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Cooperative Learning

Transcript: Cooperative Learning and Acquiring a Second Language by: Christopher Garnier Karen Neff & Jason Lee <iframe src="http://player.vimeo.com/video/6073529?title=0&amp;byline=0&amp;portrait=0&amp;autoplay=1" width="400" height="270" frameborder="0" webkitAllowFullScreen mozallowfullscreen allowFullScreen></iframe><p><a href="http://vimeo.com/6073529">SPEAKING IN TONGUES TRAILER</a> from <a href="http://vimeo.com/pwfilms">Speaking in Tongues</a> on <a href="http://vimeo.com">Vimeo</a>.</p> What is the most important factor in acquiring/developing a second language? How Does Acquistion Occur? Krashen said... "We acquire language when we understand it. What is spectacular about this idea is that it happens incidentally, involuntarily, subconsciously, and effortlessly." Comprehensible input: messages in the second lauguage that make sense-ideally, just beyond the competence of the listener who must strain a bit to understand. What counts most is the quality of the second-language exposure, not the quantity. We will learn through gestures, context and simplified speech. NOT through memorization or conscious knowledge of grammar and vocabulary. How Long does it take to acquire a second language? For the purposes of this discussion, Dr. Genzuk (USC video, nd) illustrates Cummins' belief that one's Basic Interpersonal Communication Skills (BICS) of a "clear understanding of conversational language" can evolve in 1-2 years. For a deeper Cognitive Academic Language Proficiency, where "literacy skills, reading composition, deriving meaning, writing expressively, etc." evolve in solid learning environments in 5-7 years. What does this mean for students who are trying to learn while trying to learn a second language ? • What are the implications on these findings for schools and teachers? 1. Role of first language: many studies have found that cognitive and academic development in the first language has an extremely important and positive effect on second language schooling. Academic skills, literacy development, concept formation and learning strategies developed in the first langue will all transfer to the second language. Therefore, teachers should not recommend ELL and their parents to speak in the second language and don’t use the first language. 2. According to Thomas & Collier’s research, highly interactive, emphasizing student problem-solving and discovery learning through thematic experiences across the curriculum are likely to provide the kind of social setting for natural language acquisition to take place. It helps both oral and written language development. In conclusion, all languages hold value and complexity. One need not entirely replace one with the other. In 2nd language acquisition, Crawford reminds us that "banning most native-language instruction has failed to speed up the acquisition of English." The magic and mystery of one language can be appreciated by educators who introduce children to a second language. The Key... This is a broad-stroked question whose answer is arrived at depending on many givens in a particular person. It is important with a question like this to not "simplify the complicated", in the words of novelist Arundhati Roy. So many factors of cultural exposure, socio-economic status, one's access to early literacy exposure, social and educational opportunity, etc., contribute to an individuals' capacity or incapacity to acquire a second language with fluency and literacy across the spoken and written comprehension spectrum. Movie Time!! Double Click it!! SOOOOO........

