Introducing Middle School Students to Cooperative Learning …archive.brookespublishing.com/documents/thousand-65782.pdf · 2019-01-31 · cooperative learning J.S. Thousand Grade

Introducing Middle School Students to Cooperative Learning Groups: The Fishbowl Technique

Lesson name: Introduction to Authors: R.A. Villa and cooperative learning J.S. Thousand

Grade level: Middle school students Content area: Group dynamicsTime: 50 minutes

Many teachers wonder how to teach the social skills necessary for cooperative groups to be effective.Villa and Thousand (1987) developed this lesson as a demonstration for middle school teachers toobserve. Villa was the teacher for a group of 21 middle school students who volunteered to show theirteachers how they would behave in classrooms where cooperative learning was being practiced. The21 students filed into a classroom that was set up with desks in traditionally aligned rows. Their teach-ers were arranged in the back of the room to observe the instruction. The lesson began with a whole-class discussion that was followed by students working in pairs to answer four questions. Volunteersthen formed a cooperative group to accomplish a language arts assignment that was observed by theirclassmates and teachers. The lesson concluded with the entire class working as members of coopera-tive groups.

ACADEMIC OBJECTIVE

What are the prerequisiteskills?

What are the academicobjectives?

How do students demonstratethe academic objectives?

What are the criteria forsuccess?

What are the modifications forlearners with specialeducation needs?

Creativity and Collaborative Learning, Thousand, Villa, & Nevin, 2002 Paul H. BrookesPublishing Co., To order, call 1-800-638-3775, or visit www.brookespublishing.com

Be a member of the student body of the middle school.

1. Identify what has worked well and what has not worked wellwhen students worked in groups in the past.

2. Identify advantages of working in a group for students andteachers.

3. Identify skills needed to work in a cooperative group, explain whythe skills are needed, and give examples of each skill.

4. Identify examples of encouraging and sharing social skillsdemonstrated by a volunteer group of students.

After interviewing a classmate, each student contributes the class-mate’s ideas to the discussion. During the fishbowl demonstration ofa cooperative learning lesson, students work with a partner to com-plete a checklist, noting frequencies of cooperative skills.

For the whole class, at least six publicly shared statements related toeach of the four objectives are expected.

Several middle school students have attention-deficit/hyperactivitydisorders that interfere with their ability to focus. To increase their lis-tening skills, they are assigned to a study buddy. Their role with thestudy buddy is to “check for understanding”—to ask specific ques-tions related to the task, to assess understanding, and to answerquestions their buddy might have. In this way, they are given added

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How do learners with specialeducation needs demonstratethe academic objectives?

What are the criteria forsuccess for learners withspecial needs?

FACE-TO-FACE INTERACTION DECISIONS*

What is the group size?

How are students assigned togroups?

What is the roomarrangement?

STRUCTURING POSITIVE INTERDEPENDENCE*

What is the structure—a singleproduct, one group goal, or ashared outcome?

Are student roles assigned?

What are the other divisions oflabor besides roles?

How are materials arranged?

cognitive rehearsal of the material and they have a legitimate way ofasking for clarification. During this lesson, each member of the classis paired with a study buddy.

The students with special needs demonstrate the academic objec-tives in the same way as other students—by participating in the classdiscussion first by checking answers with his or her study buddy andthen by sharing answers with the whole class.

Each student with special needs offers at least one idea during thediscussion of advantages, skills needed for cooperative group work,and things that have and have not worked well in the past.

There are 21 students in the class. Five students volunteer to prac-tice in “fishbowl” fashion while the other 16 students observe.

Random selection of student volunteers

Desks are arranged in a circle of five desks with the other 16 studentsarranged in a semicircle for ease in listening to the volunteer group.

Members get the messages: “We sink or swim together,” “Do yourwork—we’re counting on you,” and, “How can I help you to do better?”

1. Study buddies generate a single set of brainstormed lists ofadvantages, skills needed for cooperative group work, and thingsthat have and have not worked well in the past.

2. Study buddies share these ideas during the whole-class discus-sion so that the class lists a set of brainstormed advantages,skills, and things that have and have not worked well in the past.

