Cooperative Learning … … & Self Regulated Learning

Cooperative Learning …

… & Self Regulated Learning

1000’s of good ideas … find one and play with itThousands of ideas are out there

Overview of Instructional Intelligence

• Instructional intelligence involves:

–Knowledge of the learner–Knowledge of curriculum–Knowledge of assessment–Knowledge of instruction–Knowledge of change–Knowledge of systemic change

Knowledge of instruction

• Instructional concepts• Instructional skills• Instructional tactics• Instructional Strategies• Instructional Organizers

Advance Organizer

Cooperative Learning is NOT a skill, tactic or strategy.

Cooperative Learning is a belief system related to how students learn

One of 3 options: all three are useful1. Individual2. competitive3. cooperative

Keep in Mind ... Research

• Most researched of all instructional methods

• Has largest effect on higher level thinking• When not done properly, group work is one of the worst approaches to learning

This grade 9 student (female) doe not enjoy group work. Why?

Student: “The teacher put me with four boys because they never do anything and he (the teacher) knows that I will make sure the project gets done; I did all the work and they did nothing and we all got the same mark.”

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Back Drop- Multiple Intelligence

• Musical• Spatial• Bodily Kinesthetic

• Inter Personal - #1 Pred of Success• Intra Personal• Logical Mathematical• Linguistic• Naturalistic

Perspective – 3 DimensionsStructures (300)

Process(5 Basic Elements

Safety(Tribes)

Cooperative Learning

Tactics (less complex)

Place MatThink Pair ShareOne Stray Rest Stay2/3 Person InterviewCornersInside Outside Circles

Strategies (more complex)

5 Basic ElementsTGTJigsawTeam AnalysisAcademic ControversyGroup Investigation

Focus on Bloom’s Taxonomy

Side A• Ranking Ladder• Venn Diagram• Concept Attainment• Mind Maps• PMI

• Academic Controversy• Group Investigation• Concept Maps• Flow Charts

Side B• Framing Questions

• Think Pair Share• Place Mat• Jigsaw• 5 Basic Elements• Teams Games

Tournaments• KWL chart

Factors Level 1 Level 2 Level 3 Level 4

FrameQuestions

Rarely if ever Periodically but not that effective

Usually & fairly effective

Consistently & effective

Apply Bloom’sTaxonomy

Rarely if ever Periodically but not that accurate

Usually & fairly effective

Consistently & effective

Accountable & Safe(Students)

Rarely if ever Somewhat Usually Always

AppropriateWait Time

No, seldom if every considered

Yes, but not consistent or effective

Yes & usually effective

Yes & always effective

Think Pair Share - Rubric

Variables Level 1 Level 2 Level 3 Level 4

Accountable& Safe(Students)

Few if any feel safe &accountable

A few feel safe& accountable

Most feel safe& accountable

All feel safe & accountable

Attention toBloom’s

Little to no attention

Beginning to attend but not accurate

Attends & for the most part is accurate

Attends and consistently accurate

Wait Time Little to none Periodically, not always effective

For the most part enacted effectively

Consistently enacted effectively

ActivelyInvolved(Students)

Few if any involved

A few involved

Most involved

All involved

Framing Questions - Rubric

RESPONSESCONSIDERED

Level 1 Level 2 Level 3 Level 4

Correct Rarely if ever Periodically &less effective

Often & usually effective

Consistent & effective

Incorrect Rarely if ever Periodically &less effective

Often & usually effective

Consistent & effective

PartiallyCorrect

Rarely if ever Periodically & less effective

Often & usually effective

Consistent & effective

No Response Rarely if ever Periodically &less effective

Often & usually effective

Consistent & effective

Guess Rarely if ever Periodically &less effective

Often & usually effective

Consistent & effective

Silly Response Rarely if ever Periodically &less effective

Often & usually effective

Consistent & effective

ConvolutedResponse

Rarely if ever Periodically &less effective

Often & usually effective

Consistent & effective

Responding to Student Responses - Rubric

AREAS Level 1 Level 2 Level 3 Level 4

Bloom’sTaxonomy

Don’t know itDon’t apply it

Can list it & maybe use it

Understand it & play with it

Ditto & enact it effectively

InductiveThinking

Don’t know itDon’t apply it

Heard of it, not sure if I use it

Understand it & play with it

Ditto & enact it effectively

DeductiveThinking

Don’t know itDon’t apply it

Heard of it, not sure if I use it

Understand it & play with it

Ditto & enact it effectively

MakingPredictions

Don’t know itDon’t apply it

Heard of it, not sure if I use it

Understand it & play with it

Ditto & enact it effectively

MakingInferences

Don’t know itDon’t apply it

Heard of it, not sure if I use it

Understand it & play with it

Ditto & enact it effectively

CriticalThinking

Don’t know itDon’t apply it

Heard of it, not sure if I use it

Understand it and enact it

Ditto and enact it effectively

Thinking - Rubric

5 Basic Elements Mechanical Routine RefinedIntegrative

IndividualAccountability

Rarely, not that effective

Usually; quite effective

Always effectiveappropriate

Face-to-FaceInteraction

Struggles to invoke this process

In most cases effective

Always takes this into consideration

Teach theCollaborativeSkill

Rarely; may mention the skill

Teaches or reviews the skill in most cases

When appropriate always teaches or reviews the skill

Process theAcademic and Collaborative Task

May process the academic but rarely the collaborative task

Always processes the academic; sometimes the collaborative task

Always processes the academic and collaborative taks (when appropriate)

Apply aspectsOf PositiveInterdependence

Will have goal but not always that clear; will rarely apply the others

Goal is always clearly stated; starting to use the others more effectively

Goal is always clearly stated and wisely applies the other 8 types; does not over-use them

Collaborative Skills – Key for Self Regulated Learning

3 Genres1. Social Skills2. Communication Skills3. Critical Thinking Skills

Can you identify 3 of each?

Examples

Social: Taking Turns, Using Quiet Voices, Equal Participation, Being Polite, Using Names

Communication: Attentive Listening, Suspending Judgment, Probing for Clarification, Paraphrasing

Critical Thinking: Examining Both Sides of an Issue, Considering All Factors, Assessing the Goals and Objectives of Others

Tribes

• Attentive Listening – Communication Skill• Appreciation Statements – Social Skill• Right to Pass – Social Skill• Mutual Respect – Not a skill – made up of

many other skills

What Students Say …

What Students Say …

“Omar, I have it too … a strange feeling like we are going in circles.”

Johnsons’ 5 Basic Elements

• Individual Accountability• Face to Face Interaction• Collaborative Skills (teach)• Process Academic and Collaborative Taks• Positive Interdependence (9 types)

– Only one you have to have ‘Goal Positive Interdependent