1. Collaboration for Student Empowerment

2. WICR
Collaborative groups and cooperative learning refer to a variety of structured classroom management techniques and grading systems.
Objectives
What is the difference between cooperative and collaborative learning?
How do we get the most out of the C in WICR? 2

3. Ten Things in Common Stand and find 4-5 people to group with
Determine ten things you have in common with everyone else in the group that has nothing to do with your careers
No body parts as we all have legs, arms, etc.
No clothing as we all wear shoes, etc.
A reporter will read your findings to the whole room
You have 5 minutes
Team Building Icebreaker Steps
Divide the meeting participants into groups of four or five people by having them number off. (You do this because people generally begin a meeting by sitting with the people they already know best.)
Tell the newly formed groups that their assignment is to find ten things they have in common, with every other person in the group, that have nothing to do with work. (I tell people no body parts (we all have legs; we all have arms) and no clothing (we all wear shoes, we all wear pants). This helps the group explore shared interests more broadly.
Tell the groups that one person must take notes and be ready to read their list to the whole group upon completion of the assignment.
Ask for a volunteer to read their whole list of things in common first. Then, ask each group to share their whole list with the whole group. Because people are your best source for laughter and fun, the reading of the lists always generates a lot of laughter and discussion. You can also catch the drift of the conversation in the small groups based on the transitions made from item to item.
This team building icebreaker takes 10 – 15 minutes, depending on the number of groups. To keep the activity to ten minutes, after seven minutes of brainstorming together, I usually tell the groups that the lists they have created are perfect, no matter how many items they have, and debrief. 3

4. How did you work together?C R
Who had control of this task?
Was there a specific end product or goal?
What was the first step you took in this task?
Did you focus on the product assigned or on the process of working together? 4

5. Cooperative Learning Cooperative learning focuses on
students working together in groups to
accomplish a specific end product or
goal.
The teacher asks a specific question.
The teacher provides all materials needed for the
students to read and analyze.
The students will report out as a group.
The teacher may use specific structures such as
Jig-Saw strategies to help facilitate the group
interactions.
The teacher maintains control of the process a
each stage of the group work.
Handout Pg 2 5

6. Collaboration Collaboration is when individuals are:
Responsible for their actions
Responsible for their learning
Respectful of the abilities and contributions of others
Collaborative groups assume almost total responsibility for answering the question.
Students determine:
If they have enough information to answer the question
Resources needed to find missing information
How the work will be distributed
What order to do the work in
Handout Pg 2 6

7. collaborate or cooperateW I C R
Did you collaborate or cooperate when you produced your list of ten things in common? 7

8. Collaborative and Cooperative Groups . . .
Both techniques help students consistently learn better than students in traditionally structured classrooms.
Cooperative learning has many psychological and social benefits such as:
Hearing others points-of-view
Learning how to cooperate with others
Creating positive feelings about school, themselves, and others
Creating a desire for others to do well 8

9. Cooperative groups have to be created before students can collaborate.
Getting started . . .
Cooperative groups have to be created before students can collaborate.
Students need to learn how to:
Listen to other students
Analyze and interpret what
they are saying
Encourage others in the
group to participate
Ask questions
Manage dominant
personalities
Monitor and modify the
group dynamic
7. Communicate effectively
Handout Pg 2 9

10. Cooperative Strategies
Fishbowl
Pairs Check
Pairs Check II
Teams Check
Jig-Saw
Think-Pair-Share
Think-Pair-Square
Word Webbing
Team Product
Blackboard Share
Roving Reporter
Two-Box or Two-Column Induction
Handout Pgs 3-5 10

11. Collaboration
Collaborative groups assume almost total responsibility for answering the question.
Means of assessment can be negotiated by each group with the teacher for their specific assignment.
Knowledge is discovered by students and transformed into concepts students can relate to. It is then expanded through new learning experiences. It requires active participation by the student versus passive acceptance of information presented.
Collaborative learning shifts the responsibility of learning away from the teacher as expert to the student, and perhaps teacher, as learner.
Handout Pg 2 11

12. Bottom Line Cooperative Collaborative Stresses the product of work
Authority remains with the teacher
Deals with traditional knowledge (Level 1 and 2)
Frees students to become involved; however, group still produces a “right” or acceptable answer
Focuses on the process of working together
Transfers authority to the group
Deals with possible applications (Level 3)
Empowers students to guide their own thinking, braving all the risks of empowerment
Handout Pg 6 12