3. Study buddies complete an observation sheet during the fish-bowl demonstration.

Students watching the demonstration group are assigned study bud-dies to observe the cooperative skills being practiced in the demon-stration group. Students in the demonstration group are assignedcooperative behavior roles (encourager, sharer) as well as leadershiproles (observer, timekeeper, recorder).

None.

One paper containing the story is distributed to the demonstrationgroup. Each study buddy pair receives an observer sheet to record


Optional: What other ways topromote positiveinterdependence will beused—intergroup cooperation,intergroup competition,positive fantasy mission, oridentity interdependence (e.g.,group name)?

ESTABLISHING SOCIAL SKILL PERFORMANCE*

What are the social skillsobjectives?

How is the need for eachsocial skill communicated?

How are social skillsexplained, demonstrated, role-played, or practiced?

How are social skills assignedto group members?

SOCIAL SKILL PERFORMANCETeacher Monitoring and Intervention*

What is the process (how andwho) for monitoring groups?

What is the process forfeedback (how and who) togroups if social skills arebeing used?

What is the process forfeedback (how and who) togroups if social skills are notbeing used?

What collaboration problemsare anticipated?

their observations of cooperative behaviors shown by the demon-stration group.

None.

Students increase their knowledge and/or practice of the social skillsneeded for cooperative groups to work effectively.

During a class discussion, the teacher elicits from the students theirexperiences of working in groups in the past with a focus on whatworked well and what did not work well and why the skills areneeded, giving an example of each skill.

The volunteers are asked to model the behaviors of encouraging andsharing. During the fishbowl demonstration, the demonstration groupshows how encouraging and sharing ideas leads to a creative end-ing to a story.

The teacher assigns the social skills at random.

Monitoring occurs at three levels. The demonstration group has a stu-dent observer, classmates observe, and the teacher observes tomonitor how well the group members share, encourage, and practicetheir leadership roles.

The teacher stops the work at least once to offer specific feedback.

The teacher may ask the student observer to report to the group hisor her results and ask the group to remember to practice the socialskills of encouraging and sharing.

Lack of volunteers

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What are interventions toavoid or remedy theanticipated problems?

SOCIAL SKILL PERFORMANCEStudent Monitoring

What is the studentobserver(s) selection andtraining process (whatand who)?

How are social skillsmonitored?

Do students observe morethan one group?

Do students observe for anentire lesson?

How and when do studentsshare their observations?

STRUCTURING INDIVIDUAL ACCOUNTABILITY*

Are individual quizzesassigned?

Is there a random selection ofgroup members to answerquestions?

SETTING THE TASK

What is the process forexplanation of the academictask and criteria for success(when and who)?

Rules: When you feel like intervening, don’t. If you must intervene, doit with questions, not answers. Move away as soon as you can, evenif it is only 3 feet.

Have all students count off 1–4. Those with the number 4 becomethe demonstration group.

1. The teacher models for all students how to use the observationform when giving instructions to the volunteer group.

2. Study buddy pairs are assigned by the teacher.

3. The teacher selects randomly from the student volunteers onestudent to be a silent observer.

One student in the demonstration group monitors by completing theobservation form. Students observing the demonstration group com-plete the form with a partner.

No.

Yes.

At the completion of the demonstration, the teacher solicits com-ments randomly from study buddy pairs, and the observer in thedemonstration group reports his or her results.

No.

Study buddies are randomly called on to volunteer their observations.

The teacher leads a class discussion focusing on cooperation andgroup work. “How many of you have worked in groups that have beensuccessful?” (Acknowledge those who raise their hands or orally in-dicate they have.) “And how many of you have worked in groups thathave not worked so well?” (Acknowledge those who participate.)“Today we will focus on two key characteristics of what makes groups


INSTRUCTIONS FOR THE FISHBOWL DEMONSTRATION GROUP

successful—from Olympic champion teams to business teams to win-ning football teams—and we will start by making sure you are a win-ner! First, you will find your study buddy—the person who has achampionship badge that matches yours. Your job is to be a ‘checkerfor understanding’ with your buddy. Throughout this class session, Iwill stop every once in a while to ask you to ask your buddy if he orshe has any questions or ideas to contribute. Your job is to make surethat the question gets answered before we move on and to makesure that your buddy’s idea is heard by the class. Raise your buddy’shand now to show that you are partners.”

