Presentation on theme: "Engaging Students Through Cooperative Learning: Ideas for Success"— Presentation transcript:
1Engaging Students Through Cooperative Learning: Ideas for Success Laura SchulzTalent Development High Schools
2Three Musketeers: A TEAM Building Activity Find three things that everyone on the team likesFind three things that everyone on the team dislikesFind one thing that is unique to each of the team membersDecide on a team name that has something to do with your collective likes and dislikesWrite your TEAM name on your “Table Tent”
4What is a Team? Teams differ from groups because they include the following basic elements of cooperative learning:Goals are sharedInformation is circulatedRoles are assignedMaterials are managedTeammates depend on each other to complete tasks successfullyStudents gain respect for each other’s contributions to the team
5Goal Setting: Why are we here today? Think about what your expectations are for the professional development session todayPair with another team member to discuss expectationsShare as a team your expectationsSet 3 goals your team wishes to accomplish during our session todayWrite those 3 goals on the back of your team’s table tent
7We Learn: 10% of what we read 20% of what we hear 30% of what we see 50% of what we both see and hear70% of what is discussed with others80% of what we experience personally95% of what we teach someone elseWilliam Glasser
8Expectations in the Workplace: How have things Changed? Organizational Effectiveness ReadingProblem Solving TeamworkInterpersonal Skills WritingComputation ListeningCreative Thinking LeadershipOral CommunicationCareer Development/Motivation
9According to Fortune 500 Companies: The Top Skills sought by employers 1970READINGCOMPUTATIONWRITING2000INTERPERSONAL SKILLSPROBLEM SOLVINGTEAMWORK
10Thinking about the subject or subjects you teach (Knowing the skills that are in demand in the workplace today)What jobs or careers are youpreparing your students to hold?(Use chart paper to share some examples)
12A History of Cooperative Learning Cooperative learning is not a new idea.The Talmud clearly states that in order to learn you must have a learning partner.In the first century, Quintillion argued that students could benefit from teaching one another.The Roman philosopher, Seneca advocated cooperative learning through such statements as, "Qui Docet Discet" (when you teach, you learn twice).Johann Amos Comenius ( ) believed that students would benefit both by teaching and being taught by other students.
13A History of Cooperative Learning In the late 1700s Joseph Lancaster and Andrew Bell made extensive use of cooperative learning groups in England, and the idea was brought to America when a Lancastrian school was opened in New York City in 1806.Within the Common School Movement in the United States in the early 1800s there was a strong emphasis on cooperative learning.In the last three decades of the 19th Century, Colonel Francis Parker brought to his advocacy of cooperative learning enthusiasm, idealism, practicality, and an intense devotion to freedom, democracy, and individuality in the public schools. Parker's advocacy of cooperation among students dominated American education through the turn of the century.
14A History of Cooperative Learning John Dewey promoted the use of cooperative learning groups as part of his famous project method in instruction.In the late 1930's, however, interpersonal competition began to be emphasized in schoolsIn the late 1960s, individualistic learning began to be used extensively.In the 1980s, schools once again began to use cooperative learning.
15What is Cooperative Learning? Cooperative Learning refers to a set of instructional methods in which students work in small, mixed-ability learning teams.The students in each team are responsible not only for learning the material being taught, but also for helping their teammates learn.
16Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning (Johnson, Johnson, & Holubec, 1993).Within cooperative learning groups students discuss the material to be learned with each other, help and assist each other to understand it, and encourage each other to work hard.
17Cooperative learning groups may be used to teach specific content (formal cooperative learning groups), to ensure active cognitive processing of information during a lecture or demonstration (informal cooperative learning groups), and to provide long-term support and assistance for academic progress (cooperative base groups) (Johnson, Johnson, & Holubec, 1993).Any assignment in any curriculum for any age student can be done cooperatively.
