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Cooperative Learning

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Title: Cooperative Learning Author: relc Last modified by: Editor Created Date: 12/19/1997 3:42:38 PM Document presentation format: Custom Other titles – PowerPoint PPT presentation

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Title: Cooperative Learning


1
Cooperative Learning
  • An old idea
  • whose time has come!!
  • We gt I

2
George Jacobs
  • Email gmjacobs_at_pacific.net.sg
  • Tel 9-389-8360
  • WWW www.georgejacobs.net

3
Acknowledgements
  • CL Center, U. of Minnesota (USA) - www.clcrc.com
  • Success for All Foundation - www.successforall.net
  • Kagan Publications and Professional Development -
    www.KaganOnline.com

4
Write-Pair-Switch
  • Each S works alone to write answers (2 mins)
  • In pairs, Ss share answers (2 mins)
  • Ss switch partners share their former partners
    ideas with their new partner (2 mins)

5
Questions
  • Name, subject, etc.
  • Experience with groups as S or T
  • Current knowledge about CL
  • Want to learn about CL
  • 2 questions of your own

6
How Can We Use Write-Pair-Switch?
  • Meeting new group members
  • Before lesson to discuss what Ss know about
    topic/remember from last lesson
  • During a lesson for Ss to practice concepts
    taught or to give their own ideas
  • Afterwards to discuss what they have learned
    still need to learn

7
Write-Pair-Switch Examples
  • Books read during USSR/Extensive Reading
  • How did you choose the book?
  • Is it fiction or non-fiction?
  • What did you like about the book?
  • What do you plan to read next?

8
Write-Pair-Switch Examples
  • Plants
  • What plants do you know about?
  • How did you learn about them?
  • What plants are useful to you? How do you use
    them?
  • If you could grow a plant, which one would you
    grow? Why?

9
Write-Pair-Switch Your Ideas
  • Level? Subject? Topic?
  • What questions?
  • How much time for each step?
  • Use questions without 1 right answer or that need
    an explanation of the entire answer

10
Outline
  • Potential advantages of groups
  • Problems with groups
  • Definition of CL
  • Dimensions of CL

11
Attention Signal
  • T claps - Ts hand raised
  • Ss hands raised, mouths closed, eyes on T
  • Ss alert classmates who do not see Ts hand raised

12
  • Quick, easy way to get Ss attention. The longer
    it takes to get Ss attention, the more time is
    lost.

13
RSPA
  • Raise hand
  • Stop talking
  • Pass signal
  • Attention to teacher

14
Circle of Speakers
  • 2 groups of 2 within each foursome
  • 1 gives an idea
  • 2 gives an idea
  • 1 gives another idea
  • 2 gives another idea
  • T calls on Ss to share partners ideas

15
Topic for Discussion
  • What are potential advantages of groups?
    Explain, please.
  • 2 Youre full of good ideas!
  • 1 Youre smart! I learned something from you.

16
Potential Advantages of Grps
  • 1. Quantity of learner speech can increase

17
Maximum Peer Interaction
  • Small groups
  • Less whole-class reporting
  • How do Write-Pair-Switch and Circle of Speakers
    encourage Maximum Peer Interaction?

18
  • 2. Individualization can increase

19
Equal Opportunity to Participate
  • Does everyone have a structured chance to take
    part?
  • How do Write-Pair-Switch and Circle of Speakers
    encourage Equal Opportunity to Participate?

20
Potential Advantages cont. ...
  • 3. Anxiety can be reduced
  • 4. Thinking can increase

21
Individual Accountability
  • Each group member has to make a significant
    contribution to achieving the group's goal
  • How do Write-Pair-Switch and Circle of Speakers
    encourage Individual Accountability?

22
Potential Advantages cont. ...
  • 5. Motivation can increase

23
Positive Interdependence
  • Do Ss feel that they sink or swim together?
  • Ss need to collaborate to achieve their goal?
  • How do Write-Pair-Switch and Circle of Speakers
    encourage Positive Interdependence?

24
  • 6. Enjoyment can increase

25
Potential Advantages cont. ...
  • 7. Independence can increase
  • 8. Social integration can increase

26
Potential Advantages cont. ...
9. Students can learn to collaborate
27
Collaborative Skills
  • Do students show that they know how to work
    together?
  • checking for understanding
  • disagreeing politely
  • asking for help
  • speaking with 15 cm voices
  • making suggestions
  • asking for repetition

28
  • 10. Learning can increase

29
How Can You Use Circle of Speakers?
  • What question or task will you give the pairs?

30
Circle of Speakers Examples
  • 5 times table 1 says 5 x 1 5 2 - 5 x 2
    10 1 - 5 x 3 15, etc.
  • 1 says a present tense verb 2 says the past
    tense form. Reverse roles.
  • Mammals 1 says rabbit 2 says deer 1 says
    orangutan, etc.

