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Creating Community in the Classroom

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Presentation on theme: "Creating Community in the Classroom"— Presentation transcript:

1 Creating Community in the Classroom
By: Tiffanie M. Shook Creating Community in the Classroom EDUC 540

2 “The PIES principles are what set cooperative learning apart from other approaches to instruction; the PIES principles are the lynchpin to successful cooperative learning.”

3 “If any of the PIES principles are not implemented, we may or may not get gains. Once we understand PIES and how to implement the principles, we are prepared to unleash the full potential of cooperative learning.” (Kagan, 2009)

4 ositive Interdependence
Critical Questions Question 1: Positive Correlation: Are student on the same side? Question 2: Interdependence: Does the task require working together? Structures where Positive Interdependence is visible. Team-Pair-Solo Jot Thoughts Blind Sequencing Jigsaw Talking Chips

5 ndividual Accountability Is Individual, public performance required?

6 Individual Accountability
Three Components of Individual Accountability Individual The performance is done without help. Public Someone witnesses the performance. Required The performance is required. Structures Create Individual Accountability Numbered Heads Together RallyRobin Paraphrase Passport Jigsaw and Co-op Co-op Talking Chips

7 Ways to Create Individual Accountability
Listening Brainstorming Decision-Making Comprehension Note-Taking Contributions Participation Skill Mastery Task Completion Achievement

8 “When using cooperative teams, we ensure each individual is held accountable for thinking, contributing, and learning.”

9 E qual Participation Six Approaches to Equalizing Participation
Individual Accountability Role Assignment Rules Think Time Time Allocation Turn Taking Six Structures that implement Equalizing Participation Round Table Showdown Talking Chips Think-Pair-Share Timed Pair Share 4S Brainstorming

10 Equal Participation tells us that during pair work, one person is left out in a group of three or five, so groups of four are preferable.

11 Equal Participation Critical Question
Is participation approximately equal?

12 “Those trained in the Kagan model are not satisfied with unstructured Group or Pair Discussion, in part because the Kagan model emphasizes Equal Participation.”

13 imultaneous Interaction
Critical Question What percent of students are overly interacting at once?

14 “Active engagement increases student learning
“Active engagement increases student learning. If students are off task, they are less likely to learn. If students are only occasionally engaged, they learn less than when they are regularly engaged.”

15 Popular Structures & PIES
RoundTable Jigsaw Showdown Talking Chips Think-Pair-Share Jot Thoughts Timed pair share

16 PIES Present in Timed Pair Share
Positive Interdependence: + The ideas of one student enrich the thinking of the other; each must contribute. Individual Accountability: + Each is required to perform in front of a peer. Equal Participation: + Each performs for the same amount of time. Simultaneous Interaction: + Half the class is verbalizing ideas at any one moment. Using a Timed Pair Share the teacher is confident that good cooperative learning has occurred as defined in the Kagan model because the PIES principles are "built into" the structure. (Kagan Online Magazine, Summer 2001)

17 Reference Kagan Structures and Learning Together —What is the Difference? Dr. Spencer Kagan (Kagan Online Magazine, Summer 2001) , Kagan, S., Kagan, M. (2009). Kagan cooperative learning. San Clemente, Ca: Kagan Publishing. The "E" of PIES, Dr. Spencer Kagan (Kagan Online Magazine, Summer 1999)

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