18Benefits of Cooperative Learning Increased AchievementIncrease in Positive RelationshipsGreater Intrinsic MotivationHigher Self-EsteemMore “On-Task” BehaviorBetter Attitudes Toward Teachers and School
19Additional Benefits of Cooperative Learning… Students take responsibility for their own learningStudents translate “teacher talk” into “student speak” for their peersStudents engage in “cognitive collaboration.” They must organize their thoughts to explain ideas to classmatesStudents have FUN learningStudents social nature is used to their advantage
20Bonuses for High Achievers Higher levels of achievementEven greater retention of information due to “cognitive rehearsal”Development of key skills:SocialLeadershipCommunicationDecision MakingProblem SolvingConflict Resolution
21Basic Elements of Cooperative Learning Positive Interdependence Face-to- Face InteractionIndividual AccountabilityInterpersonal And Small Group SkillsGroup Processing Taken from: Circles of Learning: Cooperation in the Classroom (Revised Edition) D.W. Johnson, R.T. Johnson and Edythe Johnson Holubec. Englewood Cliffs, NJ: Prentice-Hall, 1986
22Positive Interdependence Students must feel they need each other in order to complete the group’s taskMutual GoalsJoint RewardsShared Materials and InformationAssigned Roles
24Individual Accountability Teams succeed when:Every member has learned the materialEvery member has helped complete tasksFrequently teachers assess individual learning
25Interpersonal and Small Group Skills CommunicationLeadershipDecision-makingConflict ManagementActive ListeningChallenging Ideas Not PeopleCompromising
26Group ProcessingGiving students the time and the procedures to analyze how well their teams are functioning with:Learning tasksSocial skillsSelf-assessment
27Sample Types of Activities Direct Instructional Activitiespresent information to students or demonstrate skillsActivities for Student Practiceafter direct instructionCooperative Learning Instructional Activitiesbrainstorming, note-taking pairs, cooperative writing and editing pairsWhole Lesson Formatsinvolves teacher-directed and student directed strategies without other lesson componentsMovement Oriented Activitiescornersjigsaw
28Cooperative Note-taking Pairs Objective:To enable students to take something from one another’s notes to improve their ownDirections In Brief:1. Assign or allow students to select partners.2. Teach3. Stop every 10 minutes for sharing of notes.
29Cooperative Note-taking Pairs Check - in Directions in BriefWhile teaching, stop periodically for a check-in.Instruct students to skim their partners’ notes looking for:information they missedinformation partners have incorrectly noted3. Students retrieve their own notes and make any needed changes.
304 CORNERS Objectives: Directions: To move students in a purposeful way To gather data in a quick, visual way that is engagingDirections:Identify the kind of data you want to gather.Post four multiple choice responses, one in each corner.Students select their responses.Members of groups discuss their choices.Spokespersons summarize/present group members’ thoughts.
36THINK – WRITE – PAIR - COMPARE Objectives:to give rehearsal time, engage more students, and promote thoughtful responsesDirections:Present a problem, idea or question to be discussedPair students randomlyAllow time for individuals to think in silenceAllot time for students to write responses (independently)Give time for partners to compare their responsesGive the whole class time to discuss responses
37THINK – WRITE – PAIR - COMPARE Think of one way you could apply4 CORNERSin your subject area(s).
39Formations Objectives: to make abstract concepts more concrete while incorporating movement Directions in Brief:Identify an abstract conceptTranslate it to a living modelCompose steps in the process of constructing the modelEngage students in construction of the modelEngage students in processing the concept
40Formations 1. Meet with others in your subject area 2 Formations 1. Meet with others in your subject area 2. Decide upon one abstract concept and a formation that makes it concrete Be prepared to present your formation to your colleagues in other subject areas.Note: Every member of your group does not have to be a part of your formation
41Designing an 18 Week PlanIdentify essential skills and information to be taught using a variety of resourcesHawaii StandardsCurricula Frameworks from a variety of sourcesIn house resources such as teacher lessons, textbooks, etc
42Restructuring does not mean throwing out everything from “before block scheduling”. Incorporate the best of the “tried and true” methods, build adapt and reincorporate them in the new time frame.
43List the most important concepts/skills you want students to understand before the end of the course List effective activities now used to address each goalIndicate which concepts you wish to address in more depthThink of ways to contextualize each goal with reality based activitiesConsider various strategies you might add to address each goal
44Design Weekly Lesson Plans Provide a detailed outline of activities for each unit including possible materials, resources, strategies
45Design Daily Lesson Plans Include at least three activities which allow for:The incorporation of movementThe inclusion of time for whole class, individual and group workChanges in media
49What is a ROTATING REVIEW? TopicSomething I learned today. . .Students walk around the room to each piece of chart paper and write something about what they learned that day.Sheets are posted and used as a review.
50ROUND TABLE Objective: to get students to recall, summarize or brainstormDirections:State the problem, topic or issueDistribute one sheet of paper to each groupGive a time limit and ask students to begin to write
51Round TableEach person at your table should write one thing he/she has learned about cooperative learning.