students work
    together to maximize their own and each
    other's learning (Johnson, Johnson, & Holubec, 1993).

    Within cooperative learning groups students


    discuss the material to be learned with
    each other, help and assist each other to
    understand it, and encourage each other to
    work hard.

    Cooperative learning groups may be used to


    teach specific content (formal cooperative
    learning groups), to ensure active cognitive
    processing of information during a lecture
    or demonstration (informal cooperative
    learning groups), and to provide long-term
    support and assistance for academic progress
    (cooperative base groups) (Johnson, Johnson, & Holubec,
    1993).

    Any assignment in any curriculum for any age


    student can be done cooperatively.

    Benefits of Cooperative
    Learning
    Increased Achievement
    Increase in Positive Relationships
    Greater Intrinsic Motivation
    Higher Self-Esteem
    More On-Task Behavior
    Better Attitudes Toward Teachers
    and School

    Additional Benefits of
    Cooperative Learning
    Students take responsibility for
    their own learning
    Students translate teacher talk
    into student speak for their peers
    Students engage in cognitive
    collaboration. They must organize
    their thoughts to explain ideas to
    classmates
    Students have FUN learning
    Students social nature is used to
    their advantage

    Bonuses for High


    Achievers

    Higher levels of achievement


    Even greater retention of information
    due to cognitive rehearsal
    Development of key skills:
    Social
    Leadership
    Communication
    Decision Making
    Problem Solving
    Conflict Resolution

    Basic Elements of
    Cooperative Learning
    Positive Interdependence
    Face-to- Face Interaction
    Individual Accountability
    Interpersonal And Small Group
    Skills
    Group Processing
    Taken from: Circles of Learning: Cooperation in the Classroom (Revised
    Edition) D.W. Johnson, R.T. Johnson and Edythe Johnson Holubec.
    Englewood Cliffs, NJ: Prentice-Hall, 1986

    Positive
    Interdependence
    Students must feel they need each other
    in order to complete the groups task
    Mutual Goals
    Joint Rewards
    Shared Materials and
    Information
    Assigned Roles

    Face-to-Face Interaction
    Discussing
    Summarizing
    Explaining
    Elaborating
    Receiving Feedback

    Individual Accountability
    Teams succeed when:
    Every member has learned the material
    Every member has helped complete tasks
    Frequently teachers assess individual
    learning

    Interpersonal and Small


    Group Skills
    Communication
    Leadership
    Decision-making
    Conflict Management
    Active Listening
    Challenging Ideas Not People
    Compromising

    Group Processing
    Giving students the time and the
    procedures to analyze how well their
    teams are functioning with:
    Learning tasks
    Social skills
    Self-assessment

    Sample Types of Activities


    Direct Instructional Activities
    present information to students or demonstrate skills
    Activities for Student Practice
    after direct instruction
    Cooperative Learning Instructional Activities
    brainstorming, note-taking pairs, cooperative writing and
    editing pairs
    Whole Lesson Formats
    involves teacher-directed and student directed strategies
    without other lesson components
    Movement Oriented Activities
    corners
    jigsaw

    Cooperative Note-taking Pairs


    Objective:
    To enable students to take something from one
    anothers notes to improve their own
    Directions In Brief:
    1. Assign or allow students to select partners.
    2. Teach
    3. Stop every 10 minutes for sharing of notes.

    Cooperative Note-taking Pairs


    Check - in
    Directions in Brief
    1. While teaching, stop periodically for
    a check-in.
    2. Instruct students to skim their
    partners notes looking for:
    information they missed
    information partners have incorrectly
    noted

    3. Students retrieve their own notes


    and make any needed changes.

    Objectives:
    To move students in a purposeful way
    To gather data in a quick, visual way that is
    engaging

    Directions:
    1. Identify the kind of data you want to gather.
    2. Post four multiple choice responses, one in
    each corner.
    3. Students select their responses.
    4. Members of groups discuss their choices.
    5. Spokespersons summarize/present group
    members thoughts.

    SCARED

    Fearless

    Cautiously Optimistic

    Othe
    r

    CORNERS
    Go to the corner

    THINK WRITE PAIR COMPARE


    Objectives:
    to give rehearsal time, engage more students, and
    promote thoughtful responses

    Directions:

    Present a problem, idea or question to be


    discussed
    Pair students randomly
    Allow time for individuals to think in silence
    Allot time for students to write responses
    (independently)
    Give time for partners to compare their responses
    Give the whole class time to discuss responses

    THINK WRITE PAIR COMPARE

    Think of one way you could apply


    4 CORNERS
    in your subject area(s).

    What are the Pros and Cons of


    using 4 Corners?
    PRO

    CON

    Formations
    Objectives: to make abstract concepts
    more concrete while incorporating
    Directions
    movement in Brief:
    1. Identify an abstract concept
    2. Translate it to a living model
    3. Compose steps in the process of
    constructing the model
    4. Engage students in construction of the
    model
    5. Engage students in processing the concept

    Formations
    1. Meet with others in your
    subject area
    2. Decide upon one abstract
    concept and a formation that
    makes it concrete.

    Note: Every member of your group


    does not have to be a part of your
    formation
    3. Be prepared
    to present your

    Designing an 18 Week
    Plan
    Identify essential skills and
    information to be taught using a
    variety of resources
    Hawaii Standards
    Curricula Frameworks from a variety of
    sources
    In house resources such as teacher
    lessons, textbooks, etc

    Restructuring does not mean


    throwing out everything from
    before block scheduling.
    Incorporate the best of the tried
    and true methods, build adapt
    and reincorporate them in the new
    time frame.

    List the most important concepts/skills


    you want students to understand before
    the end of the course
    List effective activities now used to
    address each goal
    Indicate which concepts you wish to
    address in more depth
    Think of ways to contextualize each goal
    with reality based activities
    Consider various strategies you might
    add to address each goal

    Design Weekly Lesson


    Plans
    Provide a detailed outline of
    activities for each unit including
    possible materials, resources,
    strategies

    Design Daily Lesson Plans


    Include at least three activities
    which allow for:
    The incorporation of movement
    The inclusion of time for whole class,
    individual and group work
    Changes in media

    Traditional Lesson Design


    Warm up/ Problem Solving
    Homework Review 10
    New Material 25-30
    Practice Activity
    15-20
    Closure
    10
    Writing
    5-10

    10-15

    Lesson Plan With Cooperative


    Groups
    Warm-Up 10
    Direct Instruction 10-15
    Work in Small Groups
    20-25
    Small Group Presentations 20-25
    Large Group Interaction 15
    Closure/Writing/Assignments10

    Allocation of Test Related Time


    Test Review
    Test

    15-40
    60-85

    What is a ROTATING REVIEW?


    Topic
    Something I learned
    today. . .
    Students walk around the
    room to each piece of
    chart paper and write
    something about what they
    learned that day.
    Sheets are posted and used
    as a review.

    Objective:
    to get students to recall, summarize or
    brainstorm
    Directions:
    State the problem, topic or issue
    Distribute one sheet of paper to each group
    Give a time limit and ask students to begin
    to write

    Round Table
    Each person at your table should write one
    thing he/she has learned about cooperative
    learning.

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