1. Kagan Cooperative LearningTraining
Martin High School
School year
Mr. Oscar Perez, Principal
Dr. Romeo Romero, Bilingual/ESL Department

2. What is Cooperative Learning?
Cooperative learning is a successful teaching strategy in which small teams, each composed of students with different levels of ability, use a variety of learning activities to improve understanding of a subject.

3. Why use Cooperative Learning in my classroom?
Research has shown that cooperative learning techniques:
l. Promote student learning and academic achievement
2. Increase student retention of information
3. Enhance student satisfaction with their learning experiences
4. Help students develop skills in oral communication
5. Develop students’ social skills
6. Promote students’ self esteem

4. How do students benefit from cooperative learning?
Students gain from each other’s efforts- Your success benefits me and my success benefits you.
Students recognize that all group members share a common fate- We all sink or swim together here.
Students know that one’s performance is mutually caused by oneself and one’s team members- We cannot do it without you.
Students feel proud and jointly celebrate when a group member is recognized for achievement. – We all congratulate you on your accomplishment!

5. How does the teacher’s instruction benefit from cooperative learning?
Students have more opportunities to speak.
Students tend to become better listeners because there is direct instruction.
Instead of having one or two students answering questions or adding to a discussion, all of the students have the opportunity to speak about the subject matter.
For students learning English, the input from a small group is more comprehensible than large group discussion.
Students are able to practice communication is a less threatening environment.

6. How will cooperative learning help prepare students for today’s world?
There is a need for students to learn skills of cooperation.
The economy has resulted in more interdependence among members of society and among nations.
Different ethnic and racial backgrounds need practice in working together.
Many English learners come from a background where cooperation is highly valued.
Opportunities for LANGUAGE growth are available in cooperative learning situations.

7. How is Grouping different from Cooperative Learning?
Focus is on individual performance.
___________________________
Assignments are discussed with little commitment to each other.
Social skills are assumed or ignored.
__________________________
One person often “takes charge” and does all the work.
No processing of how well the group is functioning or the quality of its work.
Cooperative Learning
Focus is on group performance.
Group members help, assist, encourage and support each other.
_____________________________
Teamwork skills are emphasized. ________________________
Leadership is shared by all members.
Students have time and are given a procedure to analyze how well their groups are functioning and how to improve their work.

8. How can I ensure effective Cooperative Learning in my classroom?
As the classroom teacher, establish the following
5 Principles of Cooperative Learning:
1. Positive Interdependence-
Sink or Swim Together
Each group member’s efforts are required and indispensable for group success.
Each group member has a unique contribution to make to the joint effort because of his or her resources and /or role and task responsibilities

9. Effective Cooperative Learning cont….
Face to Face Interaction-
Promote each other’s success
Orally explain how to solve problems
Teach one’s knowledge to others
Check for understanding
Discuss concepts being learned
Connect present with past learning

10. Effective Cooperative Learning cont….
Individual and Group Accountability
No hitchhiking! No social loafing!
Keep the size of the group small. The smaller the size of the group, the greater the individual accountability may be.
Randomly examine students orally by calling on one student to present his or her group’s work to the teacher and class.
Observe each group and record the frequency with which each member contributes to the group’s work.
Assign one student in each group the role of leader. The leader asks other group members to explain the reasoning and rationale underlying group answers.
Have students teach what they learned to someone else

11. Effective Cooperative Learning cont….
Interpersonal and small-group skills
Students work together and help each other succeed
Social skills must be taught by the teacher :
Leadership
Decision-making
Trust-building
Communication
Conflict-management skills

12. Effective Cooperative Learning cont….
5. Group Processing
What is working and not working?
Group members discuss how well they are achieving their goals and maintaining effective working relationships.
Group members describe what members actions are helpful and not helpful, and
Make decisions about whether behaviors continue or change.

13. What are some generalizations that should guide the use of Cooperative Learning?
Heterogeneous grouping (ability, interest and need) seems to have a positive effect on student achievement when compared with no grouping.
Groups should be kept rather small in size.
Grouping strategies are most effective when applied at least once per week.
Overuse of grouping will not give students time to practice independently the skills and processes they must master. Teacher needs to monitor groupings and make changes as necessary.

14. What criteria can I use for setting up cooperative learning groups?
By interests
By birthdays
By colors
By selecting names alphabetically or at random
By English proficiency levels Beg./Ad. and Inter./Ad. High
By activity matched with students’ talents

15. What are the 3 Types of Cooperative Learning Groups?
1.Informal- These groups last a few minutes or a lesson period. Examples include the Think-Pair-Share activity and the Numbered Heads Together activity. 2. Formal-These groups are used to ensure that students have enough time to thoroughly complete an academic assignment such as a project. This type of grouping may last for several days or weeks. The group works together with each member having a task to complete and teach to the rest of the group.

16. What are the 3 Types of Cooperative Learning Groups? Cont….
3. Base Group- These groups are created to provide students with support throughout a semester or academic year. This is a long term group. Students may work apart from each other, but always come back to their original group for support, clarification and completing the task.
Team Name- Laker Girls
T-Shirt design
Cooperative Learning Roles

17. Cooperative Learning Roles
LEADER Errand Monitor
Makes sure that every voice is heard Briefly leaves the group to get supplies or to request help from the teacher
Focuses work around the learning task Sound bites:
Sound bites: “Do you think it’s time to ask the teacher for
• Let’s hear from ____ next.” help?”
• “That’s interesting, but let’s get back to our “I’ll get the extra organizer from the shelf.”
task.”
RECORDER
Compiles group members’ ideas on collaborative graphic organizer
Writes on the board for the whole class to see during the presentation
Sound bites:
• “I think I heard you say________; is that
right?”
• “How would you like me to write this?”
TIME KEEPER
Encourages the group to stay on task
Announces when time is halfway through
and when time is nearly up
Sound bite:
• "We only have five minutes left. Let’s see if we
can wrap up by then.”
PRESENTER
Presents the group’s finished work
to the class
• “How would you like this to sound?”