Cooperative Learning

Transcript: •C - classroom of small teams, comprised of different abilities •O - open atmosphere of learning, sharing thoughts, ideas •O - optimum success for all •P - problem-solving skills for the future Cooperative Learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it. What are it's benefits? > promotes student learning and academic achievement > increases student retention > face-to-face interaction > helps students develop skills in oral communication >develops students' social skills > promotes student self-esteem Cooperative learning also is useful as '(students) construct meaning and deepen our understanding when we discuss ideas with others, we hear different points of view, and collaboratively "uncover" content.' How to get started? Agree upon a vehicle to ensure that collaborative learning is included at each grade level. Possibilities: > Have grade-level learning teams choose and incorporate 2 common activities into their monthly lesson and/or unit plans. > Have subject area teacher teams discuss and choose to incorporate activities in their subject area lesson and unit plans. Also, get familiar with cooperative learning activities, such as: - Think-pair-share - Jigsaw - 3-step interview - round robin brainstorming - 3 minutes review - Numbered heads together - Team pair solo - Circle the sage - Partners (for explanations go to: http://www.mjal.org/journal/coop.pdf Tips for teachers. 2. Tie cooperative learning to higher-order thinking skills: A. Stress the development of social skills and group participation in reflection and analysis B. As the groups develop social skills, have the groups participate in reflection and analysis and/or peer review. C. Group members will assist each other in synthesis, reflection, analysis, and creating if the lesson intentionally calls for it. D. Study the New Bloom’s Taxonomy noting how collaborating increases these levels of learning ("H.O.T.S." - higher order thinking skills):http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm Cooperative Learning Resources > Mandal, Rita Rani. (2009). Cooperative learning strategies to enhance writing skill. The Modern Journal of Applied Linguistics, 1:2. Retrieved fromhttp://www.mjal.org/Journal/Coop.pdfCooperativelearning. > http://www.regent.edu/acad/schedu/pdfs/mcms/cooperative_learning_strategies.pdf Cooperative Learning -Valuable Resources: Books: Johnson, D.W. and R.T. Johnson. LEARNING TOGETHER AND ALONE. Englewood Cliffs, N.J.: Prentice Hall, 1991. Verduin, J.R., Jr. HELPING STUDENTS DEVELOP PROBLEM SOLVING AND INVESTIGATIVE SKILLS IN COOPERATIVE SETTINGS. Springfield, Ill.: Charles C. Thomas, 1996. T Articles: Cohen, E.G. "Restructuring the Classroom: Conditions for Positive Small Groups." REVIEW OF EDUCATIONAL RESEARCH 64, no.1 (1994): 1-35. Fuchs, D., L. Fuchs, P. Mathes, and D. Simmons. "Peer Assisted Learning Strategies: Making Classrooms More Responsive to Diversity." AMERICAN EDUCATIONAL RESEARCH JOURNAL 34 (1997): 174-206. Websites: The Cooperative Learning Center http://www.clcrc.com/ Cooperative Learning Elementary Lessons http://204.184.214.251/coop/ecoopmain.html Cooperative Learning Consultants Roger and David Johnson focus on developing a specific structure that can be incorporated with a variety of curriculum, with an emphasis on integrating social skills with academic tasks. Robert Edward Slavin is a research professor at Johns Hopkins, and has many books published about cooperative learning. His work utilizes methods from both Johnson and Johnson and Dr. Spencer Kagan, and has resulted in the development of specific cooperative learning structures. Dr. Spencer Kagan's utilizes research-based instructional strategies. His work focuses on active learning, team building, and group skills. Dr. Kagan offers cooperative learning worksops in over 20 countries. Other, online resources include the Kagan Institutes video series. Collaborative Learning (aka cooperative learning) 1. Set up accountability A. Hold the group and individuals accountable B. Have group success also dependent on the individuals learning the material. > a classroom comprised of small groups > an activity comprised of clear goals and expectations > a strategy for students to learn from one another’s abilities > a method to develop teamwork and achievement > a method of active, (face to face) social learning > an environment where the teacher acts as facilitator What is cooperative learning?

Cooperative Learning

Transcript: Cooperative Learning The teacher teaches students collaborative and social skills to create a more meaningful learning. Characteristics of the approach Students must work in groups to complete tasks collectively toward academic goals. Changes from giving students information to facilitating students learning  Students are encouraged to think in terms of positive interdependence.  Learning is individually assessed and students are individually accountable for their own learning gains.  Efforts from each member in the group help, not only the individual, but the whole group and the entire class.  Language acquisition is facilitated by students’ interaction in the target language.  Cooperative learning teaches language for both academic and social purposes.  Social skills such as, acknowledging others contributions, asking other to contribute, and keeping the conversation fluent and calm, need to be taught.  Mixed groups allow students to learn from each other and practice how to get along with different people.  The teacher not only teaches the language but cooperation as well.  Lessons are composed of activities of structures.  Responsibility and accountability for each other’s learning is shared.  Each group member is encouraged to feel responsible for participating and learning.  Leadership is distributed.  Stresses positive interdependence Communication Decision making Problem solving Leadership Conflict management Techniques Thank you for your attention! Think Pair Share Jigsaw Reciprocal Teaching Team Work Skills The students who are cooperatively taught have: Bibliography Goals Description Cooperative learning is an approach that enhaces the students learning by teaching them noyt only contents but also social skills that turn into meaningful learning which is what the real world needs today.  Longer information retention  Better performance on exams and higher grades  Stronger critical thinking and problem solving skills  More positive attitudes toward the subject  Greater motivation to learn  Better personal and interpersonal skills  Higher self-esteem  Improved race and gender relations when groups are truly heterogeneous And one more thing... Cooperative learning is an approach to organizing classroom activities into academic and social learning experiences. It differs from group work, and it has been described as "structuring positive interdependence.” Principals Conclusion Role of the teacher Benefits of the approach It involves students learning from each other in groups. CopL (Cooperative Learning) is a structured process in which team members work toward accomplishing a common goal Bronwn, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. Pearson Education. Curran, Lorna &Kagan, Spencer. 2000. Cooperative Language Lessons. Kagan Publishing. Kagan, Spencer. 1999. Cooperative Learning. Kagan Publishing. Larsen-Freeman, Diane & Anderson, Martin. 2011.Techniques & Principles in Language Teaching. Oxford University Press. Richard, Larry G. 2007.Cooperative Learning in Graduate Learning Engineering Statistics Courses. University of Virginia. The Free Enciclopedia.Cooperative Learning.20 de abril.