31
Outline
  • Potential advantages of groups
  • Problems with groups

32
Circle of Writers
  • Groups of 2
  • One partner is 1 Other is 2
  • 1 and 2 write at the same time
  • They exchange papers, read what their partner
    wrote, discuss
  • 1 2 share the others ideas with the class

33
Topic
  • Potential problems with groups
  • why the problem occurs
  • effects of the problem
  • experience with the consequences of the problem
    as S or T

34
Example
  • Problem too much noise
  • Why Ss get very excited
  • Effects headache, other Ts complain
  • Experience My Ss played a word game in groups.
    They were shouting and laughing. Later that day,
    another T told me I had disturbed her next door
    class.

35
  • 1 I enjoy working with you!
  • 2 _____________________!

36
Keep Up The Good Work
But dont ask me to help
37
Problems with Groups
  • 1. Freeloading
  • 2. Take-overs
  • 3. Arguing

38
Problems cont. ...
  • 4. Socializing
  • 5. Crowd control
  • 6. Furniture

39
Problems, cont. ...
  • 7. Appearances
  • 8. Ignorance
  • 9. Coverage
  • 10. Assessment

40
How Can We Use Circle of Writers?
  • During or after a lecture, CD-ROM, etc., Circle
    of Writers lets us assess students understanding
  • Variation Ss can take turns to write
  • Circle of Writers and Circle of Speakers can be
    combined

41
Using Circle of Writers
  • What question or task will you give the pairs?
    How much time?
  • Use questions/tasks that promote discussion
  • Give prompts for questions to encourage fuller
    answer?

42
Circle of Writers Example
  • What is one method of saving paper?
  • How does the method work?
  • Do you already do this?
  • Why does it save paper?
  • Can you convince other people to use this method?

43
Circle of Writers Example
  • Describe one plant
  • Parts?
  • Habitat?
  • Its place in the web of life?

44
Outline
  • Potential advantages of groups
  • Problems with groups
  • Definition of CL

45
Focused Discussion Pairs (Johnson Johnson,
1991)
  • T asks a question - Ss work alone
  • Partners share answers with each other and try to
    improve them
  • All Ss need to be able to present and explain
    their new answer
  • T calls on Ss at random to share the answer their
    group developed
  • Johnson, D.W., Johnson, R.T. (1991).
    Cooperative learning lesson structures. Edina,
    MN Interaction Book Company.

46
Task - Part 1
  • Choose 1 problem with groups that does/would
    cause you difficulties
  • Explain why the one problem is important and
    give an example of the problem

47
Task - Part 2
  • Take the problem you described in Part 1.
  • Think of ways to solve the problem.
  • Explain why you think your solutions will work.
  • Perhaps CL techniques can help.

48
Focus on Collaborative Skills
  • What is one thing a grp member did to help your
    group work together as a team?
  • Who did it? What did they say/do?
  • Be incredibly specific.

49
Collaborative Skills Examples
  • Leong asked, Please explain positive
    interdependence to me. Asking for help
  • Azizah referred us to the two questions and gave
    examples. Giving examples
  • Renu said to me, You always have good ideas.
    What do you think? Encouraging others to
    participate

50
  • How can you use Focused Discussion Pairs?

51
Using Focused Discussion Pairs
  • T teaches, then gives Ss a question or task to
    check understanding
  • Be sure to ask for reasons or for how the answer
    was obtained
  • ?s/tasks w/ many possible answers or parts let
    many Ss answer

52
FDP Example
  • T explains how to do division
  • Ss do division problems in groups
  • T calls a number
  • Ss with that number take turns to explain one
    step that their group took in solving the problem

53
FDP Example
  • T asks Ss to design a robot that uses
    photosynthesis
  • Ss put their heads together
  • T calls a number
  • Ss with that number explain what their robot
    looks like and how it functions

54
Definition of CL
  • Concepts and techniques
  • for enhancing the value of
  • group activities

55
Definition of CL, cont. ...
  • What CL is NOT
  • 1. Not new
  • 2. Not all the time
  • 3. Not magic

56
What CL is NOT, cont. ...
  • 4. Not usually by itself
  • 5. Not simple
  • 6. Not as easy for Ts as for workshop leaders

57
What CL Is NOT, cont. ...
  • 7. Not switched to all at once
  • 8. Not mainly about groups
  • 9. Not a fad

58
What CL Is NOT, cont. ...
  • 10. Not just for students
  • Not just with a small classroom group

59
Outline
  • Potential advantages of groups
  • Problems with groups
  • Definition of CL
  • Dimensions of CL

60
Dimensions of CL - 1
  • Group Size
  • Group Composition

61
Write-Circle of Speakers
  • Each partner writes alone
  • 1 talks for 2 mins. 2 listens
  • 2 talks for 2 mins. 1 listens
  • 1 2 share the others ideas with the class

62
Write-Circle of Speakers
  • 1. Is 4 a good size for groups? Why or why not?
  • 2. Should T choose the group members? Why or why
    not?

