Kagan Cooperative LearningTraining

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KaganCooperative LearningTraining

• Martin High School
• School year 2009-2010
• Mr. Oscar Perez, Principal
• Dr. Romeo Romero, Bilingual/ESL Department

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What is Cooperative Learning?

• Cooperative learning is a successful teaching
  strategy in which small teams, each composed of
  students with different levels of ability, use a
  variety of learning activities to improve
  understanding of a subject.

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Why use Cooperative Learning in my classroom?

• Research has shown that cooperative learning
  techniques
• l. Promote student learning and academic
  achievement
• 2. Increase student retention of information
• 3. Enhance student satisfaction with their
  learning experiences
• 4. Help students develop skills in oral
  communication
• 5. Develop students social skills
  
• 6. Promote students self esteem

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How do students benefit from cooperative
learning?

• Students gain from each others efforts- Your
  success benefits me and my success benefits you.
• Students recognize that all group members share a
  common fate- We all sink or swim together here.
• Students know that ones performance is mutually
  caused by oneself and ones team members- We
  cannot do it without you.
• Students feel proud and jointly celebrate when a
  group member is recognized for achievement. We
  all congratulate you on your accomplishment!

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How does the teachers instruction benefit from
cooperative learning?

• Students have more opportunities to speak.
• Students tend to become better listeners because
  there is direct instruction.
• Instead of having one or two students answering
  questions or adding to a discussion, all of the
  students have the opportunity to speak about the
  subject matter.
• For students learning English, the input from a
  small group is more comprehensible than large
  group discussion.
• Students are able to practice communication is a
  less threatening environment.

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How will cooperative learning help prepare
students for todays world?

• There is a need for students to learn skills of
  cooperation.
• The economy has resulted in more interdependence
  among members of society and among nations.
• Different ethnic and racial backgrounds need
  practice in working together.
• Many English learners come from a background
  where cooperation is highly valued.
• Opportunities for LANGUAGE growth are available
  in cooperative learning situations.

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How is Grouping different from
Cooperative Learning?
Grouping Focus is on individual performance. ___________________________ Assignments are discussed with little commitment to each other. ___________________________ Social skills are assumed or ignored. __________________________ One person often takes charge and does all the work. __________________________ No processing of how well the group is functioning or the quality of its work. Cooperative Learning Focus is on group performance. ___________________________ Group members help, assist, encourage and support each other. _____________________________ Teamwork skills are emphasized. ________________________ Leadership is shared by all members. __________________________ Students have time and are given a procedure to analyze how well their groups are functioning and how to improve their work.
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How can I ensure effective Cooperative Learning
in my classroom?

• As the classroom teacher, establish the following
• 5 Principles of Cooperative Learning
• 1. Positive Interdependence-
• Sink or Swim Together
• Each group members efforts are required and
  indispensable for group success.
• Each group member has a unique contribution to
  make to the joint effort because of his or her
  resources and /or role and task responsibilities

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Effective Cooperative Learning cont.

• Face to Face Interaction-
• Promote each others success
• Orally explain how to solve problems
• Teach ones knowledge to others
• Check for understanding
• Discuss concepts being learned
• Connect present with past learning
• 
  

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Effective Cooperative Learning cont.

• Individual and Group Accountability
• No hitchhiking! No social loafing!
• Keep the size of the group small. The smaller
  the size of the group, the greater the
  individual accountability may be.
• Randomly examine students orally by calling on
  one student to present his or her groups work to
  the teacher and class.
• Observe each group and record the frequency with
  which each member contributes to the groups
  work.
• Assign one student in each group the role of
  leader. The leader asks other group members to
  explain the reasoning and rationale underlying
  group answers.
• Have students teach what they learned to someone
  else

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Effective Cooperative Learning cont.

• Interpersonal and small-group skills
• Students work together and help each other
  succeed
• Social skills must be taught by the teacher
• Leadership
• Decision-making
• Trust-building
  
• Communication
  
• Conflict-management skills

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Effective Cooperative Learning cont.

