Class Size Increasing? Use Cooperative Learning Tools to Differentiate Curriculum and Motivate Students Susan Belgrad Professor of Elementary Education.
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Presentation on theme: "Class Size Increasing? Use Cooperative Learning Tools to Differentiate Curriculum and Motivate Students Susan Belgrad Professor of Elementary Education."— Presentation transcript:
1Class Size Increasing? Use Cooperative Learning Tools to Differentiate Curriculum and Motivate StudentsSusan BelgradProfessor of Elementary EducationCalifornia State University Northridge1
2As class size increases, California teachers continue to be faced with meeting the needs of the diverse students they teach.Feeling outnumbered? This can happen— especially if students have difficulty with attention and behavior teaching can become difficult and learning impossible?Can cooperative learning strategies assist teachers in promoting more student responsibility, engagement and success? This workshop will introduce some key strategies that will make classroom life more productive and satisfying for all.2
3Business Card Activity A Goal A SuccessNAME Name of your SchoolFavorite Book A BenefitBalance the Budget Completed the Training PlanSusanCal State NorthridgeThe Kite Runner Travel3
4Portmanteau Activity ASSIGN GROUP ROLES DISTRIBUTE PORTMANTEAU WORD LISTSENCOURAGER TEACHES 3 WORDS TO GROUPCHECKER CHECKSWORRIER TEACHES 3 WORDSCHECKER CHECKS ETC....4
5Portmanteau Activity 7. ORAL GROUP QUIZ 8. TEAMS PROCESS PERFORMANCE USING MRS. POTTER’S QUESTIONS9. FACILITATOR PROCESSES THE ACTIVITY USING COOPERATIVE LEARNING TEMPLATE5
6MRS. POTTER’S QUESTIONS Assess Your Group! ONE THING WE DID WELL . . .ONE THING WE COULD DO BETTER ON . . .FORMING SKILLS _________________SOCIAL SUPPORTING SKILLS ________COMMUNICATING SKILLS __________ON A 1 (HIGH) TO 5 (LOW) SCALE, OUR GROUP IS A ______.
7What is authentic cooperative learning? Cooperative learning is the presence of joint goals, mutual rewards, shared resources and complementary roles among members of a group;Activity that creates a learner-centered climate leading to positive psychological adjustment;Activity that develops students’ social skills7
8What is authentic cooperative learning? Results in more positive heterogeneous relationships;Results in higher self-esteem for each student;Leads to greater intrinsic motivation in all learners;Provides greater social support.8
9It is NOT Cooperative Learning When… Students are presented with a goal or reward that only one or a few group members could achieve by outperforming the others;The motivator for the activity is to “beat” their competitors so they can become frustrated with group members who don’t contribute or get in the way of success;Students in groups do not know what their individual contributions should be; as a result they either take over the activity or refuse to participate.9
10Five Elements of Cooperative Groups 1. Face-to-Face Interaction. The physical arrangement of students in small, heterogeneous groups encourages students to help, share, and support each other's learning.2. Individual Accountability. Each student is responsible for the success and collaboration of the group and for mastering the assigned task.3. Cooperative Social Skills. Students are taught, coached, and monitored in the use of cooperative social skills, which enhance the group work.4. Positive Interdependence. Students are guided by a common goal, group rewards, role assignments, and other means in completing the learning task.5. Group Processing. Students reflect on how well they work as a group to complete the task and how they can improve their teamwork.
