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ii | Send any comments about this guidebook or Method to: [email protected] | Send any comments about this guidebook or Method to: [email protected]
�e David P. Weikart Center for Youth Program Quality,
� � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � ! � � � � � � � � � � � � � � � � � � � � � � " � � � � � � � � � � � � � � � " � � � � � � � � � � � " � # � � � $ � � $ � " � � � � � � � � � � � � $ � � " � � � � % � � " � � & � � � � � � � � � � � � & � � � � � � � � � � � � � � � � " � � & � � � � � � � " � � � � � � ' ( � � ) � � * � � � + � � � � �� � � � � � � ! � � � � � � ! � � � � � � � � � � � � � , � � � � ! � � � % � � " � � & ' ) � � � � � � � � � � � � � ! � � � � � � � � � " � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � " " � � � � � � ! � � � � � � � � � � � � � � � - � � ! � � � . � � " � � & � � � � � � � � � � � � � �� � � � � � � � � � � � � � & � � � � � � � � � � � � � � � ! � � � % � � " � � & � � & � � � � � � � ! � � � � '� � � � � � � � ) � � * / � � � � � � � � � � � � � � � � � � � � ! � � � � � � � � * � � ! � � � & � � � � ' ) � � � � � � & � � # � " � � � �� � � � � � � � � � � � � � � � � � � � � $ � � $ � � � � � " � � � � � � � ! � � � � � � � � � � � � � � � � � � � � � � � � � # � � " " � � � � * � " " � �� � 0 � � � � � � � � � � � � � " � � � � � � � * � � � � � � � � ! � � � � � # � * � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � ) � � * / � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � # � � " � � ! � � � � � � � � � � � � � � � � " � � � � � � �& � � � � '1 2 3 4 5 6 7 8 2 6 4 9 : 3 4 5 ; 4 < = ; = > ? ? ? @ A B : C @ 2 6 D @
Bringing together over !"y years of experience and the latest research,
E F G H I F J F J H K H L M N O P K L Q F R S T U UV R L J W P F J Q X K Y F Z [ G H J V \ ] F H ^ [ R K _ F M K F R ` L R a L W K Y V R L b R [ c d W [ e H K X N [ J H G H I H L M L ` f Y F g L R W c ` L R a L W K Y h M G F I K c F M K \Ravi Ramaswami, Anna Gersh, Gina McGovern, & Tom Akiva
i S T U U f Y F g L R W c ` L R a L W K Y h M G F I K c F M K \ j e e E H b Y K I R F I F R G F J \ V [ R K I L ` K Y H I R F k L R K c [ X Q F l W L K F JL R W I F J [ I e L M b [ I K Y F [ W K Y L R I [ M J K Y F g L R W c ` L R a L W K Y h M G F I K c F M K [ R F R F P L b M H m F J \ n L k [ R K L ` K Y H Ik W Q e H P [ K H L M c [ X Q F R F k R L J W P F J L R K R [ M I c H K K F J ` L R P L c c F R P H [ e k W R k L I F I o H K Y L W K k R H L R k F R c H I I H L M` R L c K Y F g L R W c ` L R a L W K Y h M G F I K c F M K \g L R ` W R K Y F R H M ` L R c [ K H L M L R K L R F l W F I K k F R c H I I H L M I N k e F [ I F P L M K [ P K K Y F Z [ G H J V \ ] F H ^ [ R K _ F M K F R` L R a L W K Y V R L b R [ c d W [ e H K X [ K U S p V F [ R e q K R F F K N q W H K F r T U N a k I H e [ M K H N s H P Y H b [ M p t U u v \V Y L M F w v x p \ u r U \ r u T T \ y c [ H e w H M ` L z P X k l \ L R b \ ] F Q w o o o \ P X k l \ L R b
( � � & � � � � � � � " � � � � � � � � � � � � � � � � � � � # � � � � � � � � � � ! � � � � � � � ! � � � " " & � � � " � � � � � � � � � � � � � � � { � ! � | � � � � | � � � � � ) � � * � � � � � � � ( � � � � } � � � � � � � ~ � � � � � " � � � � � � " " � � � �� � � � � � � � � � � � � � � � | ' � � � � � " � � � ~ � � � � � { � ! � | � � � � � � � � � � � � � � � " � � � � � � � � � � � � � � * � � �" � � � � � � ! � � � � � � � � � � � " � � � � � � � � � � � � � � � � � � � � � � � � | � � � " � � � � � � � � � � � � ! � � � & � � � � � � * � � � ' ( � � � � � � * � � � � � � ! � � � � � � � { � ! � | � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � # &� � � � � � � - ' ) � � * � � � + � � � � � � � � � � � � � - � � ! � � � . � � " � � & � � � � � ! � � � � � � � � � � � � � � � � � � � & � � � � � � � " � � � � � � � � � � � " � � � � � � � � � � � � � � � � � � " & � � � � � � � � ) � � * / � � � � � � � � � � � '( � � � � � � � � � � � � � � � � ! � � � � � � � * � � � � � � � � � � � � � � � � � � � � " � � � # & � � � & � � � � " � � � ! � � � � - ') � � * � � � � � � � � " � � � � � " � � � � � � � ) � � � � � � � � * & - � � � � � � � * � � � � � � � � � � � � � � ) � " � � � $ � � " � � � � � �� � � � � � ( � � � � � � � � ( � � � * � � � � � " � � � � ) � " � � � $ � � " � � � � � � � � � � / � � � � � � � � � � � � � { � � � � � / � � &{ � � � � � � � + � � � " � � { � � � � � � � + � � � " � � | � � � � � / � � � � � � � � � � � � � � � � & � � � � � � '( � � ) � � * � � � + � � � � � � � " � " � � " � * � � � � � � � * � � � � � � * � � � � � � � � � � � � � � � � � � � � � � ! � � � � � !� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � # � � � ) � � � � � � � � � � � � � � � � � � � � � � � � � � � � ! � � � � � ! � � �� � � � � � " � � � � � � � � � � � � � � ! � � � " � � � � � ) � � * / � � � � � � � � � � � � � � � � � { � ! � | � � � � � � � � � � � � � "� � � � � � � � � � � � � � � � � � � � � � � � ! � � � " � � � � � � � � ! � � � , � � � � � '
Center for Youth
David P. Weikart
Program Quality
Acknowledgments
table of contents
Introduction 1
The Method 7
Extensions 17
In Your Program 27
Group Formers and Structures 35
Resources 65
2 | Send any comments about this guidebook or Method to: [email protected]
cooperativelearning
Learning please see pages 66-71.
1. Motivation.
2. Retention of Facts.
3. Academic Achievement.
4. Intergroup Relations.
The David P. Weikart Center for Youth Program Quality is a division of the Forum for Youth Investment 3
5. Individual Control.
6. Effects on High-Achieving Students
7. Effects on Shy/Introverted Students.
8 | Send any comments about this guidebook or Method to: [email protected]
overviewWhat is Cooperative Learning?
Why is Cooperative Learning important?
The Method
The David P. Weikart Center for Youth Program Quality is a division of the Forum for Youth Investment 21
Cooperative Learning in School vs. Out-of-School Time
time programs.
32 | Send any comments about this guidebook or Method to: [email protected]
15 - 20 minutes
The Method (pages 8-15) 10 - 15 minutes
Positive Interdependence (page 18) 15 - 20 minutes
Across Age Groups & Content Areas
(pages 22-23) 15 - 20 minutes
Group Formers (pages 36-49) 10 - 15 minutes
Group Structures (pages 50-64) 15 - 20 minutes
Research Review (pages 66-71) 20 - 30 minutes
Using the Guidebook Bring Cooperative Learning ideas into your staff meetings by using the materials in this
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Group Formers
Table of Contents for Group Formers:
The David P. Weikart Center for Youth Program Quality is a division of the Forum for Youth Investment 39
Famous trios
time Less than five minutes for a group
smaller than 18. For larger groups, it
could take a little more than five
minutes just because of the number
of different groups.
materials famous trio cards
adaptations You can certainly do famous duos or
foursomes as well.
group formers
what Form groups of three using sets of cards.
how to do it 1. (Before activity) Decide how many different groups you need and for each group,
create a set of cards that reflects a famous trio.
2. As you begin the activity, distribute one card to each participant.
3. Explain, “Your card contains one member of a famous trio. Find the other two
members of your trio to form groups of three for the next activity.”
4. Go around and make sure that groups are forming correctly.
examples Some possible famous trios:
- Red light, yellow light, green light
- Earth, Wind, Fire
- Scarecrow, Tin man, Lion
- Executive branch, legislative branch, judicial branch
- Peanut butter, jelly, bread
- Huey, Dewey, Louis
Famous Trios
50 | Send any comments about this guidebook or Method to: [email protected]
Group Structures
creative!
