Cooperative Learning

1
Cooperative Learning

• Cooperative Learning Strategies for New Teachers
• Quick and easy Organizational Tips
• Keys to Motivation
• Engage all of your learners

2
Organize the groups ahead of time

• Decide the type and size of each group
• Decide who will work together most effectively.
• Groups of Two (Pairs) is easier for new teachers
  and for Less complex topics and for young
  learners.
• Groups of 4 or 5 is recommended by experts-More
  heads to think! But only after making pairs work
  .

3
Decide who will work together

• Assign students to a group.
• EQUITY is more likely achieved when the teacher
  assigns students to a group-Students tend to pick
  other like themselves.
• Keep in mind learning styles, disabilities and
  social skills.

4
Positive Interdepedence is a Must

• Structure the task for interdependence.
• Examples
• One group worksheet Signed by all members
• Set a group goal Each member completes the
  assignment or 90.
• Bonus points when everyone achieves goal.
• Beat a record set by another group

5
Ensure individual accountability

• Everyone is responsible for the answer or
  presentation of group response.
• Call on one person to explain group response.
• Assign each person a group role.
• Practice tests Test taker, quizzer, helper

6
Teach Social Skills

• Teach students to cooperate.
• Students need to learn that they must cooperate
  in order to succeed. This is very difficult for
  some students, and a potential source of
  conflict.
• Remind students of social skills and group
  procedures before each lesson-Use overhead or
  posters

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Social Skills For Cooperation

• Group Maintenance Skills Use soft voices, Use
  names, Stay with group and talk with group only,
  No putdowns, Encourage everyone to participate,
  Agree to Disagree,Give praise, etc.
• Task Skills Stay on task, Follow directions,
  Listen, take turns, Seek give information, ask
  each other before asking teacher, paraphrase
  Summarize, etc.

8
Group Procedures-Example

• Everyone must cooperate and equally participate
  No freeloaders here.
• Everyone must understand their group role.
• Each person must use a 1 inch voice during group
  work.
• No talking across the room. Have the traveler ask
  another group a question.
• In order to ask the teacher a question, all
  persons in the group must have the same question.
  
• Be encouraging, share and address each other by
  name.

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Make a T-Chart for Social SkillsSharing

• Looks Like Sounds like

Take turns with markers
Thanks for handing me the marker.
10
Use Proximity to Monitor Learning

• Monitor learning, involvement and cooperative
  behavior.
• Focus on one social skill at a time
• Assess / process group skills

11
Assign Group Roles
Timekeeper
Facilitator
Encourager
Materials Handler
12
Plan Collaborative Independent Activities in
Same Lesson

• Assign independent activity for individuals to
  complete as a warm up For example, Plan a
  Question, All Write on a topic.
• All students write a brief response and then when
  all are complete, share some responses with whole
  class.
• .

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Combine Independent Work With Collaborative
Activities

• Interview and Share
• Step 1. Students work in pairs. Each partner
  interviews the other on a given topic. For
  Example, Explain how you solved the problem.
• Step 2.Ingroups of 4, students then take turns
  sharing what they learned from their partner.
• Samples Share a strategy you use to check
  students understanding. What strategies have
  you found successful in teaching an inquiry
  approach?

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Plan to Use a Structural Approach

• Adapted from Spencer Kagen, University of
  California.
• These are content-free strategies to organize
  social interaction among students.
• Each structure is simple, yet provides a wealth
  of learning opportunities for each students
  success.

15
Round Table

• Step 1 Teacher asks a question with multiple
  answers.
• Step 2 Students respond by making a list of
  possible answers.
• Step 3 Round Table On one sheet of paper, each
  student writes down a solution until everyone has
  responded.
• Example On graph paper, each person draws a
  shape with an area of 5cm, but different
  perimeters. Make a list of fractions equivalent
  to one half.

16
Think-Pair-Share

• Provide wait time so Everyone responds to a
  question.
• Pair students up, and each partner shares answer.
  The entire group can share responses.
• Teacher can call upon several or all groups to
  share answer.
• Example Explain difference between a square and
  a rectangle.

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Methods for Sharing with Whole Class

• Students write responses on white boards or
  slates.
• Each student shares a response with another
  student.
• Do a quick check through the class. Each students
  responds quickly one after another.
• All students stand up. When the student responds
  she/he sits down.
• Student holds up a numbered card corresponding to
  the answer.

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Numbered Heads Together

• Students number off from 1 to 4.
• Teacher asks a question or poses a problem.
• Students put heads together to make sure everyone
  can answer it.
• Teacher randomly calls a number. That person must
  answer the question.
• Example What are the four NCTM process
  standards common for all grade levels?

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Jig Saw Multiple Grouping FormatBase
Group---Practice Group----Base Group --- Whole
Group.

• 1. Each member is assigned a number (1 to 4)
  (Home group)
• 2. Each numbered is assigned a portion of a
  chapter to read and discuss so that they practice
  and become Experts
• 3. Then everyone goes back to home group to
  share learning.
• 4. Entire group shares and teaches other group
  members, then the teachers selects whole group
  sharing