Transcript: Low and medium ability students will benefit from observing the strategies of stronger students. High ability students learn new strategies by teaching other students in the group. communication Rally Robin Silent card shuffle (6 Steps) Random pairing: Deck of cards Popsicle sticks Mates/pictures Group work promotes... Constructivism mediation Self-esteem CO-OPERATIVE LEARNING cooperation Let students decide on what "good group work" looks like! Classroom Ideas! Consolidation: Promotes the idea that students work together to learn and are responsible for one another's learning as well as their own (Slavin, 1991) Can you think of an activity / teaching strategy that we have used in our BEd program that would be a cooperative learning activity? Tentative listening Inside voices Respect Eye contact On task Assessment?? patience Start small.... ... and work your way up to larger groups! Co-operative Learning: Group Goals + Individual Accountability 1. Positive Interdependence 2. Face-To-Face Interaction 3. Individual Accountability 4. Social Skills 5. Group Processing You will need: The three of you have been stranded on a desert island. As a group, decide on 10 items, in order, that you would need to have in order to survive 5 weeks until a rescue team is able to come find you. You have 3 minutes GROUP Activity... collaboration
Transcript: is an approach to teaching that maximum use of cooperative activities involving pair and small groups in the class. to provide opportunities for naturalistic second language acquisition. to provide teachers with a methodology to enable them to achieve this goal. to enable focused the attention to particular lexical item, language structure and communicative functions through the use of interactive tasks. to provide opportunities to develop successful learning and communicative strategies. to enhance learner motivation and reduce learner stress. raise the achievement of all students help the teacher builds positive relationship among students give students experiences they need for healthy social, psychological, and cognitive development replace competitive structure: Team-based Authors: John Dewey Olsen and Kagan 1992 Johnson,Johnson and Holubec 1994 Premises: 1. all normal children growing up in a normal environment learn to talk. We having been programmed to talk. 2.talk/speech is organized as conversation. 3. conversation operates according to certain agrredupon set of cooperative rules or "maxims" (Grice 1975) 4.this cooperative maxims are develop in native language through casual conversation. 5. in second language the maxims based on participation copperatively. Jean Piaget and Lev Vygotsky: social interaction Learning. learners develop communicative competence through. conversing socially and pedagogically structured situations. critical thinking: Question matrix (Widerhold 1995) based on the Bloom's taxonomy,1956. cooperative rather than competition frequency and variety of second language practice. different types of interaction. use of language that support cognitive development and increased skills. opportunities to integrated language. include great variety of curricular materials. freedom for teacher: new professional skills. students act as resource for each other. aim: to foster cooperation, develop critical thinking, and communicative competences not any particular syllabus. wide variety of curriculum orientation. Three types of activities. 1.formal cooperative Learning groups 2.informal cooperative learning groups 3.cooperative base group structure programm: postive interdependance: group formation individual accountability social skills structuring and structures active member, must work cooperatively. directors of the own learning. plan, monitor, evaluate their own learning. create opportunities of learning and work cooperative how it is used modifying Role materials The syllabus Teachers Role Cooperative Learning Types of Learning and Teaching Activities Theory of Learning: Objectives: Learner roles Advantages working together to accomplish shared goals. individuals seek outcome for benefit himself and the other member of the group. small groups Johnson 1994 Benefits Language Teaching Goals is a group learning activities organized so that learning is dependent on socially structured exchange of information between learners in groups and in which each learner is held accountable for his/ her own learning and is motivated to increase the learning of others. Theory of language create highly, structured and well organized learning environment. prepare all the arrangements. Facilitator of learning feedback.
