1. Portfolio Research Project Is there are difference between learning how to use Email (combined with other tools already learned) in a Cooperative Learning Environment, as compared to Direct Instruction. Using a Problem Based Approach. By Mica, Antares and Christie

2. Portfolio Research Project Intended Audience –IMET –Technology Teachers –Business Teachers –ESL Teachers Using Electronic Communication

3. INDEX Where We Started The Problem Research Lesson Plan Supporting the Lesson Assessment Summary

4. Where we started Started with Mentoring Decided on Cooperative Learning Relevant to Problem Based Learning Relevant to ESL Students

5. The Problem Will Cooperative Learning enhance the retention, learning and skill usage of Computer Software using Email as a communication tool. A comparison between cooperative learning and direct instruction methods.

6. Our Objective To discover whether student’s learning of computer tools (primarily E-mail) would be enhanced by using cooperative groups as compared to direct teaching methods. A problem based method will be used to give it relevance. (Both Classes) Will there be any difference between the methods for ESL students.

7. Supporting Research Cooperative Learning –Research on direct value of cooperative learning methods. Potential to enhance learning for all students Positive effect for ESL students Path to Long-term learners

8. Research Procedure Pretest Lesson Assessment Assess for long term retention Continued application of knowledge Evaluate differences between methods

9. Lesson Plan Problem Based Learning –Authentic Challenge –Targeted at the Zone of Proximal Development (ZPD)

10. Lesson Plan Using Electronic Mail as a Communications Tool Goal Objective Introduction Procedure 1: "Collaborative Learning" Procedure 2: "Direct Instruction" Control Group Assessment

11. Supporting the Lesson Prior Knowledge Support Materials- Instructor Collaborative Group members

12. Assessment Cooperative Rubric Assessment Example Multimedia Project Rubric Example Direct Instruction Assessment

13. Where To Go From Here Change Cooperative Method From Experience Gained Long Term Use of Groups

14. Close Cooperative Learning Highlights –Possibly Higher Achievement –Success for Workplace –ESL –High Level of Teacher Support –Long Term

15. Critical Attributes of Group Learning Critical Attributes of group learning 1. A group-learning task is designed based on shared learning goals and outcomes. 2. Small group learning takes place in groups of between 3-5 students. 3. Cooperative behavior involves trust building activities, joint planning, and an understanding of team support conduct.

16. Critical Attributes of Group Learning 4. Positive interdependence is developed through setting mutual goals. 5. Individual accountability, role fulfillment, and task commitment are expected of students. (Stahl, R. J. 1994)

17. Essentials of Cooperative Learning 1. Positive Interdependence- Student realize that what each of them does individually affects the work and success of the others. The teacher structures the work so that students must share information. May also be graded as a group. 2. Face-to-Face Promotive Interaction- Students help, encourage, and support each other’s efforts to learn because they depend on each other. The teacher also openly encourages students to help each other.

18. Essentials of Cooperative Learning 3. Individual Accountability- The teacher assesses each individual’s performance; thus although students learn together, they often perform alone. 4. Social Skills- To work effectively together, students learn and use necessary social skills, e.g., leadership, decision-making, trust-building, communication, conflict-management. 5. Group Process- To improve the group process, student analyze how well they are achieving their goals and maintaining effective working relationships. (Johnson & Johnson,1991)

19. Web Resources Cooperative Learning in the Secondary School: Maximizing Language Acquisition, Academic Achievement, and Social Development- http;//www.ncbe.gwu.edu/Cooperative Learning in the Secondary School: Maximizing Language Acquisition, Academic Achievement, and Social Development- http;//www.ncbe.gwu.edu/ The Web: Design for Active Learning http://www.atl.ualberta.ca/articles/idesign/activel.cfm http://www.atl.ualberta.ca/articles/idesign/activel.cfm Cooperative Learning http://www.utc.edu/Teaching-Resource-Center/CoopLear.html http://www.utc.edu/Teaching-Resource-Center/CoopLear.html Chicago Public Schools, Instructional Intranet Rubrics http://intranet.cps.k12.il.us/Assessments/Ideas_and_Ru brics/Rubric_Bank/WritingRubrics.pdf http://intranet.cps.k12.il.us/Assessments/Ideas_and_Ru brics/Rubric_Bank/WritingRubrics.pdf

20. The End