1. ESU 6 BLUE RIVER COHORT JANUARY 4, 2012 Cooperative Learning Mitzi Hoback and Suzanne Whisler

2. “ Some of us are more effective than others of us. But none of us is more effective than all of us!” ~Johnson, Johnson, Holubec, and Roy Add Coke Video

3. Marzano’s Research-Based Conclusions About Cooperative Learning Sixth highest statistical effect size involves educators’ use of cooperative learning. Cooperative learning is NOT just putting students into small groups. Cooperative learning CAN greatly enhance student participation, motivation, engagement, and deepen processing of curriculum content.

4. Benefits of Cooperative Learning Higher achievement Increased retention Greater use of higher level reasoning Greater intrinsic motivation More positive heterogeneous relationships Better attitudes toward school Better attitudes toward teachers High self-esteem Greater social support More on-task behavior Greater collaborative skills Johnson, Johnson, Holubex (1993)

5. David Sousa: “How the Brain Learns” Teach Others: Immediate Use of Learning Practice by Doing Discussion Group Demonstration Audiovisual Reading Lecture (Tell) 5% 10% 20% 30% 50% 75% 90% Average Retention Rate after 24 hours

6. What Cooperative Learning IS: Structured and well organized Students working together to achieve a common goal Students learn and use social skills Students are held accountable Students work “eye-to-eye and knee-to- knee”

7. Cooperative Learning is NOT: Students are randomly put into groups Students give up individuality Free ride for some and extra work for others Low-achieving students gain at the expense of high-achieving students

8. What Does the Research Tell Us About the Power of Cooperative Learning? David and Roger Johnson (1999): Five defining elements— David and Roger Johnson (1999): Five defining elements— 1 positive interdependence 2 face-to-face interaction 3 individual and group accountability 4 interpersonal and small group skills 5 group processing

9. Element #1 Positive Interdependence We Instead of Me Sink or swim together  Each group member’s efforts are required and indispensable for group success  Each group member has a unique contribution to make to the joint effort because of his/her resource and/or role and task responsibilities  The groups need to know they have to be concerned with each other’s learning

10. Ways to Structure Positive Interdependence Assign the group a clear, measurable task Assign a role to each member of the group  Checker ReporterRecorderEncourager Time Keeper Praiser Quiet Captain Materials Monitor Limit the resources given to a group Jigsaw materials so that each member has part of a set of materials Have each member make a separate contribution to a joint project

11. Element #2 Face-to-Face Interaction Individual’s encourage & facilitate each other’s efforts to complete tasks Teach one’s knowledge to each other Checking for understanding Discussing concepts being learned Working eye-to-eye and knee-to-knee

12. Element #3 Individual & Group Accountability Keep the size of the group small  2 – 4 Assign individual work after the completion of group work Randomly examine students orally by calling on one student to present his/her group’s work Random pick up of assignments Observing each group Have students put their initials by a problem they completed

13. Element #4 Interpersonal & Small-Group Skills Social skills must be taught! Specify how you want the students to behave while they work Name specific observable, describable behaviors  Use quiet voice  Stay with your group  Listen to each other  Contribute ideas  Use eye contact Looks Like Sounds Like

14. Teach Social Skills

15. Pairs Compare Find a partner at your table Make a list of social skills you want students to use in cooperative learning groups Find another pair (not at your table) and compare your lists.

16. Group members discuss how well they are achieving their goals and maintaining effective working relationships Describe what member actions are helpful and not helpful Make decisions about what behaviors to continue or change Don’t skip this part! Element #4 Group Processing

17. Process Group Work

18. Cooperative Learning Rubric

19. Management Hints Move around the room observing the cooperative learning groups Establish a place ahead of time for each group to meet Set up the group team members  Make small groups Use timers Use music Use nonverbal signals

20. Cliché Picture Puzzles Task:  Name as many cliches as you can. Be sure to explain the cliché you name to your group members. Cooperative:  Everyone in the group must agree  Everyone must be able to explain  Every one should participate Positive Interdependence:  Resource – One cliché sheet per group  Role: - Encourager, Recorder, Checker,  Environment – Each group has a specific area in which to meet Individual Accountability  Take turns and put your initial by the cliché you name. One member of the group will be called on to explain the group’s answer Expected Behaviors  Use 12” voice – Encourage each other – Ask questions

21. Other Cooperative Learning Strategies Jigsaw Inside-Outside Circle Numbered Heads Together One Stray Carousel Feedback

22. Ways to Select Group Leaders Birthday closest to today Person with the most pets Longest/shortest hair Tallest/shortest Vowels/consonants in names Most pockets Number of buttons Point to someone

23. “Alone we can do so little— together we can do so much.” Helen Keller

24. Four Corners If you are the youngest child, move to the northwest corner of the room. If you are the oldest child, move to the southwest corner of the room. If you are a middle child, move to the northeast corner of the room. If you are an only child, move to the southeast corner of the room. In your groups discuss ways you can use cooperative learning in your classroom.

25. Quick Write The Quick Write is a literacy strategy that is designed to give students the opportunity to reflect on their learning. This writing assignment can be used at the beginning, middle, or end of a lesson and takes only about thirty seconds to several minutes. Students are supposed to let their thoughts flow without mechanics or revisions. Short, open-ended statements are usually given. What are the implications of using Cooperative Learning in your classroom and what Cooperative Learning strategies will you use?