“Good! Now, please check with your buddy to find out three thingsthat have worked well and three things that have not worked well inthe groups in which you have been members. You have 3 minutes todo this, so work efficiently.” (Pause, circulate to listen to the buddies.)“Thank you. Now, let’s get your great ideas on the board. I’ll scribewhile you tell me what you have come up with. First, let’s hear fromthe buddy with the shortest hair.” (List as many ideas as you can inabout 3 minutes. Print on newsprint with two columns: Things thatWork Well and Things that Don’t Work Well.) “Thank you! This showsthat you all have some great experiences to build on. Now let’s findout from your buddy the advantages to working in groups for your-selves and for your teachers. I’ll give you 3 minutes to listen to eachother’s ideas.” (Pause, listen to buddies, and return in about 3 min-utes.) “Good work! Now let’s hear from the buddy with the longesthair and I’ll scribe as you tell me the results of your interviews.” (Listadvantages in two columns: Advantages to Learners and Advan-tages to Teachers.) “You have certainly identified some key ideas thateven executives in businesses have agreed are important for workersand their bosses as advantages for good group members. Now, let’ssee if we can practice what we are preaching.”

“Now, please ask your buddy to tell you what he or she thinks arethe important skills he or she needs to work in a cooperative group.Be specific and tell why the skill is needed. Think of at least two skills.”(Pause, listen to buddies, and return in about 3 minutes.) “You folksare really thinking up some great skills. Let’s get them on newsprintreal fast. This time let’s hear from the person who has on the wildestfootwear.” (List as many skills as you can and spot check for reasonswhy they named the skill.) “We’ll need five volunteers to show theclass how to practice two key roles—encouraging and sharing ideas—as they finish the ending to a short story.”

Select five students randomly and arrange them in a circle in thecenter of the room with the remaining students in a semicircle aroundthem in “fishbowl” fashion. Listen as they complete a short story. Fol-low the directions below.

“Thank you for agreeing to work as a group today. You will completeone paper that you will sign, indicating you agree with the ending to

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ROLE ASSIGNMENTS

DIRECTIONS FOR THE ACADEMIC TASK

STORY

the story that your group has created. Signatures indicate that youagree with the content of the sentences, the sequence of the sen-tences, and the grammatical accuracy. You will each receive the gradethat this story earns. You will receive an A for stories with at least threecomplete sentences in a logical sequence and with no grammaticalerrors; a B for stories with at least two complete sentences in a logi-cal sequence with three to five grammatical errors; a C for stories withone sentence and five to seven errors; and a D for less than onesentence. The group will be evaluated for completing the academictask in the assigned time and for practicing 1) the cooperative behav-iors of encouraging and sharing ideas and 2) the leadership behav-iors of timekeeper, recorder, and observer. If your classmates judgethat you have met these criteria, then they will give you a round ofapplause!”

Students count off 1–5: 1 serves as the recorder who writes downthe group’s sentences, 2 is the timekeeper who makes sure the taskis completed in the time allotted, 3 is the encourager who lets team-mates know their ideas are appreciated and invites contributionsfrom everyone, 4 is the observer who completes the cooperativeskills observation form and provides feedback to the group, and 5 isthe checker who checks to make sure everyone agrees and under-stands. Each student receives a job card that details each of theroles. The teacher asks each student to read his or her job card outloud. Students are encouraged to remember that they have two jobsto do: One is to practice the social skill of the role and the other jobis to thank their teammates when they also practice the role.

Read the following story. Brainstorm and record possible ending sen-tences. Select at least three sentences to finish the story. Agree ongrammar, punctuation, and sequence of the sentences. Record theselected sentences on the back of the page. Proofread the three sen-tences. Make sure all group members sign, indicating agreement withthe decisions.