Transcript: It is a succesful teaching strategy, where you make small teams and each member must be responsible for his or her own learning process and at the same time for helping his or her teammates to achive their learning goals. Benefits Gain from each other's efforts. Recognize that all group members share a common fate. know that one's performance is mutually caused by oneself and one's team members. Feel proud and jointly celebrate when a group member is recognized for achievement. Why use cooperative learning Elements of cooperative learning Face to face interaction. Individual and group accountability. Interpersonal and small group skills. Group processing. Class Activities that use cooperative learning Jigsaw Think pair share Three step interview Round Robin Brainstorming Three minute review Numbered heads together Team pair solo Circle the sage Partners Cooperative learning instruction strategies Make an interesting task. Plan activities that can help you to control discipline. Motivate your students. Teach them how to work in group. Cooperative Learning For any further information... Let's watch! http://www.livemocha.com/sihp And that's it! Thanks!! =) http://cooperativelearningenf2.blogspot.com/ Promote student learning and academic achievement Increase student retention Enhance student satisfaction with their learning experience Help students develop skills in oral communication Develop students' social skills Promote student self-esteem Help to promote positive race relations http://www.youtube.com/watch?v=brcjODFBEuE&feature=related
Transcript: WIDA Standard 2: EL`s will communicate information, ideas, and concepts necessary for the academic success in the content area of language arts. Step 1: Assign groups and build a team Divide class into groups and provide team building activity as a "warm-up" to help students see advantages of cooperation and getting to know each other. (One of the Alliance Theater activities would be a great warm!! Step 2: Assign roles within the groups Give the team members cards that identify their assigned roles and list clear descriptions of their duties. All members are aware of who has each role. Step 3: Assign the task Give each team a task to complete and remind each member of the roles they are expected to serve to assist the others in completing the task. Step 4: Intervene to ensure full participation Teacher will need to monitor behavior and intervene when necessary. Step 5: Report back to class Have each group share solutions and product. Step 6: Debrief and examine the groups process Give each group time to debrief, discussing the process and roles each team member played in the success of the group. This strategy can be adapted to any grade or subject. The class will split up into to groups of three. Each member in each group will receive a role card. The roles are to identify the beginning, middle, or end of the book "Arthur`s Thanksgiving". ELLs will be encouraged to participate in the task or the whole team will fail to accomplish their assignment. All students are supported to succeed because peer tutoring and group support of individuals are encouraged and rewarded. ELLs have the opportunity to get to know other students and demonstrate their competence in a variety of ways. ELLs will benefit from the verbal interactions. learning social norms and content-related language. It will lower their stress level by working in a small group. Cooperative Learning Strategy #6 How will this activity help ELLs? ELACC1RL7: Use illustrations and details in a story to describe its characters, setting, or events. Arthur`s Thanksgiving by Marc Brown Goodreads wegivebooks.org Alliance Theatre Resources Today`s Activity Megan Childs Codie Gates Katy Houseman ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Strategy Steps Standards
Transcript: small groups, jigsaw groups, investigate a common topic form new groups by topic area share the information with the new group Present the information to their jigsaw group For example, the topic of a lion. Group one: investigate male lions, Group two: female lions, Group three: habitat, Group four: diet The teacher asks the students a question and has the students think it over Present the information to their jigsaw group Have one student from each jigsaw group join other students who learned about the same segment they learned, male lions will form a group, female lion segment will form a group, etc. Group building requires teachers to make sure their students have a clear understanding of what is expected of them. Teach them skills such as disagreeing nicely by explaining why he or she is incorrect about a topic. Varied instruction for pairs check could be shortening the assignment for the pairs. Differentiated Instruction for pairs check Small Groups investigating a common topic Pair -Question Based on process, the teacher needs to offer various materials to keep students engaged and adaptable for multiple learning strategies. Also include multi-level activities increasing in difficulty. Jigsaw Classroom. (200-2012). Retrieved from http://www.jigsaw.org Varied instruction for gifted students using the jigsaw technique could be assigning a more difficult topic in which more detail is required and the length of time is increased in order to discuss more detail. Challenges Students are in teams of 3-6 people and they solve a problem or investigate a topic. The idea is to make the students responsible for figuring