Cooperative Learning

Transcript: Cooperative Learning Encourages learners to work together for a common and individual goal Characterized by: the way groups are made the kinds of tasks they do groups' rules of behavior motivation / reward systems Variations: Student Teams, Achievement Divisions (STAD) Teams, Games, Tournaments Team-Assisted Individualism and Team-Accelerated Instruction Jigsaw Cooperative Integrated Reading and Comprehension (CIRC) Purpose / Characteristics As a student, have you ever felt competition in the classroom? by: Erin Galvin What is Cooperative Learning? good leaders good cooperative learning: preparation delivery closure Good Cooperative Learning 1. What are two variations of cooperative learning? 2. Name one purpose of cooperative learning and why it is important. 3.What sets the stage for good and effective cooperative learning? Teams gender, academic ability, race, and other traits equal opportunities Different types of tasks master material presented by teacher, quiz projects Support and encouragement peer help / tutoring cooperation Rewards score, group average / individual pressure to do well for self / others What is Cooperative Learning? Of Cooperative Learning Review: In Small Groups: Discuss ways you have previously demonstrated cooperative learning as a student in the classroom. Also known as group work Formerly, student-learning Learners work in small groups and are rewarded for their collective accomplishments Teams usually consist of 4-6 members Variations Guidelines for Characteristics Do you enjoy working in groups?

Cooperative Learning

Transcript: Groups are normally small (2-6 students Groups will be heterogeneous with respect to student characteristics group members share the roles and are interdependent in achieving the group goal Cooperative Learning Observing cooperative learning groups in action allows you to effectively assess students' work and understanding. Cooperative learning groups also offer a unique opportunity for feedback from peers and for self-reflection. As a group you have been in a plane crash and you are the only survivors. As a group you need to choose the 10 most useful objects to survive. Choose / rank equipment items in terms of their relative survival value: Participants choose/rank the items individually Discuss choices/rankings in small group and come to a group consensus and explain why you decided the way you did. It is a team approach where the success of the group depends upon every member pulling their own weight. 5 Elements of Cooperative Learning Assessment Strategies Diana Drake Assessment is always based on the level of the students. If the students cannot agree on the marks, a mediation session may be the answer. Survivor Scenario Cooperative Learning is an instructional strategy used to simultaneously address academic and social skill learning by the students. It is a defined framework that allows students to learn from one another. Students work towards fulfilling academic and social skill goals that are clearly stated. What is Cooperative Learning? Typical Group 1. Positive Interdependence 2. Face-To-Face Interaction 3. Individual Accountability 4. Social Skills 5. Group Processing

