1. Cooperative Learning Listening to the Experts (Teachscape HYIS Resources) Ceri Dean English 9-12 Video

2. Three Types of Cooperative Groups 1. Informal: groups that last a few minutes to a class period. (think pair share, turn to your neighbor, Hand up Stand up Pair up) 2. Formal: groups that give students enough time to thoroughly complete an academic assignment. (force field analysis) 3. Base: groups are long-term and created to provide students with support throughout a semester or academic year. (grade level PLC’s, goal teams)

3. Guidelines for Cooperative Groups 1. Organizing groups based on ability levels should be done sparingly 2. Cooperative groups should be kept rather small in size (research suggests 3 to 4 members) 3. Cooperative learning should be applied consistently and systematically, but not overused

4. Force Field Activity Cooperative Group Roles: –Select a card from your table –Read the responsibilities of the role –Decide upon one you would like to do –Using the role discuss barriers and drivers of using cooperative learning in your classroom –Share Out

5. Force Field Analysis Discussion of Barriers and Enablers and how they relate to the roles and responsibilities in a group.

6. Five Elements of the Formal Grouping Activity Take one of the element cards from your table. Read the information and process so that you can share with someone else Hand Up, Stand Up, Pair Up (Refer to Hand-out “Cooperative Learning Techniques”)

7. Formal Grouping 1. Positive Interdependence 2. Face to Face promotive interaction 3. Individual and group accountability 4. Interpersonal small group skills/social skills 5. Group processing

8. 1. Positive Interdependence (sink or swim together) Each group member's 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

9. 2. Face-to-Face Interaction (promote each other's success) Orally explaining how to solve problems Teaching one's knowledge to other Checking for understanding Discussing concepts being learned Connecting present with past learning

10. 3. Individual & Group Accountability ( no hitchhiking! no social loafing) Keeping the size of the group small. The smaller the size of the group, the greater the individual accountability may be. Giving an individual test to each student. Randomly examining students orally by calling on one student to present his or her group's work to the teacher (in the presence of the group) or to the entire class. Observing each group and recording the frequency with which each member- contributes to the group's work. Assigning one student in each group the role of checker. The checker asks other group members to explain the reasoning and rationale underlying group answers. Having students teach what they learned to someone else

11. 4. Interpersonal & Small-Group Skills Social skills must be taught: Leadership Decision-making Trust-building Communication Conflict-management skills

12. 5. Group Processing Group members discuss how well they are achieving their goals and maintaining effective working relationships Describe what member actions are helpful and not helpful Make decisions about what behaviors to continue or change

13. Why use Cooperative Learning? Research has shown that cooperative learning techniques: 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

14. Learning Outcomes Promoted by Cooperative Learning Higher achievement and increased retention More frequent higher-level reasoning, deeper- level understanding, and critical thinking Greater achievement motivation and intrinsic motivation to learn Greater ability to view situations from other perspectives More positive, accepting, and supportive relationships with peers regardless of ethnic sex, ability, social class, or handicap differences.

15. Resource Packet for getting started: Teachscape Cooperative Learning Checklist Team “Quiet” Signs Role Cards (M. Moore) Coop. Learning Strategies (M. Moore) “Management Ideas” Handouts www.thirteen.org/edonline/concept2class/coopcollab/ind ex.htmlwww.thirteen.org/edonline/concept2class/coopcollab/ind ex.html http://www.lcandler.web.aplus.net/ http://edtech.kennesaw.edu/intech/cooperativelearning.h tm