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Cooperative Learning. Three Kinds of Learning 1.Independent – Students “work independently on their own learning goals at the own pace and in their own.

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Presentation on theme: "Cooperative Learning. Three Kinds of Learning 1.Independent – Students “work independently on their own learning goals at the own pace and in their own."— Presentation transcript:

1 Cooperative Learning

2 Three Kinds of Learning 1.Independent – Students “work independently on their own learning goals at the own pace and in their own space to achieve a preset criterion of excellence”. 2.Competitive – Students “engage in a win-lose battle to see who is best”. “The strong learn to glory, not in their strength, but that they are better” – John Dewey in Moral Principles of Education

3 Three Kinds of Learning (cont.) 3. Cooperative – Students “work collaboratively in small groups, ensuring that all members master the assigned material”. Seven Keys to Success: 1.Structure 2.Teams 3.Management 4.Classbuilding 5.Teambuilding 6.Social Skills 7.Basic Principles

4 PIES - The Heart of Cooperative Learning P Positive Interdependence Learn the assigned material and ensure that all members of the group learn the assigned material I Individual Accountability Individual accountability is the key to ensuring that all group members are strengthened by learning cooperatively E Equal Participation All members participate and are included S Simultaneous Interaction Equal and frequent participation and response

5 Rules of Group Learning 1.No one is finished until he or she is sure that every one of his or her teammates will get 100%. 2.When members have questions, try to get answers within the teams before asking the teacher. 3.Teammates should explain answers to each other rather than simply checking each other then going on.

6 Rules of Group Decision-Making 1.Each member has a say. 2.No decision is reached unless all consent. 3.No one consents if they have a serious objection.

7 Numbered Heads Together 1.Each team member is assigned a number 2.Ask a question. 3.Signal teams to confer with each other and make sure everyone knows the correct answer 4.Call out a number 5.Only members with that number can respond

8 Think-Pair-Share/Square 1.Members listen carefully while the presenter poses a question. 2.Members are given TIME to THINK about the question. 3.Members are cued to pair up, where they have a chance. 4.Members are then asked to share with the whole class – that is class discussion. 5.In Think-Pair-Square, members share with the team rather than going to class discussion. Listen Think Rehearse Share

9 Roundtable 1.The teacher asks a question which has as many answers as possible. 2.Each team member write an answer, and then passes the paper on to the next person, who must write a different answer. 3.Impose time limits and other incentives. 4.Yes! Team members can help one another!

10 Pairs Check 1.Divide into pairs (within teams). 2.Member #1 works the 1 st problem on paper while talking through the problem, meanwhile… Member #2 watches, coaches, checks, and PRAISES! 3.After both have written the 1 st problem on their paper, they switch roles: Member #2 works the next problem while talking through the problem, meanwhile… Member #1 watches, coaches, checks, and PRAISES! 4.When the pair has finished two problems, they check with the other pair in their team. The whole team compares answers and processes (if necessary), and resolves any discrepancies or problems. 5.The whole team gives a “team handshake” (or whatever) and then go back to their pairs and repeat the process.

11 Three-Step Interview 1.Place members into teams of four. Assign each a number of letter. 2.Give an interview questions. 3.Step 1: A interviews B; C interviews D 4.Step 2: B interviews A; D interviews C 5.Step 3: Each member of the team, in turn, shares with the group the information they learned from the person they interviewed.

12 Jigsaw Divide into groups of 4 and assign each person a number 1-4 Assign each number a topic to become an expert on Have all 1s, 2s, 3s, and 4s meet together to read and learn about topic assigned. Everyone goes back to original group to share what they learned.

13 Assigning and Using Roles Successful cooperative learning ensures the careful assignment of specific roles. ▫It is essential that roles individualize and provide specific needs for certain students Students must be taught to analyze their individual and group progress – including strengths & weaknesses – as they continue to learn to play various roles

14 Some suggested Roles Encourager – encourages teammates to participate and do well Praiser – show appreciation for teammates/ ideas and contribution Cheerleader – lead the team in celebrating Gatekeeper – make sure everyone is participating equally Coach – coach teammates on solving a problem Question Commander – check often to see if any teammates have a question Checker – check to see if everyone has learned the assigned material

15 More Suggested Roles… Focus Keeper – keep the team focused and on task Recorder – record the team’s answers or ideas Reflector – lead the team in looking back on how well the team worked together Quiet Captain – keep the team’s volume level down Materials Monitor – get & return supplies needed by the team; lead the clean-up


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