The most unusual things happened to me during the last couple ofweeks of school. At the time I was a little nervous about what wasgoing on. Now, when I look back, a lot of it seems funny to me.

Directions to observer: Write the names of your group members inthe boxes numbered 1–5. Place a tally mark each time you observe


How are social skills andcriteria for success explained(when and who)?

CLOSURE AND PROCESSING*

What is the process forclosure (students summarizewhat they learned)?

What is the process forfeedback on academicperformance (how, who, andwhen)?

How are the teacher’sobservations shared?

What is the process forassessment of individual andgroup success in using socialskills (how and when)?

AFTER THE LESSON

How does the teacherevaluate the success of thelesson?

ANECDOTE

the cooperative skills. If you have time, jot down specific examples ofthe skills so you can share them later during group processing.

Encouraging and sharing are indications of groups that work well. Thebrainstormed list of what works well in successful groups is sure toyield both behaviors and the list of what does not work well is sure toyield their opposites (e.g., put-downs, not sharing). The teacher makesa point of connecting these skills to the students’ shared experiences.

At the end of the demonstration lesson, the teacher solicits commentsfrom the study buddies’ observations of the strengths and weak-nesses of the demonstration group members’ performance of the co-operative behaviors (encouraging, sharing) and leadership behaviors(observer, timekeeper, recorder).

The teacher comments on the grammatical accuracy of the story end-ing and the creativity of the ending itself.

Rule: Share negative comments in private and positive comments inpublic and private.

After the students have shared, the teacher shares his or herobservations.

The student observer shares results of the observation and makescomments about various team members’ participation. The studybuddies interview each other to find out what behaviors they ob-served. The teacher randomly calls on a student to report what his orher buddy observed. The teacher tries to show how the behaviors ofencouraging and sharing are correlated with the creative process.

The teacher checks to make sure the essential elements (markedby asterisks) of cooperative learning groups were completed. Theteacher schedules a series of classes in which students continue topractice working in cooperative groups.

The students in the fishbowl accomplished their task and receivedfeedback from their classmates and the teacher. Immediately follow-ing the lesson, the rest of the class was divided into cooperative

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REFERENCE

Villa, R., & Thousand, J. (1987). Cooperative group lesson plan. Unpublished manuscript developedas part of an in-service staff development activity for A.A. Kingston Middle School faculty (NewYork), Center for Developmental Disabilities, University of Vermont, Burlington.

groups, and the groups were assigned the same academic task,roles, and social behaviors as the fishbowl group. Each member ofthe fishbowl was an observer in the newly formed groups.

The teachers who observed and the students who participated inthe lesson reported that they enjoyed the lesson. The charts thatwere generated during the class discussion were used for lessonsthat were subsequently developed by the middle school teachers. Itwas clear that the students enjoyed being consulted about their ex-periences with group work and that they were committed to improv-ing the way they worked together.


About the Book

In today’s inclusive classrooms, teamwork between studentsand teachers has never been more important. Focusing on thepower of these partnerships, this book shows future teachershow collaborative learning successfully addresses the challengesof today’s hottest topics in education: multiculturalism, literacy,teacher success, behavior issues, access to the general curricu-lum, and more. They’ll get

• a theoretical overview explaining why collaborativelearning works in the classroom

• diverse perspectives on aspects of creative and collabo-rative programs, such as peer tutoring, small-grouplearning, conflict resolution, and community partner-ships

• step-by-step, research-based teaching strategies, case studies, and lesson plansteachers can use to foster teamwork in classrooms from preschool to secondaryschool

Order this book today, and help future educators implement this student-centered modelin their own classrooms.