11Why Do We Need to Engage Students in Cooperative Learning Strategies? Helps to develop better attitudes toward school;Helps to build better attitudes toward teachers as well as peers;Results in more on-task behavior in subject areas;Develops students’ higher order thinking as well as integration across subject areas;11
12Why Do We Need to Engage Students in Cooperative Learning Strategies? Results in higher achievement in subject areas;Increases retention of new knowledge, skills, ideas;Develops students’ perspective taking—an intelligent behavior!And most importantly…. the social skills and habits of mind that are derived from regular cooperative learning activity in the classroom makes learning AND teaching enjoyable for all!12
13DO YOU KNOW THE THREE TYPES OF COOPERATIVE GROUPS? BASE GROUPSINFORMAL TASK GROUPSFORMAL TASK GROUPS123
14DO YOU KNOW THE THREE TYPES OF COOPERATIVE GROUPS? BASE GROUPSA.K.A HOME Groups are assigned by the teacher considering diverse student characteristics and learning needs. They stay together over several weeks and many “bonding” activities are used to model, teach and norm desired social skills.1
15DO YOU KNOW THE THREE TYPES OF COOPERATIVE GROUPS? FORMAL TASK GROUPSThese are the groups assigned by the teacher when students enter into a long- term project like California Missions or California Rivers; Science Units or Problem-Based social studies units. Also plays, performance and projects that may be across grade levels. Social skills and habits of mind are identified as desirable and assessed.2
16DO YOU KNOW THE THREE TYPES OF COOPERATIVE GROUPS? INFORMAL TASK GROUPSThese are the groups assigned by the teacher for single-day or single-period lessons. Students may be assigned randomly to groups and have roles assigned randomly as well. Product of these task groups are usually shared the same day or period. Social skills and habits of mind are identified as desirable and assessed.3
17What was the type of cooperative group we just engaged in? Right! The Informal Task Group.
19B U I L D B U I L D Build in higher-order thinking skills Unite the teams so students form bonds of trustIInvite individual accountabilityLLook back and debrief what and how students learnedDDevelop students’ social skills
20PHASES OF SOCIAL SKILLS INTRODUCTION FORMINGNORMINGCONFORMINGSTORMINGPERFORMINGRE-FORMING
21SOCIAL SKILLS ARE EXPLICITLY TAUGHT IN COOPERATIVE LEARNING FORMATION OF GROUPSHow were our groups formed today?What social skills were needed?What habits of mind were needed
22COOPERATIVE GROUP FORMING SKILLS PRACTICE ALL RULES!!MOVING INTO A GROUPMOVING OUT OF A GROUPONE PERSON TALKS AT A TIMESTAYING WITH THE GROUPCONTROL VOLUME OF TALK (3”, 6”, 12” VOICES)
23PRACTICE FORMATION OF GROUPS GET INTO GROUPS QUIETLYSIT EYEBALL TO EYEBALL (KNEES TO KNEES)MAKE EYE CONTACTUSE EACH OTHER’S NAMESSHARE MATERIALSFOLLOW ROLE ASSIGNMENTS (NOT negotiable! Stay in your role—but you may help others with their roles.
24PRACTICE SUPPORT OF GROUPS CHECK FOR UNDERSTANDING;OFFER YOUR HELP;ASK YOUR GROUP FIRST FOR HELP IF YOU DON’T UNDERSTAND;ENCOURAGE EACH OTHER;ENERGIZE THE GROUP;DISAGREE WITH THE IDEA- NOT THE PERSON!
25PRACTICE COMMUNICATION IN GROUPS USE 6-INCH VOICESTAKE TURNSMAKE SURE EVERYONE SPEAKSWAIT UNTIL SPEAKER IS FINISHED BEFORE YOU SPEAK
26PRACTICE CONFLICT RESOLUTION IN GROUPS DISAGREE WITH THE IDEA-NOT THE PERSONRESPECT THE OPINIONS OF OTHERSTHINK FOR YOURSELFEXPLORE DIFFERENT POINTS OF VIEWNEGOTIATE AND/OR COMPROMISEREACH CONSENSUS
27Want to Learn More about Cooperative Learning? Dr. Susan Belgradwill be conducting 4 workshops onCreating the Cooperative ClassroomThe workshops are free and will be held on the CSUN Campus in the Education BuildingSeats are limited to 18!Dr. Belgrad to reserve your place.