2 Three Kinds of Learning 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”.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:StructureTeamsManagementClassbuildingTeambuildingSocial SkillsBasic Principles
4 PIES - The Heart of Cooperative Learning P Positive InterdependenceLearn the assigned material and ensure that all members of the group learn the assigned materialI Individual AccountabilityIndividual accountability is the key to ensuring that all group members are strengthened by learning cooperativelyE Equal ParticipationAll members participate and are includedS Simultaneous InteractionEqual and frequent participation and response
5 Rules of Group Learning No one is finished until he or she is sure that every one of his or her teammates will get 100%.When members have questions, try to get answers within the teams before asking the teacher.Teammates should explain answers to each other rather than simply checking each other then going on.
6 Rules of Group Decision-Making Each member has a say.No decision is reached unless all consent.No one consents if they have a serious objection.
7 Numbered Heads Together Each team member is assigned a numberAsk a question.Signal teams to confer with each other and make sure everyone knows the correct answerCall out a numberOnly members with that number can respondNumbered Heads Together – Follow protocal from ppt and handout. Ask them questions they can find in the common core. Example Question 1, “Which standard states, ‘Conduct short research projects that build knowledge about a topic.’?” Answer: Writing Grade 3 Standard 7 or W.3.7. Question 2, “Which standard talks about writing over extended time frames and shorter time frames?” Answer W Question 3 “What does Reading standard for informational Text Grade 3 standard 9 state? (RI.3.9).
8 Think-Pair-Share/Square Members listen carefully while the presenter poses a question.Members are given TIME to THINK about the question.Members are cued to pair up, where they have a chance.Members are then asked to share with the whole class – that is class discussion.In Think-Pair-Square, members share with the team rather than going to class discussion.Think Write Pair Share – Follow protocal from powerpoint and handouts. Question “Which content area do you think will be the hardest/easiest to implement writing in? Why?” Have them write their response in their think pad while they are thinking before they share with their partner.Listen Think Rehearse Share
9 RoundtableThe teacher asks a question which has as many answers as possible.Each team member write an answer, and then passes the paper on to the next person, who must write a different answer.Impose time limits and other incentives.Yes! Team members can help one another!Roundtable – Follow protocal from powerpoint and handouts. Question “When could you use cooperative learning groups in your classroom?” (be specific).
10 Pairs Check Divide into pairs (within teams). Member #1 works the 1st problem on paper while talking through the problem, meanwhile… Member #2 watches, coaches, checks, and PRAISES!After both have written the 1st 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!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.The whole team gives a “team handshake” (or whatever) and then go back to their pairs and repeat the process.Follow protocal from powerpoint and handouts. Use a math problem (example 47+29=)
11 Three-Step InterviewPlace members into teams of four. Assign each a number of letter.Give an interview questions.Step 1: A interviews B; C interviews DStep 2: B interviews A; D interviews CStep 3: Each member of the team, in turn, shares with the group the information they learned from the person they interviewed.Three step interview – Use example questions in handout from Reed.
12 Jigsaw Divide into groups of 4 and assign each person a number 1-4 Assign each number a topic to become an expert onHave 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.Jigsaw- 1s can become the “expert” on Quick Jots pg. 28 (Wagstaff). 2s can become the “expert” on Quick Tries pg s can become the “expert on Thinking Boxes pg. 33. And 4s can become the “expert” on Quick Writes pg. 39.
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 studentsStudents 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 RolesEncourager – encourages teammates to participate and do wellPraiser – show appreciation for teammates/ ideas and contributionCheerleader – lead the team in celebratingGatekeeper – make sure everyone is participating equallyCoach – coach teammates on solving a problemQuestion Commander – check often to see if any teammates have a questionChecker – 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 ideasReflector – lead the team in looking back on how well the team worked togetherQuiet Captain – keep the team’s volume level downMaterials Monitor – get & return supplies needed by the team; lead the clean-up