• 5. Group Processing
• 
  
• What is working and not working?
• Group members discuss how well they are achieving
  their goals and maintaining effective working
  relationships.
• Group members describe what members actions are
  helpful and not helpful, and
• Make decisions about whether behaviors continue
  or change.

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What are some generalizations that should guide
the use of Cooperative Learning?

• Heterogeneous grouping (ability, interest and
  need) seems to have a positive effect on student
  achievement when compared with no grouping.
  
• Groups should be kept rather small in size.
• Grouping strategies are most effective when
  applied at least once per week.
• Overuse of grouping will not give students time
  to practice independently the skills and
  processes they must master. Teacher needs to
  monitor groupings and make changes as necessary.
  

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What criteria can I use for setting up
cooperative learning groups?

• By interests
• By birthdays
• By colors
• By selecting names alphabetically or at random
• By English proficiency levels Beg./Ad. and
  Inter./Ad. High
• By activity matched with students talents

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What are the 3 Types of Cooperative Learning
Groups?

• 1.Informal- These groups last a few minutes or a
  lesson period. Examples include the
  Think-Pair-Share activity and the Numbered Heads
  Together activity.
• 2. Formal-These groups are used to ensure that
  students have enough time to thoroughly complete
  an academic assignment such as a project. This
  type of grouping may last for several days or
  weeks. The group works together with each member
  having a task to complete and teach to the rest
  of the group.

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What are the 3 Types of Cooperative Learning
Groups? Cont.

• 3. Base Group- These groups are created to
  provide students with support throughout a
  semester or academic year. This is a long term
  group. Students may work apart from each other,
  but always come back to their original group for
  support, clarification and completing the task.
• Team Name- Laker Girls
• T-Shirt design
• Cooperative Learning Roles

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Cooperative Learning Roles

• LEADER
  
  Errand Monitor
• Makes sure that every voice is heard
  
  Briefly leaves the group to get supplies or to
  
  
  request help from the teacher
• Focuses work around the learning task
  Sound
  bites
• Sound bites
  
  Do you think its time to
  ask the teacher for
• Lets hear from ____ next.
  
  help?
  
• Thats interesting, but lets get back to our
  
  Ill get the extra organizer from the shelf.
• task.
• RECORDER
• Compiles group members ideas on collaborative
  graphic organizer
• Writes on the board for the whole class to see
  during the presentation
• Sound bites
• I think I heard you say________ is that
• right?
• How would you like me to write this?
• TIME KEEPER
• Encourages the group to stay on task
• Announces when time is halfway through
• and when time is nearly up
• Sound bite

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Base Group Activity

• Pre-select groups
• Review Ground Rules and have student sign
  agreement
• Have groups select roles
• Distribute copies of T-shirt for Base Group
  identity activity
• Materials copy of T-shirt with explanation,
  markers, pencils, masking tape
• Group will present their T-shirt activity to the
  whole group
• Display

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Ways to Form Positive Interdependence

• Group projects
• Rewards based on group participation
• Group tasks that require division of labor
• Each student has a resource that others must use
• Each student takes a role in the group

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Individual Accountability

• Color code individual work
• Each student receives an individual score for
  his/her part in a group project
• Students write reflections on their learning and
  participation
• Students share with the whole group what was
  learned
• Students respond individually in a learning log
  or worksheet
• Students understand that they work together to
  learn, but they must work independently during
  the test.

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5 Cooperative Learning Strategies to Use in my
Classroom

• Jigsaw
• Think-Pair-Share
• Round-Robin Brainstorming
• Pantomime-A-Tale
• Numbered Heads Together

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Jigsaw

• Groups of 3 or 4 students are set up.
• Each group member is assigned some unique
  material to learn and then to teach to his group
  members.
• To help in the learning, students across the
  class working on the same sub-section get
  together to decide what is important and how to
  explain/teach it to the group.
• After practice in these expert groups, the
  original groups return to their base group and
  students teach each other.

