Presentation on theme: "Cooperative Learning Strategies from Dr. Spencer Kagan Presented by: Amanda Trostle Northern Virginia Community College Alexandria Campus"— Presentation transcript:
Cooperative Learning Strategies from Dr. Spencer Kagan Presented by: Amanda Trostle Northern Virginia Community College Alexandria Campus firstname.lastname@example.org
Cooperative Learning Tasks are carefully designed for work within pairs/groups. Positive interdependence – students must cooperate in order to succeed. Each student is accountable for learning and participation. Class time is devoted on a regular basis to practicing cooperative skills within certain “structures”. Teacher becomes more of a guide in the learning process. Adapted from: http://tlt.suny.edu/originaldocumentation/library/cooperative.htm
Structures Interpersonal Functions Class-building Team-building Social Skills Communication Skills Decision-Making Academic Functions Knowledge-building Procedure Learning Processing Information Critical Thinking Skills Presenting Information
Conclusion: Time spent practicing “structures” is time well spent Strong interpersonal relations between students, ability to work well as a team/group Better ability to process and retain information
Rally Robin 1.Teacher poses a problem to which there are multiple possible responses or solutions, and provides think time. 2. Students take turns stating responses or solutions. Hint: For answers with short lists, use Rally Robin.
Timed Pair Share 1.The teacher announces a topic, states how long each student will share, and provides think time. 2.In pairs, Partner A shares, Partner B listens. 3.Partner B responds with a positive gambit. (That’s an interesting idea! Great insight!) 4.Partners switch roles. Hint: For K-12, teacher may want to model acceptable phrases for students to use with their partners. Hint: For answers with more in-depth responses, use Timed Pair Share.
Mix-Pair-Share 1.Students mix around the room. 2.Teacher calls “Pair.” 3.Students pair up with person closest to them. Students who haven’t found a partner raise hands and find each other. 4.Teacher asks a questions and gives think time. 5.Students share with partner using Timed Pair Share or Rally Robin. Hint 1: Use music while students are mixing. Turn off music when it’s time to find a partner.
Rally Coach 1.Partner A solves the first problem. 2.Partner B watches and listens, checks, coaches if necessary, and praises. 3.Partner B solves the next problem. 4.Partner A watches and listens, checks, coaches if necessary, and praises. 5.Partners repeat taking turns solving successive problems. Note: Rally Coach may be used with worksheet problems, oral problems provided by the teacher, and with manipulatives
Rally Coach Partner A: 1.3 x 8 = 2.An _________ is a word that describes a noun. 3._________ is the capital of Virginia. Partner B: 1.4 x 6 = 2.An _______ is a word that describes a verb (how something is done). 3.________ is the capital of the U.S.
Showdown Set-up: Teams have a set of question cards stacked facedown in the center of the table. 1.Teacher selects one student on each team to be the Showdown captain. 2.The captain draws the top card, reads the question, and provides think time. 3.Working alone, all students, including the captain, write their answers. 4.When finished, teammates signal they’re ready. 5.Captain calls “Showdown”. 6.Teammates show and discuss their answers. 7.Captain leads the checking. 8.If correct, the team celebrates; if not, teammates tutor, then celebrate. 9.The person on the left becomes the captain for the next round.
Quiz-Quiz-Trade Set-up: The teacher prepares a set of question cards for the class, or each student creates a question card. 1.Teacher tells students to “Stand up, put a hand up, and pair up.” 2.Partner A quizzes B. 3.Partner B answers. 4.Partner A praises or coaches. 5.Partners switch roles. 6.Partners trade cards and thank each other. 7.Repeat steps 1-6 a number of times.
Ideas about cooperative learning and structures presented come from the book Kagan Cooperative Learning, by Dr. Spencer Kagan and Miguel Kagan, Kagan Publishing, 2009. www.KaganOnline.com