out who will be in charge, and what they are to accomplish. Differentiated Instruction for Jigsaw Groups Group Investigation Jigsaw Think Jacobsen, D. A., Eggen, P., & Kauchak, D. (2009). Methods for Teaching: Promoting Student Learning in K-12 Classrooms (8th ed.). Retrieved from The University of Phoenix eBook Collection database. Question Partner Share Share Based on content, teachers can review previous test scores or pre-assess the students. Apply numerous learning strategies and break assignments into smaller parts. The students discuss the answer to the question with a partner Form new groups by topic area Teachers need to walk around the room and hold groups or partners accountable. Offer feedback, Students share the information with the class students not staying on task disagreements not utilizing time effectively Differentiated Strategies and implementing them Cooperative Learning Techniques Benefits also include peer explanation. Some students gain a better understanding of material explained from someone who thinks like they do. Based on product, let the students choose topics, use various assessment tools, and do not stop assessing your students. The students then present the information about their segments to their group. Share information with the new group Teaching Today. (2000-2005). Retrieved from http://www.glencoe.com/sec/teaching today Jigsaw Think-pair-Share Group Investigation The newly formed groups will discuss the information that they learned about their segment, so they become experts on the segment. Think-pair-Share Varied instruction could include working with a few more people. Benefits social skills respect diversity Meeting the needs of diverse learners through differentiation is implemented by various methods of material presented to the students. Different backgrounds enable students to gain a better understanding of each other and what each one has to offer. Differentiated Instruction think-pair-share Challenges and benefits for Cooperative Learning
Transcript: Benefits Sense of routine Student-to-student support Differentiation: Students hold each other accountable Allows for independent learning Differentiation Ask different levels and types of questions. Further concept understanding Peer discussion to ensure understanding and pose new thoughts Class discussion is more active Teacher observation during group time Class discussion Group reports Group questions Group and self-evaluations Governing Groups Potential Difficulties Students who do not get along overpowering group leaders Superior knowledge in only one portion Less knowledge of other portions Effeciency Encourages: listening engagement empathy understanding content knowledge Differentiation learn by research ensure understanding with "experts" learn by explaining learn by listening Benefits Potential Difficulties Kayla Redding September 10, 2012 EDU/310 Cordelia Hayden Cooperative Learning Techniques Class divided into groups Each group member researches specific portion Become "experts" on specific portion Collaborate with similar "experts" from other groups Return and present/teach information to group Formal Groups Jigsaw Technique (Aronson, 2012) Group Building Resources Informal Groups "Think-Pair-Share" (Charleton College, n.d.) Teacher poses question Students think independently Pair with neighbor and discuss Share responses with class Benefits Formal Groups (Burden, Ch. 4, 2010) Aronson, E. (2012). The jigsaw classroom. Retrieved from http://www.jigsaw.org/overview.htm Burden, P.R. & Byrd, D.M. (2010). Methods for effective teaching: Meeting the needs of all students. Boston, MA: Pearson/Allyn & Bacon. Charleton College. (n.d.). Think-pair-share. Retrieved from http://serc.carleton.edu/introgeo/interactive/tpshare.html One heterogeneous group throughout entire year Routine/comfortable groups Meet to ensure members have needed materials etc. Students may get of track during"pair" stage Potential Difficulties Students prepared with needed skills Appropriate expectations Heterogeneous groups
Transcript: Cooperative Learning Educational Pschology Brittany Davenport Anecdotal Log Cooperative Learning Activity Easter Egg Showdown Easter Egg Showdown is a variation in which the task cards are tucked inside plastic Easter eggs. Students select an egg, open it, read the problem or task, and everyone on the team writes a response. In the final step, team members compare and discuss their answers. In the example above, the task cards contain sentences, and students have to identify the subject and the predicate of each sentence. Goals and Objectives In the final step, team members compare and discuss their answers. In the example above, the task cards contain sentences, and students have to identify the subject and the predicate of each sentence. What was the purpose of the activity? This activity is intended to allow students to review standards in a fun way, as well as inforcing the importance of listening to one another, working together, and compromising ideas. Describe the dynamics of the group’s participants. As I watched the groups, different students reacted differently. The most common occurance was a dominant leader. The dominant leader would address what he or she thought was the subject and the predicate. Some students would disagree and give their reasoning, other students would just become submissive to the dominant student. A lot of collaboration would take place once a student