Table of Contents for Group Structures:
The David P. Weikart Center for Youth Program Quality is a division of the Forum for Youth Investment 53
� � � � � � � � � � � �� � � � � � � ¡ ¢ � � ¡ £ � ¡ �¤ � ¥ � ¡ ¦ § � � ¨ © � � © ¡ � � � � � ¨ � � ¡ § ª �¥ � � © � � � � § � � § � © � ¢ ª ¨ � � � ¦ § � � « � ¡¦ § � � ¨ � � « ¨ � � � � ¥ � § ¡ � « � � ¥ � � © � ¬
® � ¡ � � � � § � § � ¡ § � � � � § � ¯ ¡ � � � � � § ¡ � � ¨ � � ¨ � � � ª § ¡ § � � � ° § ¡ � ¡ � � © � � � � � � ¨ � ¯ � � � � ¡ ° � ¦ ª ¨ § � § ® � �° ¡ § � « ¡ § � � § « ¡ § � ¢ � � ¥ � ¨ � ¯ � � ª ¨ § � � � ¦ � ª � � ¨ § � � « ¡ § � � ¨ � ª ¨ § � � � � � � ¬± ¬ ² ³ ´ ´ µ ¶ · ´ ¸ ¹ º µ » ´ ¼ ½ ¹ µ º ¾ µ µ ¹ ´ ¿ ÀÁ À  µ à ¹ ¿ ½ ¹ Ä ¹ ½ ¾ Å Æ µ · ´ Ä ´ Æ ¾ ¿ · ¶ ¶ ¼ · ´ Æ ¶ Å ½ Å ½ ¹ µ º ¾ µ µ ¹ ´ ¿ Ç È É ¼ ¹ · ¹ ¿ Ê · ³ ¶ ¹ ¼ ¿ Å Ë ¶ Å ¿ ½ · ³ ¶ · ´ ¸ ¹ º´ ¿ Å µ ³ ¶ ¶ · ´ » ¶ Å µ ¶ Æ ¸ Å ¸ ¶ ¼ À Ì ³ ¶ µ ¶ Ä ´ Æ ¾ ¿ · ¶ ¶ ¼ µ ¼ ¶ Ë Å ¹ ¿ É ¹ · ³ · ³ ¶ ¹ ¼ ½ ¹ µ º ¾ µ µ ¹ ´ ¿ Ê ¼ ´ ¾ ¸ · ³ ¶¶ ¿ · ¹ ¼ ¶ · ¹ Ë ¶ Å ¿ ½ Å ¼ ¶ ¼ ¶ µ ¸ ´ ¿ µ ¹ Ç Æ ¶ » ´ ¼ ¼ ¶ ¸ ´ ¼ · ¹ ¿ Ê ´ ¾ · Å · · ³ ¶ ¶ ¿ ½ ÀÍ À Î ¶ Ë Å ¹ ¿ ¹ ¿ Ê È ´ ¾ · ³ µ ¹ Ê ¿ ¾ ¸ · ´ Ç ¶ ¹ ¿ Å ¿ ¹ ¿ ¹ · ¹ Å Æ ½ ¹ µ º ¾ µ µ ¹ ´ ¿ Ê ¼ ´ ¾ ¸ À  » · ¶ ¼ ¹ ¿ ¹ · ¹ Å Æ ½ ¹ µ º ¾ µ µ ¹ ´ ¿ ÏÅ Æ Æ ¿ ´ ¿ Ð Æ ¶ Å ½ ¶ ¼ µ Ë Å È ½ ¶ º ¹ ½ ¶ · ´ Ç ¶ º ´ Ë ¶ Å Ç ¾ · · ¶ ¼ » Æ È ´ ¼ Å Ç ¶ ¶ ÀÌ ³ ¶ » ´ Æ Æ ´ É ¹ ¿ Ê · ´ ¸ ¹ º µ Å ¼ ¶ ¸ ´ µ · ¶ ½ ÑÒ ¹ ¶ Æ ½ Ì ¼ ¹ ¸ ¹ ½ ¶ Å µ² Æ ¾ Ç ¹ ½ ¶ Å µ² ´ Ë Ë ¾ ¿ ¹ · È Ó ¶ ¼ Ä ¹ º ¶ ¹ ½ ¶ Å µÌ ³ ¼ ¶ ¶ È ´ ¾ · ³ Ä ´ Æ ¾ ¿ · ¶ ¶ ¼ · ´ Æ ¶ Å ½ Ï ´ ¿ ¶ » ´ ¼ ¶ Å º ³ ½ ¹ µ º ¾ µ µ ¹ ´ ¿ Ê ¼ ´ ¾ ¸ À Ì ³ ¶ ´ · ³ ¶ ¼ È ´ ¾ · ³ ¶ Ä ¶ ¿ Æ È ½ ¹ µ ¸ ¶ ¼ µ ¶· ³ ¶ Ë µ ¶ Æ Ä ¶ µ · ´ · ³ ¶ Ê ¼ ´ ¾ ¸ · ³ Å · ¹ ¿ · ¶ ¼ ¶ µ · µ · ³ ¶ Ë Ë ´ µ · À Ì ³ ¶ Ê ¼ ´ ¾ ¸ µ Ç ¼ Å ¹ ¿ µ · ´ ¼ Ë ¹ ½ ¶ Å µ Å ¿ ½ · ³ ¶ Æ ¶ Å ½ ¶ ¼¼ ¶ º ´ ¼ ½ µ ¼ ¶ µ ¸ ´ ¿ µ ¶ µ ´ ¿ ¶ Å µ ¶ Æ ¸ Å ¸ ¶ ¼ À » · ¶ ¼ Å Ç ´ ¾ · Ô Õ Ë ¹ ¿ ¾ · ¶ µ Ï · ³ ¶ Å ½ ¾ Æ · Å µ à µ · ³ ¶ Æ ¶ Å ½ ¶ ¼ µ Ö · ³ ¶ Ç ¶ ¶ µ × · ´ µ · Å È É ¹ · ³ · ³ ¶ ½ ¹ µ º ¾ µ µ ¹ ´ ¿ · ³ ¶ ȵ · Å ¼ · ¶ ½ Ï É ³ ¹ Æ ¶ · ³ ¶ ´ · ³ ¶ ¼ È ´ ¾ · ³ Ç ¶ º ´ Ë ¶ Ç ¾ · · ¶ ¼ » Æ ¹ ¶ µ Å ¿ ½ Ä ¹ µ ¹ · Å ¿ ´ · ³ ¶ ¼ Ê ¼ ´ ¾ ¸ ÀØ ³ ¶ ¿ Å Æ Æ · ³ ¶ Ç ¾ · · ¶ ¼ » Æ ¹ ¶ µ ³ Å Ä ¶ Æ Å ¿ ½ ¶ ½ Ï · ³ ¶ Ç ¶ ¶ µ µ ¾ Ë ¾ ¸ · ³ ¶ ½ ¹ µ º ¾ µ µ ¹ ´ ¿ · ³ Å · · ³ ¶ ¸ ¼ ¶ Ä ¹ ´ ¾ µ Ê ¼ ´ ¾ ¸³ Å ½ À