18. Base Group Activity Pre-select groups
Review Ground Rules and have student sign agreement
Have groups select roles
Distribute copies of T-shirt for Base Group identity activity
Materials: copy of T-shirt with explanation, markers, pencils, masking tape
Group will present their T-shirt activity to the whole group
Display

19. Ways to Form Positive Interdependence
Group projects
Rewards based on group participation
Group tasks that require division of labor
Each student has a resource that others must use
Each student takes a role in the group

20. Individual Accountability
Color code individual work
Each student receives an individual score for his/her part in a group project
Students write reflections on their learning and participation
Students share with the whole group what was learned
Students respond individually in a learning log or worksheet
Students understand that they work together to learn, but they must work independently during the test.

21. 5 Cooperative Learning Strategies to Use in my Classroom
Jigsaw
Think-Pair-Share
Round-Robin Brainstorming
Pantomime-A-Tale
Numbered Heads Together

22. Jigsaw Groups of 3 or 4 students are set up.
Each group member is assigned some unique material to learn and then to teach to his group members.
To help in the learning, students across the class working on the same sub-section get together to decide what is important and how to explain/teach it to the group.
After practice in these “expert” groups, the original groups return to their base group and students teach each other.

23. Jig Saw Activity Handouts Science chapter on Eating Disorders Supplies
Example of Jig Saw Activity
Assignment on the Eating Disorders chapter
Presentation Rubric
Group Work Rubric
Supplies
Colored gem clips- 4 different colors
Butcher paper
Colored markers
Masking tape
Pencils
Rulers

24. Examples of Assignments for Implementing Jig Saw in Content Area Classrooms
ELA- After reading a story, students identify character traits, identify the conflict (s) experienced by a character, and identify supporting text.
Social Studies- Students research on setbacks, accomplishments and the positive or negative historical impacts of historical figures.
Science- Students read a section of the text (bold face sub-division) and explain what the section is about. Students may draw and write responses.
Math- Students sketch the three special segments for each type of triangle.

25. Think -Pair-Share
This strategy involves a three step cooperative structure.
1st step- Students think about a question posed by the teacher and write a response
2nd step- Students pair up and exchange thoughts
3rd step- Teacher calls on team members to share their responses with other teams or the entire class

26. Think-Pair-Share Activity
Meet with your Content Area group
Skim and scan the article, Stress Management
Based on your content, develop 3 Think-Pair-Share questions. Write your questions on butcher paper and display on wall.
Groups will do a gallery walk and praise efforts of other groups.
Supplies:
Butcher paper
Pencils
Markers

27. Examples of Assignments for Implementing Think-Pair-Share in Content Area Classrooms
ELA- What was the author’s purpose for writing this selection?
Science- What is the purpose of the cell?
Social Studies- What were the main causes of the Civil War?
Math- Is the gymnasium floor bigger or smaller than the cafeteria floor? How can we find out?

28. Round Robin Brainstorming
Class is divided into small groups (3-4) with one person appointed as the recorder.
A question is posed with multiple answers and students are given time to think about answers.
After the “think time,” members of the team share responses with one another round robin style. The recorder writes down the answers of the group members. The person sitting to the right of the recorder starts and each person in the group in order gives an answer until time is called.
Students discuss and agree on the best answer for their group.
When everyone has finished, teacher calls on students

29. Examples of Assignments for Implementing Round Robin Brainstorming in Content Area Classrooms
ELA- multiple choice questions in reading and revising and editing, true or false statements Science- multiple choice questions and true or false statements Social Studies-multiple choice questions and true and false statements Math- multiple choice questions and true and false statements

30. Pantomime – A- Tale
The class is divided into small groups (4-7). The number of groups will depend on the number of paragraphs to be covered in reading lesson. This lesson requires 7 groups composed of 4-5 students per group.
Each group is given one of the paragraphs to read and prepare for a presentation based on their assigned paragraph.
Someone is chosen from each of the groups to be the narrator.
The narrator reads the paragraph while team members pantomime the information.

31. Pantomime-A-Tale
Materials and Supplies Handouts Butcher paper Markers Other items group decides to use

32. Numbered Heads Together
A team of four is established.
Each member is given a number of l, 2, 3, or 4.
Questions are asked of the group.
Groups work together to answer the questions so that all can verbally answer the question.
Teacher calls out a number (example, two) and each student with the number 2 is asked to give the answer.
If answers vary, teacher asks students to explain and/or explains and clarifies. Teacher may then pose a similar question and have students practice again.

33. Numbered Heads Together Activity
Choose 3 other people to work with. Do not choose anyone from your Base Group.
Select a facilitator from the group
Select a writer
When you are finished, stand up but remain in your places
When all groups are standing up, questioning will begin

34. Before you leave..
Decide on one cooperative learning activity that you will implement next week.
How will you implement this activity?
Provide an example.
Be ready to share with the whole group.

35. Remember- Cooperative Learning Works!
Thank you very much for your attention and cooperation, and remember that we look forward to visiting your classroom to see how you are implementing cooperative learning and assisting you in implementing the strategies.

36. Have a Fantastic School Year!!!!