13. Questions to ask Cooperative perspective Collaborative perspective
How do we teach social skills?
How can we develop self- esteem, responsibility, and respect for others?
How does social status effect learning in small groups?
How do you promote problem solving and manage conflict?
Are extrinsic or intrinsic rewards more effective?
How do we teach students to take on various roles?
What is the purpose of the activity?
What is the importance of talk in learning?
To what extent is getting off-topic a valuable learning experience?
How can we empower students to become autonomous learners?
What is the difference between using language to learn and learning to use language?
How do we ask only real questions rather than those for which we already know the answers?
Handout Pg 2 13

14. Step 5: Continue doing this until I say stop.
Swap Talk
Handout Pg 5
Step 1: On a post-it note, write down your name, where you work and what you teach.
Step 3: Swap post-it notes, thank your partner, put your hand up, and find a new partner.
Step 2: Stand up, Hand up, Pair Up… Once you find your partner, share your information with your partner.
Step 4: With your new partner, share your new post-it note with your new partner, pointing out the person that the information is about.
Step 5: Continue doing this until I say stop. 14

15. Pairs Pair
One: Stay with your partner and each of you put a hand up.
Three: Pairs pair to form a groups of four and then put your hands down.
Two: Now, keep your hands up until you pair up with another pair
Four: Take your group of four and find a table to work together for our cooperative and collaborative work.
Handout Pg 5 15

16. Cooperative Groups
Handout Pg 5
Team Interview You will be given one minute for your new team members to ask questions about you as a teacher. (The questions cannot be confrontational.) Ex: How long have you been teaching? Where did you go to college? What is your favorite thing about teaching? When did you decide to be a teacher?
Remember:
Cooperative groups …
1. Listen to other students
2. Analyze and interpret what
they are saying
3. Encourage others in the
group to participate
4. Ask questions
5. Manage dominant
personalities
6. Monitor and modify the
group dynamic
7. Communicate effectively 16
Another version of the interview is in the ELL book, page 29 called “Three Step Interview.”

17. Cooperative Assignment
Create a One-Pager that would guide college students to consider teaching as a career using your interview information and the following articles in your handout:
Top 10 Reasons to Become a Teacher
Why Become a Teacher
Handout Pg 7 17

18. Assessment 25 minutes to complete your work
Handout Pg 7
25 minutes to complete your work
Designate a reporter to share your One- Pager. 18
See ELL book, page

19. Moving from cooperative to collaborative groups…
Stresses the product of work
Authority remains with the teacher
Deals with traditional knowledge (Level 1 and 2)
Frees students to become involved; however, group still produces a “right” or acceptable answer
Focuses on the process of working together
Transfers authority to the group
Deals with possible applications (Level 3)
Empowers students to guide their own thinking, braving all the risks of empowerment
Handout Pg 6 19

20. Let’s Reflect Create a T-Chart to analyze the following:
What did we do in our cooperative group?
How could we make this a collaborative group? 1. 2. 3. 4. 1. 2. 3. 4. 20

21. Re-write the assignment question
Only constraint:
Time = 20 minutes
Collaborative assignment 21

22. Summary
It is essential to begin the school year with activities designed to target interaction skills and team building within the class.
Listening skills
Analyze and interpret what they hear
How to work as a group with equal participation 22

23. Once students understand that each member’s individual work has a direct effect on the group’s success… W I C R
Think-Pair-Share: Students consider a question individually, discuss their ideas with another student to form a consensus answer, and then share their results with the entire class.
Jig-Saw: Students become “experts” on a concept and are responsible for teaching it to the other group members to develop focus and product for group.
Socratic Seminars: Students bring their ideas from a Socratic Seminar to develop the focus and product for the collaborative project.
Gallery Walks/Carousel: Using these strategies for students to brain storm and gather information, students bring their ideas to develop focus and product for the collaborative project.
Handout Pgs 3-4 23

24. 12 Tips for Successful Work Teams
1. The team has clear expectations of their performance and outcomes
2. The team understands the benefits of working together
3. The team is committed to work together
4. The team values each others ability to contribute
Handout Pg 8 24

25. 12 Tips for Successful Work Teams
5. The team defines its work and outcomes
6. The team has the “power” or ownership to accomplish its mission
7. The team understands how to work as a group
8. The team communicates clearly and honestly with each other
Handout Pg 8 25

26. 12 Tips for Successful Work Teams
9. Each team member accepts responsibility and accountability for achievements
10. The teacher values creativity and innovation from collaborative groups
11. Teams have access to resources determined necessary for the tasks
12. Successful collaboration is celebrated and encouraged
Handout Pg 8 26

27. In true Collaborative Learning
Students use INQUIRY and COLLABORATION, moving from dependent to independent learners.
They realize that they are in charge of their own learning.,
And…
They just might teach the teacher something new. 27

28. Collaboration for Student Empowerment
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