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Cooperative Learning National-Louis University SEC 524 Spring 2010 Structures that Support Reading, Writing, and Thinking.

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Presentation on theme: "Cooperative Learning National-Louis University SEC 524 Spring 2010 Structures that Support Reading, Writing, and Thinking."— Presentation transcript:

1 Cooperative Learning National-Louis University SEC 524 Spring 2010 Structures that Support Reading, Writing, and Thinking

2 Objectives for this class … Learn eight Cooperative Learning strategies by experiencing them Design large-group and small-group CL strategies to meet your learning objectives for all levels of instruction Understand the key elements of CL and know why and how CL works

3 Designing good lessons leads to student achievement …

4 What is Cooperative Learning? An approach to classroom instruction that employs small group as well as large group collaboration among students to achieve the dual goals of academic achievement and social skill development.

5 Key Elements … Team Formation Positive Interdependence Individual Accountability Social Skill Development Structures & Structuring

6 William Glasser: We learn … 10% 20% 30% 50% 70% 80% 95% … of what we read … of what we see … of what we see and hear … of what we discuss with others … of what we experience personally … of what we teach others … of what we hear

7 Inside/Outside Circles 2. Teacher explains the activity and students participate. 3. Teacher interrupts the activity and directs students to move to a new position (Inside circle – three to the left, for example) 4. Teacher re-direct movement of either the inside or the outside circle for three to four times, giving brief directions for the task before students participate. 5. Teacher questions students as a large group to check for comprehension of information exchanged. 1. Students count off and form 2 concentric circles.

8 Values Line Up 2. Students line up according to their agreement or disagreement with the statement. 3. Teacher cuts the line and slides students to their speaking positions. 4. Teacher and students process the activity. 1. Teacher gives a statement based on personal value.

9 Chronological Line Up 2. Students volunteer to come to the front of the classroom and retell information. 3. Teacher calls students attention to gaps in the sequence and encourages additional students to fill them in. 1. Teacher calls for students to retell portions of a story or process by memory.

10 Lets build it together…

11 Teams and Team Formation Heterogeneous Random Interest Homogeneous

12 A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

13 Round Table 2. Teacher gives directions (one piece of paper and one pencil per group). 3. Teacher describes the task. 4. The paper and pencil rotate around the group, each person providing one piece of information and sending the paper and pencil on to the next team member. 5. Teacher calls time and elicits various responses from group members. 1. Students get into groups of four and number off.

14 Numbered Heads Together 2. Teacher asks a question. 3. Students get their heads together and collaborate. 4. Teacher calls out a number and students with that number give the requested information. 5. Teacher selects students to share information. 1. Students get into groups of four and number off.

15 Three Step Interview 2. Students interview partners. 3.Groups of four convene; each partner tells the newcomer pair what has been shared by the partner in conversation. 1. Students pair up and discuss according to the teachers directions.

16 Four Corners 2. Students make mental choice, then move to their selected corners. 3.Students pair up to discuss and process information as directed. 1. Teacher announces the choice options and directs students to one of four corners.


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