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Cooperative Learning

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Jenni Brown

on 21 July 2011

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Transcript of Cooperative Learning

Jot Thoughts Cooperative Learning Why Cooperative Learning? Traditional Teaching Retention of information
using different methods group work
teach and explain to others
review and practise 5% 10% 90% 75% 20% 30% 50% Can you order these from
least to most effective? 3 Teaching Types Teacher A - Traditional Instruction Teacher B - Group Work Teacher C - Structures work individually all the time
little social interaction
lessons are conducted 'in quiet'
teacher calls on participant / volunteer to answer
unequal participation
teacher responsibility to ensure ALL students understand Students are asked to work together, talk together without structure
not all students are called on to contribute
no specific team roles or expectations
individual accountability is not ensured
unequal participation: can create 'hogs and logs' organised interactions
roles and responsibilites are shared
students are made accountible
participation is required as it is 'built into' the structure
everyone actively engaged Learning Theories that support Cooperative Learning Cooperative Learning Theory

Classic Learning Theory

Social Learning Theory

Brain-based Theory

Motivation Theories

Individual Differences Theories

Expectation Theory reinforcement that is... immediate frequent desirable increases motivation, correction opportunities, practise opportunties power of modelling skills power of mediation (coaching) The brain is more engaged during social interactions Students learn and think in different ways Multi-modal classrooms provide opportunities for all learners Travelling / Numbered Heads Together! Seven Keys for Success PIES The success of one is linked to another.
Increased motivation to succeed!
Students relying on each other for success! P - Positive interdependence I - Individual accountability Although students are working in teams, the structures require students to ensure they are accountable publically!
Random selection of team members to report.
shared and rotated roles of recording and reporting.
individual recording of team discussions and ideas. E - Equal participation Everyone must participate!
Assigned roles
evidence of individual contributions S - Simultaneous Interaction Everyone thinking at the same time
Many sharing simultaneously!
Many participating in small teams rather than a few in a whole class.
More opportunities to learn! Classic Learning Theory Social Learning Theory Brain-based Theory Individual Differences Theories Three- Step Interview Question: What are the 3 most valued points of Cooperative Learning for YOU as a teacher? Research has shown that students brains retain knowledge and learn better when.... They feel safe! Frequent opportunities to Process knowledge and understanding Social interaction - explaining their understanding Nourished brain! (food, oxygen!) Enjoy what they are doing - Episodic Memory! Cooperative Learning provides for... frequent, immediate reinforcement
practise of skills
modelling of skills
frequent, immediate coaching and mediation
social engagement
different learning styles and modes
different abilities Structures we have explored so far! Stand up - Hand up - Pair up Numbered Heads Together Jot Thoughts Three- Step interview How and when could you use these structures? More Structures! Fan and Pick Team building
Social Skills
Knowledge building
Knowledge recall
Thinking skills
Differentiation Opportunities for... How it works... Teams receive set of cards

1. St # 1 holds all cards face down and fans them out. "Pick a card, any card"
2. St #2 picks a card and reads it aloud, think time is given.
3. St # 3 answers the question.
4. St # 4 responds to the answer given by
a) closed questions, checks the answer - praises or coaches.
b) open questions, paraphrases and praises.
5. Rotate roles and continue! Find someone who.... ...was born in the same decade as you! Rally Coach AKA Sage and Scribe Opportunities for... Developing social skills
Modelling / peer tutoring
Procedural learning
Practise and Mastery
Higher Order Thinking How it works... Pairs need, pencils, paper, worksheet or problems

1. Partner A solves the first problem, explaining all steps as it is solved.
2. Partner B watches listens, checks, coaches if necessary, and praises.
3. Partner B solves the next problem, explaining all steps as it is solved.
4. Partner A watches and listens, checks, coaches if necessary, and praises.
5. Partners repeat taking turns solving successive problems. Inside-Outside Circles Opportunities for... Classbuilding
Social Skills
Knowledge building
Thinking skills
Transference of knowledge
Debate How it works... Have 'cue' or 'question' cards ready!
Teacher or students prepare questions prior to the activity!

1. Students form pairs. One student from each pari moves to for one lardge circle facing outwards.
2. Remaining students find and face their partner. You should have 2 concentric circles!
3. Inside student asks a question from their question card. Outside students answer. OR Teacher calls out question and indicates whether inside or outside student answers. Listeners praise and coach.
4. Partners switch roles. Praise and coach.
5. Inside circle rotates clockwise to a new partner. Teacher may call out 'rotate 3 clockwise / anti-clockwise. Team selections Selector tool for groups. Send - a - Problem Opportunities for... Higher order thinking skills are engaged
Literal and inferential Knoweldge
Processing skills
Communication skills How it works... Students will need 'problem cards' to formulate questions and secret envelope.

1. Students in teams write questions or problems for other teams to solve. Question and answer are recorded on the card.
2. The teams swap 'secret envelopes' filled with questions.
3. Teams take turns to take out and answer questions. Decide if you use a 'fan and pick' process, all members answer together, or all write individual response then share.
4. Answers are checked. Envelopes are passed to other teams. Selector Tool Pyramid Game Opportunities for... Knowledge recall and building
Peer tutoring
social skills
higher order thinking
lateral thinking How it works... Teachers or students prepare "topic" cards.
have timer ready.

1. Partner A holds the topic pyramid. Starting at the bottom gives clues for the word.
2. Partner B guesses until correct. May pass after three guesses.
3. Partner A continues to give clues for each of the words in the pyramid.
4. Play stops once all answers have been found or times up!
5. Partners swap with a new pyramid and play continues. Stand up - Hand up - Pair up Find groups of 4. Number each person 1, 2, 3, 4.
Come up with a consensus of the most to least effective method for retention of knowledge and information.
Be ready to share and justify your choices.
A 'traveller' will be chosen to share with another group. Experiencing Cooperative Structures! What do you see as benefits of cooperative learning? for teachers? for students? for schools? Vocabulary building select a word identify instruction for each circle antonyms / synonyms spelling definitions sentences Opinions State the topic different circles different opinions give think time give three reasons why Practise spelling addition facts subtraction facts times tables Pre writing brainstorms set the topic give think time share your idea 1. Fold your paper into 8 pieces. Knowledge and practice 2. Come up with 8 questions and answers. e.g.
Q: Three dogs in five backyards is how many dogs altogether?
A: 15 dogs. make sure your answer is smal and at the bottom of the card. 3. Place in the envelop and pass to another group. choose from
maths facts,
knoweldge facts,
parts of speech,
vocabulary building,
story knowledge. Review a topic Use this process to look at a concept topic in S&E, Science, Religion or even English you can make your questions or ask student to come up with some themselves! TOPICS Space Life cycles Mathematical Measurement terms Australian symbols Aboriginal culture Plant life Parables Confirmation Eucharist Reconciliation Australian Sports Food Fairy tales Myths and legends
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