Cooperative Learning

Transcript: Lauren Michaels Michael Morris Casey Paulson Andrew Lyzen Chelsy Billips Considerations to implementing cooperative learning in the classroom Thank you for your attention! Managing Transitions Social SKills Communication Skills Group Skills Robert Slavin: one of the founders of cooperative learning. Believes group focus of cooperative learning can change norms of youth culture and make it more acceptable to excel in acedemic learning tasks. Herbert Thelen: developed more precise ways to help students work in groups. Put more structure on the pedagogy of group investigation. contributes to group maintenance David & Roger Johnson: explored how cooperative classroom environments lead to better learning by and more positive regard toward students with special needs who were included. 1. Clarify goals and establish set 2. Present information 3. Organize students in team 4. Assist teamwork and study 5. Test on the materials 6. Provide recognition Use of Time & Space quizes and scoring based on group involvment Gordon Allport: argued laws alone wouldn't reduce intergroup prejudice and promote better acceptance/understanding. Choose an Approach Choose an Appropriate Content Form Student Teams Develop Materials Orienting Students to Tasks and Roles Use of Time and Space c Lesson Planning Research Continued... Assessment: works toward achievment of group goals Research: Cooperative Learning Syntax: Shlomo Sharan @ Tel Aviv University: Summarized 3 basic conditions: 1. unmediated interethnic contact. 2. occuring under condidtions of equal status between members of various groups. 3. where setting officially sanctions interethnic cooperation Environment: community resistance student resistance be aware of the difficulties demonstrates effective interpersonal skills

Cooperative Learning

Transcript: Experiencing Cooperative Structures! 3 Teaching Types organised interactions roles and responsibilites are shared students are made accountible participation is required as it is 'built into' the structure everyone actively engaged PIES What do you see as benefits of cooperative learning? More Structures! Send - a - Problem 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 Social Learning Theory Mathematical Measurement terms Numbered Heads Together Team building Social Skills Knowledge building Knowledge recall Thinking skills Differentiation for schools? How it works... subtraction facts Opinions for students? Knowledge recall and building Peer tutoring practise social skills higher order thinking lateral thinking spelling Knowledge and practice Retention of information using different methods Teacher C - Structures Opportunities for... Why Cooperative Learning? Selector tool for groups. Learning Theories that support Cooperative Learning Pre writing brainstorms Opportunities for... Fairy tales Cooperative Learning provides for... 50% Research has shown that students brains retain knowledge and learn better when.... How it works... Fan and Pick identify instruction for each circle How it works... Traditional Teaching antonyms / synonyms addition facts 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! Australian symbols How and when could you use these structures? Individual Differences Theories Can you order these from least to most effective? Selector Tool Inside-Outside Circles TOPICS Jot Thoughts Opportunities for... 75% Pyramid Game Three- Step Interview Question: What are the 3 most valued points of Cooperative Learning for YOU as a teacher? Use this process to look at a concept topic in S&E, Science, Religion or even English Seven Keys for Success Higher order thinking skills are engaged Literal and inferential Knoweldge Processing skills Communication skills Aboriginal culture give think time immediate Eucharist Structures we have explored so far! Confirmation different circles different opinions Opportunities for... share your idea for teachers? Developing social skills Modelling / peer tutoring Procedural learning Practise and Mastery Higher Order Thinking 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. 30% Jot Thoughts Opportunities for... spelling E - Equal participation S - Simultaneous Interaction Social interaction - explaining their understanding Stand up - Hand up - Pair up Find someone who.... 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. times tables frequent you can make your questions or ask student to come up with some themselves! Nourished brain! (food, oxygen!) Brain-based Theory sentences power of modelling skills 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. Life cycles The success of one is linked to another. Increased motivation to succeed! Students relying on each other for success! increases motivation, correction opportunities, practise opportunties Australian Sports 20% Three- Step interview Multi-modal classrooms provide opportunities for all

Cooperative learning

Transcript: 2. It is obvious that application of the group method also causes some problems for the students who do not want or are not able to collaborate. Some of them feel better when studying alone, others do not need to work in a group. A teacher has to take into account the needs of all students, if s/he wants the students help each other. The goal - to highlight peculiarities of group work methods applied for programming teaching; The cooperative group work methods for the programming training process Violeta Jadzgevičienė Jūratė Urbonienė 1. For all students, who were included into the research, the group collaborative method was new – they had never learnt to program using this method. The use of this method was evaluated by students positively. Applying this method repeatedly, the positive evaluation of the group method was slightly worse. Cooperation in Programming Learning Our experimentation Started: Spring semester, 2012 Participants: Students of Mathematics and Informatics (teachers to be) of Lithuanian University of Educational Sciences (LUES); Violeta Jadzgevičienė Lithuanian University of Educational Science Jūratė Urbonienė Vilnius University Institute of Mathematics and Informatics Cooperation in Programming Learning photo (cc) Malte Sörensen @ flickr CONCLUSIONS

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