1. Cooperative Learning What, Why, When and How

2. First some questions: What’s your purpose for using cooperative learning in the classroom?

3. What kind of cooperative learning activities do you already use with your students?

4. Think of a time you used cooperative learning and were pleased with the results. Why did it work out?

5. Think of a time you used cooperative learning and were not pleased with the results. Why did it not work well?

6. What questions do you have about cooperative learning in your classroom?

7. Today we’ll talk about 5 elements of cooperative learning 5 elements of cooperative learning 3 types of groups 3 types of groups Assessment and feedback Assessment and feedback Some activities for groups Some activities for groups A planning tool A planning tool

8. 5 Elements of Cooperative Learning Positive Interdependence Positive Interdependence Face-to-face to promote interaction Face-to-face to promote interaction Individual and group accountability Individual and group accountability Interpersonal and small group skills Interpersonal and small group skills Group Processing Group Processing

9. Decrease tension Make the group more constructive. Have an activity to emphasize each element as you introduce it.

10. Vary the tactics you use to form groups Interests Interests Birthday month Birthday month First letter of name First letter of name Color of backpack Color of backpack “Mixing it up” “Mixing it up” What else have you used? What else have you used?

11. There are three types of groups Formal groups Formal groups Informal groups Informal groups Base groups Base groups

12. Informal Groups “Turn to your neighbor” “Turn to your neighbor” Last a few minutes or a class period Last a few minutes or a class period Formed “on the fly” Formed “on the fly” Check understanding of content Check understanding of content Review a skill Review a skill

13. Formal Groups Most structured Most structured Extended assignments Extended assignments Teacher designs tasks in all 5 elements Teacher designs tasks in all 5 elements Take time to create but reward student and instructor Take time to create but reward student and instructor

14. Base groups Last for quarter or more Last for quarter or more Build camaraderie and teamwork Build camaraderie and teamwork Good for giving mutual feedback Good for giving mutual feedback Support for larger projects Support for larger projects Support for learning complicated tasks Support for learning complicated tasks

15. Size counts The most effective groups have 3-5 students The most effective groups have 3-5 students Why? Why?

16. Typical Team Considerations Assigned or rotating roles Assigned or rotating roles Unequal Resources Unequal Resources Team Ground Rules Team Ground Rules Keeper of the Bridge Keeper of the Bridge Tens! Tens! 5 on Fridays 5 on Fridays

17. Assigned Rotating Roles No one gets “stuck” No one gets “stuck” Leader, recorder, speaker, encourager, bridge keeper Leader, recorder, speaker, encourager, bridge keeper

18. Unequal Resources Have teams complete simple tasks Have teams complete simple tasks Make a flag Make a flag Make a logo Make a logo Make a poster of ground rules Make a poster of ground rules Teams get unequal resources Teams get unequal resources Bargain with other teams for materials Bargain with other teams for materials

19. Typical Team Ground Rules Do your homework Do your homework Work your team Role Work your team Role Contribute to team’s success Contribute to team’s success Use consensus Use consensus Conflict okay Conflict okay Express feelings Express feelings Celebrate the team Celebrate the team

20. Keeper of the Bridge Put assignments in team folder Put assignments in team folder One team member responsible for keeping absentees caught up One team member responsible for keeping absentees caught up

21. Tens! Touch Touch Establish Eye contact Establish Eye contact Use a person’s Name Use a person’s Name Smile Smile

22. 5 on Fridays Promote honest and open team and individual performance Promote honest and open team and individual performance Take 5 minutes at the end of the week for feedback Take 5 minutes at the end of the week for feedback Sandwich technique Sandwich techniquePositive/Concern/Affirmation

23. Some activities for groups Will any of these work for you?

24. The Jigsaw Recombine for projects or role playing

25. Send a problem/Solve a problem Each team prepares a problem and sends it to an adjoining team Each team prepares a problem and sends it to an adjoining team They answer it and send it back or to another team to be checked They answer it and send it back or to another team to be checked Have the solving team prepare a visual and present solution Have the solving team prepare a visual and present solution

26. Expert Team Ask each team to become an expert on one aspect or a subject, chapter or process Ask each team to become an expert on one aspect or a subject, chapter or process Present to the whole class Present to the whole class

27. Assessment Rubrics and other feedback

28. Weekly peer evaluation Give each student a 3x5 card Give each student a 3x5 card Write their name on one side Write their name on one side Shuffle the cards Shuffle the cards Re-distribute Re-distribute Write a short constructive evaluation Write a short constructive evaluation Return to original student Return to original student

29. Gifts Have each student write down the gifts or talents they bring Have each student write down the gifts or talents they bring Have them share with the group Have them share with the group Positive constructive feedback Positive constructive feedback

30. Sharing the score Students decide who gets how many of the points earned by the team Students decide who gets how many of the points earned by the team

31. Rubrics for Groups

32. Rubric for Group Goals Commitment Commitment Assigned Roles Assigned Roles Identifying Group Goals Identifying Group Goals

33. Effective Interpersonal Skills Participates Participates Expresses ideas Expresses ideas Sensitivity to others Sensitivity to others

34. Group Maintenance Leadership Leadership Supports group development Supports group development Supports individual group members Supports individual group members

35. Planning for Cooperative Learning

36. What will you take away? Questions? Questions? Plans? Plans? http://www.ou.edu /idp/teamlearning/ index.htm http://www.ou.edu /idp/teamlearning/ index.htm http://www.ou.edu /idp/teamlearning/ index.htm http://www.ou.edu /idp/teamlearning/ index.htm