66 | Send any comments about this guidebook or Method to: [email protected]
Cooperative Learning: The Research
related to the Cooperative Learning method.
you because you see it differently.
I value that difference.
-Stephen Covey (2004)
a community of learning is
created in the classroom.
-P. J. Palmer (1993)
5 For more information on this and comparable lists of cooperative learning
principles, see Cohen, 1992; Balkcom, 1992; and Stevens & Slavin, 1995.
The David P. Weikart Center for Youth Program Quality is a division of the Forum for Youth Investment 67
Theoretical Foundations
Figure 1. Cooperative Learning Principles
Goal clarity
Facilitators have a set of academic and social goals
that they are able to clearly articulate to participants in
terms of specific roles (what each participant should do
to accomplish the goals), social emotional behaviors
(how participants are expected to perform those roles,
as well as behavior expectations), and learning
outcomes (the ultimate purpose of the task and a clear
idea of what the outcome should look like).
Individual
accountability &
positive
interdependence:
Each participant has an opportunity to make a
contribution to the ultimate goal and one participant
cannot accomplish the goal alone. Participants depend
upon one another to accomplish the shared goal.
Equal access to
information
Participants have equal opportunities to learn, with
equal access to necessary resources and equal time on
task.
Reflection
Participants have the opportunity to consider, as a
group, the cooperative learning process
From Johnson et al. (2000)
72 | Send any comments about this guidebook or Method to: [email protected]
Cooperative Learning
Active Learning,
Ask
Listen-Encourage
Voice and Choice
Cooperative Learning and the Active-Participatory Approach
Cooperative Learning and Other Youth Work Methods
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