Cooperative Learning Display this slide as the participants arrive for the day. Welcome everyone to the session.

Chalk Talk The facilitator will help you form Cooperative learning groups Each group member will share his/her opinion about the quote by writing it on chart paper Participants will remain silent Responses to others’ ideas within a group must be done in writing by using words, symbols, and/or pictures Connect ideas by drawing arrows, lines, boxes, etc. Allow 10 minutes for this activity The Chalk Talk activity is a way for participants to build background knowledge Explain the guidelines for the activity on the slide

Chalk Talk Quote “…many educators have made strong claims that ability grouping promotes inequity--in other words, it does little to narrow the gap between the ‘low ability students and the middle and high ability students.’” (85) Mention to participants that this is the quote to which they should respond (Marzano, R.J. 2005)

Celebrate Effort What did you experience when using the effort and achievement rubric in your classroom? What went well? What would you do differently next time? Prompt participants to share their experiences Distribute certificates (see Appendix E) as appropriate

Today’s Agenda Objectives Participant Activity Outline What did you learn? For next time… Also for next time… Read item one - Objectives When the facilitator gets to the Participant Activity Outline item, he/she will point out that instead of everything being listed on the agenda slide that the information for the day’s activities is within their participant activity outline handout. Continue reading the agenda.

Objectives After completing Session Five and its fieldwork, teacher participants will be able to… utilize the online modules. describe the specific approaches, research generalizations, and resulting classroom implications for the cooperative learning strategy. recognize the ways in which they currently use cooperative learning as part of their practice. Review the Professional Learning Goals (objectives) for Session Five with the participants. These are the learning objectives for the session.

Objectives (Continued) recognize when cooperative learning is used appropriately and meaningfully at their grade-level range. assess their own use of the cooperative learning strategy in their classroom. Continue reviewing the objectives for Session Five with the participants. These will be reviewed again at the end of the session in an effort to recognize personal growth.

Idea Splash Before proceeding to the next group of slides, be sure not to mention the caption under each of the five defining elements until all groups are finished with the visual images.

Positive Interdependence A sense of sink or swim together

Face-to-Face Promotive Interaction Helping each other learn, applauding success and efforts

Individual and Group Accountability Each of us has to contribute to the group achieving its goal

Interpersonal and Small Group Skills Communication, trust, leadership, decision making, and conflict resolution

Group Processing Reflecting on how well the team is functioning and how to function even better

Objectives After completing Session Five and its fieldwork, teacher participants will be able to… utilize the online modules. describe the specific approaches, research generalizations, and resulting classroom implications for the cooperative learning strategy. recognize the ways in which they currently use cooperative learning as part of their practice. Did we achieve our learning objectives today?

Objectives (Continued) recognize when cooperative learning is used appropriately and meaningfully at their grade-level range. assess their own use of the cooperative learning strategy in their classroom. Did we achieve our learning objectives today? Participants will be asked to write a response in their notes section.

For next time…Fieldwork Try a Cooperative Learning strategy in your classroom Write a one-half page reflection on the experience and what you might do differently next time Be prepared to share your experiences with your colleagues

Also for next time… Be sure to participate in the online discussion. Our focus will be on the “Nonlinguistic Representations” strategy. To prepare, please read Chapter 6 of Classroom Instruction that Works. Tell participants that next session’s focus is on the Nonlinguistic Representations strategy. Ask them to prepare by reading Chapter 6.

Any Questions? Are there any questions?

References Marzano, R. J. [et al.] (2001). A Handbook for Classroom Instruction that Works. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R.J. and Pickering, D.J. (2005). Building Academic Vocabulary Teacher’s Manual. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J., Pickering, D. J., and Pollock, J. E. (2005). Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Upper Saddle River, NJ: Pearson Education, Inc.