disagreed with the leader. Was the objective for the activity achieved? As I watched the students participate in this activity, they seemed to become secure with the concept of subject and predicate. As third graders, they were able to work well as a team. Exchanging of words, explaining of reasoning, and expanding the thought process definately took place. How was social learning used? The Social Learning Theory is being displayed by the situation the activity was placed in. "It considers that people learn from one another, including such concepts as observational learning, imitation, and modeling (Ormand, Web)." I believe that cooperative learning is one of the best learning experience you can present as a teacher. It allows students to listen, and bounce ideas off one another. In setting up a cooperative group activity, how would you monitor the group’s work, grade the individuals in the group, and evaluate its specific value as an instructional strategy? In evaluating the progress of this activity through groups, I would allow every group to set up a subject/predicate chart on an erasable white board. When the group had completed the chart, I would ask the group to give me a thorough explanation of why they chose the particular parts of the sentence for the predicate and subject. On the individual level, I would give a quick assesment, a quiz if you will, to the entire class. Then, I would conduct a discussion over the topic. Works Cited Ormand, J.E. "Social Learning Theory." TeachNet. NJ: Prentice-Hall. Web. 01 Apr. 2012. <http://teachnet.edb.utexas.edu/~Lynda_abbot/Social.html>. Thank you for your time! Brittany Davenport EDPY 207 April 6th, 2012 Essay #2 Is it a productive learning method? Main Action Support Action and Relevant Details
Transcript: Students have to rely on each other to complete the math stations. A lot of the math stations are games in which the students have to play together and take turns to complete the game. At each math station there is a sheet that their work has to be recorded on. One student is the recorder at the first station and the other student is the recorder at the second station. If a student needs help, their partner is there to help them and figure it out. Kindergarten students are paired together. A lower achieving student is paired with a higher achieving student. There are ten different math stations to choose from. Each pair chooses a math station. The students work together at that math station for 20 minutes to complete the task at hand. The math stations help the students practice their math skills. Prior to the math stations, a math lesson is taught. After 20 minutes students clean up and choose a new math station. They work together at the next math station for another 20 minutes. After the students have completed their two math stations they get to reflect and give feedback about how they think they worked together. Each partner gets to rate their partner and their teamwork with smiley faces. The partners stay the same for one week. At the end of the week we have a whole class discussion about how the groups worked and what could be done to improve them. Reflection Social Skill - Encouraging Everyone to Participate By Lauren Farwell Positive Interdependence Interpersonal and Small Group Skills Students work together to complete each math station. The students have to help each other when they need it. If a student is not understanding, the other student can help them and teach them what to do. Students sit eye-to-eye, knee-to-knee with the materials in the middle. Students must talk together to figure out what they are going to record. Math stations allow students to practice and use their social skills. They must trust each other and work through problems. In order to accomplish the task at each math station students must be able to communicate effectively with one another. They must also agree on the answer, result, or solution for the math stations, which helps with their decision-making skills. During math stations I monitor, help, and assess the students while giving feedback. I am able to know that all students are participating by listening and watching. I have a checklist that I fill out about their participation and mastery of a skill. While visiting each group I also help them and provide feedback by letting them know how they are doing and giving them advice. After math stations the students get to give their partner a smiley face if they think that they were being a good partner. Individual Accountability During math stations the students are encouraged to ask questions of their partners. I want them to fully understand and grasp the math concepts, and to do so I think that they need to understand what their partner is thinking. By asking questions of each other they are encouraging each other to participate and be involved. Face-to-Face Promotive Interaction I think that this cooperative learning lesson went great. This is a cooperative learning lesson that I do each day. Each day I feel like it is a success. The students have fun with these math stations while working together and mastering different math concepts. During this lesson I observed every element of cooperative learning and many social skills. I feel like these math stations are helping the students build the skills they need to continue to work well with others. Math Stations Cooperative Learning Lesson Group Processing
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