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COOPERATIVE LEARNING
Name:Date:
Objectives
• Rational for cooperative learning.
• Understand the difference from cooperative learning and group learning.
• Structures of cooperative learning.
• Understand the importance of and the need for direct teaching of social skills.
• Grouping strategies.
Objectives continued
• The teacher’s role when using cooperative learning in the classroom.
• Understand the use of assigning roles as a means of avoiding problems.
• Importance of team trust.
Grouping
• Groups of 4.• Two groups of 2:
– Shoulder to shoulder.– Knee to knee.
Groups become teams through trust and team building. When new
groups are formed it is important to give the group time to form trust and
develop a “team identity”.
TEAM• Acquainted.• Team develops an identity,
name, and cheer. • The team learns to trust • Team learns to respect
and value differences in the group.
• The team learns that the product of the group is better than any individual.
Three Types of Learning
Cooperative • Small heterogeneous
groups of students working together to achieve a common goal.
Three types of Learning
Competitive • Students working
individually and/or homogeneous groups engaged in a win/lose struggle.
Three Types of Learning
Individual • Students working
independently on their own goals at their own pace in their own space.
“What children can do together today, they can do alone tomorrow.” Vygotsky
William Glasser
• We learn 10% of what we read20 % of what we hear30% of what we see50% of what we both see and hear70% of what is discussed with others80% of what we experience personally95% of what we teach to someone else
Components of Cooperative Learning
• Positive interdependence.• Individual accountability.• Participation.• Division of labor among students in the
group.• Face to face interaction.• Assignment of roles to students.• Group processing of an activity.
Johnson and Johnson
- Positive interdependence.
- Individual Accountability.
- Group processing.
- Social skills.
- Face to face interaction.
PI
G
S
FACE
Kagan
• P - positive interdependence “is my gain your gain?” “Is help necessary?”
• I - individual accountability “is individual public
performance required?• E - equal participation how
equal is the participation?• S - simultaneous interaction
what percent are overtly active at once?
Social Skillswhen groups are forming
Social Skillsduring group
Social Skillsduring discussions
Social Skillswhen wrapping up discussions
Social Skillswhen reporting
Roundtable Activity
• What do you think are the greatest concerns/obstacles that hinder learning in the classroom?
Grouping
Who’s Not Telling the Truth?
GROUP ROLES
• Secretary• Time Keeper• Cheer Leader• Summarizer• Facilitator• Noise Monitor• Materials Controller• Historian• Equalizer
Inside Outside Circle
Two by Two
ACTIVITY
• Four Jobs:– Secretary.– Cheer Leader.– Time Keeper.– Summarizer.
WHAT ARE SOME THINGS THAT NEED CLARIFYING?
• 20 minutes.
• Discuss.
• Answer.
• Clarify.
• List anything group could not clarify.
JIGSAW
HEADS TOGETHER
INTERVIEW
PROCESSING
What were you supposed to do?
What did you do well?
What would you do differently next time?
Do you need any help?
TEACHER’S ROLE
Before class:
Objectives:
Academic.
Group Participation.
Social Skills.
TEACHER’S ROLE
• Start of Class:
– Assign roles.– Explain objectives.– Explain criteria for
success.– Specify desired
behaviors.
TEACHER’S ROLE
• During Activity:– Reinforce positive
interactions.– “Notice”.– Avoid giving answers.– Re-teach as
necessary.– Assess.
TEACHER’S ROLE
• At completion:
– Provide closure.– Direct processing activity.– Provide feedback.
TEACHER’S ROLE
• After class:
– Evaluate learning.– Recognize achievement.– Plan for future teaching.
GRADES
INDEPENDENT PRACTICE
• Incorporate one cooperative group activity into classroom.
– Write up objectives (academic and social).– Evaluate activity – what worked, what needed
to be different.– Send summary to instructor within 2 weeks.
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