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Jig Saw Activity

• Handouts
• Science chapter on Eating Disorders
• Example of Jig Saw Activity
• Assignment on the Eating Disorders chapter
• Presentation Rubric
• Group Work Rubric
• Supplies
• Colored gem clips- 4 different colors
• Butcher paper
• Colored markers
• Masking tape
• Pencils
• Rulers

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Examples of Assignments for Implementing Jig Saw
in Content Area Classrooms

• ELA- After reading a story, students identify
  character traits, identify the conflict (s)
  experienced by a character, and identify
  supporting text.
• Social Studies- Students research on setbacks,
  accomplishments and the positive or negative
  historical impacts of historical figures.
• Science- Students read a section of the text
  (bold face sub-division) and explain what the
  section is about. Students may draw and write
  responses.
• Math- Students sketch the three special segments
  for each type of triangle.

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Think -Pair-Share

• This strategy involves a three step cooperative
  structure.
• 1st step- Students think about a question posed
  by the teacher and write a response
• 2nd step- Students pair up and exchange thoughts
• 3rd step- Teacher calls on team members to share
  their responses with other teams or the entire
  class

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Think-Pair-Share Activity

• Meet with your Content Area group
• Skim and scan the article, Stress Management
• Based on your content, develop 3 Think-Pair-Share
  questions. Write your questions on butcher paper
  and display on wall.
• Groups will do a gallery walk and praise efforts
  of other groups.
• Supplies
• Butcher paper
• Pencils
• Markers

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Examples of Assignments for Implementing
Think-Pair-Share in Content Area Classrooms

• ELA- What was the authors purpose for writing
  this selection?
• Science- What is the purpose of the cell?
• Social Studies- What were the main causes of the
  Civil War?
• Math- Is the gymnasium floor bigger or smaller
  than the cafeteria floor? How can we find out?

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Round Robin Brainstorming

• Class is divided into small groups (3-4) with one
  person appointed as the recorder.
• A question is posed with multiple answers and
  students are given time to think about answers.
• After the think time, members of the team
  share responses with one another round robin
  style. The recorder writes down the answers of
  the group members. The person sitting to the
  right of the recorder starts and each person in
  the group in order gives an answer until time is
  called.
• Students discuss and agree on the best answer for
  their group.
• When everyone has finished, teacher calls on
  students

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Examples of Assignments for Implementing Round
Robin Brainstorming in Content Area Classrooms

• ELA- multiple choice questions in reading and
  revising and editing, true or false statements
• Science- multiple choice questions and true or
  false statements
• Social Studies-multiple choice questions and true
  and false statements
• Math- multiple choice questions and true and
  false statements

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Pantomime A- Tale

• The class is divided into small groups (4-7).
  The number of groups will depend on the number of
  paragraphs to be covered in reading lesson. This
  lesson requires 7 groups composed of 4-5 students
  per group.
• Each group is given one of the paragraphs to read
  and prepare for a presentation based on their
  assigned paragraph.
• Someone is chosen from each of the groups to be
  the narrator.
• The narrator reads the paragraph while team
  members pantomime the information.

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Pantomime-A-Tale

• Materials and Supplies
• Handouts
• Butcher paper
• Markers
• Other items group decides to use

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Numbered Heads Together

• A team of four is established.
• Each member is given a number of l, 2, 3, or 4.
• Questions are asked of the group.
• Groups work together to answer the questions so
  that all can verbally answer the question.
• Teacher calls out a number (example, two) and
  each student with the number 2 is asked to give
  the answer.
• If answers vary, teacher asks students to explain
  and/or explains and clarifies. Teacher may then
  pose a similar question and have students
  practice again.

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Numbered Heads Together Activity

• Choose 3 other people to work with. Do not
  choose anyone from your Base Group.
• Select a facilitator from the group
• Select a writer
• When you are finished, stand up but remain in
  your places
• When all groups are standing up, questioning will
  begin

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Before you leave..

• Decide on one cooperative learning activity that
  you will implement next week.
• How will you implement this activity?
• Provide an example.
• Be ready to share with the whole group.

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Remember- Cooperative Learning Works!

• Thank you very much for your attention and
  cooperation, and remember that we look forward to
  visiting your classroom to see how you are
  implementing cooperative learning and assisting
  you in implementing the strategies.

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Have a Fantastic School Year!!!!