63
Dimensions of CL
2. Seating Arrangement
  • Grps sit close together so they see/hear each
    other easily do not bother other grps

64
Dimensions of CL
3. Collaborative Skills
  • Instead of Ss assumed / hoped to know how to
    work together

65
Collaborative Skills
  • CL Collaborative skills taught

66
Collaborative Skills
  • Encouraging others to participate
  • Asking for help
  • Thanking others who give help
  • Making suggestions
  • Disagreeing

67
Collaborative Skills
  • Checking that others understand
  • Asking for reasons
  • Praising others
  • Listening attentively
  • Speaking quietly in groups

68
Circle of Speakers
  • What are collaborative skills your students need
    to improve?

69
Circle of Speakers
  • 1 gives an idea
  • 2 gives an idea
  • 1 gives another idea
  • 2 gives another idea
  • T calls a S to share partners ideas

70
Dimensions of CL
4. Duration of Groups
  • Instead of When grps finish an activity, the
    group disbands

71
Group Duration
  • CL Grps often exist for more than one activity,
    and discuss how they function

72
Dimensions of CL
5. Group Solidarity
  • Instead of Ss assumed / hoped to feel solidarity
    with and care about grp members

73
Group Solidarity
  • CL Ts attempt to build
  • grp solidarity -
  • Positive Interdependence

74
Positive Interdependence
  • Goal
  • Resource
  • Identity
  • Role
  • Reward

75
Circle of Writers
  • How can we encourage Ss to care about their
    groupmates learning?

76
Dimensions of CL
6. Individual Participation/Learning
  • Instead of Grp members assumed / hoped to want
    to participate / learn

77
Individual Participation/Learning
  • CL Activities foster participation / learning by
    all -
  • Individual Accountability

78
Dimensions of CL
7. Teachers Roles
  • Instead of When Ss in grps, Ts catch up on
    paperwork

79
Teachers Role
  • CL Ts actively monitor grp learning/ functioning

80
Dimensions of CL
8. Teachers Roles
  • Instead of As far as Ss know, Ts dont
    participate in grps

81
Teachers Role
  • CL Ts discuss / model how they collaborate with
    fellow educators and others

82
Discussion Question
  • How do you or how could you collaborate with
    other Ts?

83
Snowball (Kearney, 1993)
  • Each S works alone to list ideas or information
  • Pairs explain their lists to each other and make
    a combined list with no duplications
  • Pair One and Pair Two present, explain, and
    combine their lists with no duplications
  • Kearney, P. (1993). Cooperative learning
    techniques. Hobart, Tasmania Artemis Publishing.

84
Dimensions of CL
9. Solidarity Beyond the Group
  • Instead of No attention given to creating
    solidarity beyond the grp

85
Solidarity Beyond the Group
  • CL Ts try to create solidarity throughout the
    class and beyond

86
Dimensions of CL
10. Solidarity Beyond the Group
  • Instead of Cooperation just a way of learning,
    not an instructional theme

87
Solidarity Beyond the Group
  • CL Cooperation not only a way of learning but
    also a topic for learning

88
Write-Pair-Switch
  • Each S works alone to write answers (2 mins)
  • In pairs, Ss share answers (2 mins)
  • Ss switch partners share their former partners
    ideas with their new partner (2 mins)

89
Topic
  • What is one CL idea you would like to try?

90
Examples
I want to try - Write-Pair-Switch -
Attention Signal
91
Circle of Writers Example
  • 4 pieces of paper per group
  • Each S writes then passes the paper to their
    left
  • Ss read what the other S has written, continue
    based on that, and then pass the paper
  • Ss pass write until papers return to original
    writers

92
Circle of Writers - Topic
  • One question about CL
  • When you receive someone elses paper, respond to
    that question
  • Thus, each question will have 3 responses

93
Example
  • I wonder what to do with Ss who dont say
    anything in their group
  • How can I use CL if there are more than 40
    students in my class?
  • Can I cover the syllabus if I use CL?

94
Circle of Speakers
  • The class has a topic or question with multiple
    answers
  • One at a time, each S stands and tells groupmates
    their response

95
Circle of Speakers - Topic
  • Give your reaction to the Circle of Writers
    responses that your groupmates wrote to your
    question about CL

96
Using Circle of Writers
  • Can be All at Once (1 paper /person) or One at a
    Time (1 paper/grp)

97
Using Circle of Writers
  • Each S begins a story passes to a groupmate who
    continues the story
  • Each S does one part of a mathematics problem
    that has multiple steps
  • 4 sheets each with a different animal. Ss write
    one characteristic of the animal and how that
    affects the animals behaviour.

98
Using Circle of Speakers
  • What is one thing you learned in todays class?
    Explain it.

99
5 Lecture   10 Reading   20 Audio-visual   30
Demonstration   50 Discussion Group   75 Practic
e by Doing   90 Teach Others
LEARNING PYRAMID of Average Retention Rate
CRAIGEN, J. GREEN, N.
100
A HEALTHY BALANCE
Cooperative Independent Learning Grades 7-12 Peel
School District, Canada
101
Direct Teaching Learning ?
102
Whos Teaching Whom?
103
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