Table of Contents

About the Editors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix

About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xix

For the Reader. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxi

Section I Toward Creativity and Collaborative Learning in the 21st CenturyToward Whole Schools: Building a Movement for Creativity and Collaborative Learning in the 21st CenturyJ. Michael Peterson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

1 Democratic Education and the Creation of a Loving and Just CommunityKathleen Kesson, Christopher J. Koliba, and Kate Paxton . . . . . . . . . . . . . . . . . 3

2 Families as Creative and Resourceful Collaborators in InclusiveSchoolingBarbara E. Buswell and C. Beth Schaffner . . . . . . . . . . . . . . . . . . . . . . . . . . 13

4 Building ConnectionsMary A. Falvey, Marsha S. Forest, Jack Pearpoint, and Richard L. Rosenberg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

5 Strategies for Creating Multicultural and Pluralistic Societies: A Mind Is a Wonderful Thing to DevelopGwendolyn C. Webb-Johnson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

6 Teaching for Liberation: Promising Practices from Critical PedagogyPaula Kluth, Rosario Diaz-Greenberg, Jacqueline S. Thousand, and Ann I. Nevin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

7 Access to the General Education Curriculum for All: The Universal Design ProcessAlice Udvari-Solner, Richard A. Villa, and Jacqueline S. Thousand. . . . . . . . . 85

Section II Perspectives on Creativity and Collaborative LearningCooperative Group Learning as a Form of CreativityAlice M.L. Quiocho . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

8 Problem-Solving Methods to Facilitate Inclusive EducationMichael F. Giangreco, Chigee J. Cloninger, Ruth E. Dennis, and Susan W. Edelman. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

9 Supporting Students with Troubling BehaviorRichard A. Villa, Jonathan Udis, and Jacqueline S. Thousand . . . . . . . . . . . . 135

10 Awareness Plans for Facilitating Creative ThinkingHerbert L. Leff, Jacqueline S. Thousand, Ann I. Nevin, and Alice M.L. Quiocho . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

11 Why Understanding the Theoretical Basis of Cooperative Learning Enhances Teaching SuccessFrank B. Murray . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175

12 Cooperative and Collaborative Learning: An Integrative PerspectiveNeil Davidson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

13 Ensuring Diversity Is Positive: Cooperative Community, Constructive Conflict, and Civic ValuesDavid W. Johnson and Roger T. Johnson . . . . . . . . . . . . . . . . . . . . . . . . . . . 197

14 Cooperative Learning and InclusionMara Sapon-Shevin, Barbara J. Ayres, and Janet Duncan . . . . . . . . . . . . . . . 209

15 Student Disruptions in the Cooperative Classroom: Experiences in a New Brunswick, Canada, School DistrictBrian Kelly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223

16 Using Peer Tutoring to Prevent Early Reading FailureKristen L. McMaster, Douglas Fuchs, and Lynn S. Fuchs . . . . . . . . . . . . . . . . 235

17 Partner Learning: The Power Source for Students, Schools, and CommunitiesMary E. McNeil and Antonette W. Hood . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247

Section III Putting Creativity and Collaborative Learning into Practice: Strategies and Lesson PlansCreativityAnn I. Nevin, Jacqueline S. Thousand, and Richard A. Villa . . . . . . . . . . . . . 267

18 Partner Learning SystemsLaurie LaPlant and Nadine Zane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271

19 The Role of Students in Resolving ConflictFred Schrumpf and Golie G. Jansen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283

20 One Divided by Two or More: Redefining the Role of a Cooperative Education TeamRichard A. Villa and Jacqueline S. Thousand . . . . . . . . . . . . . . . . . . . . . . . . 303

21 Cooperative Group Lesson PlansAnn I. Nevin, Jacqueline S. Thousand, and Richard A. Villa . . . . . . . . . . . . . 325

22 Creating and Supporting Peer Tutor Partnerships in Secondary SchoolsPamela J. Villalobos, Deborah Tweit-Hull, and Amie Wong . . . . . . . . . . . . . . 379

23 Creating and Supporting Peer Tutor Partnerships: Lesson PlansPamela J. Villalobos, Deborah Tweit-Hull, and Amie Wong . . . . . . . . . . . . . . 405

24 Empowering Secondary Students to Take the Lead: Training Activities to Promote Advocacy, Inclusion, and Social JusticePamela J. Villalobos, Lori Eshilian, and Jeff Moyer . . . . . . . . . . . . . . . . . . . . 431

Afterword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 465

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 467

About the Editors

Jacqueline S. Thousand, Ph.D., Professor, College of Education, California State Uni-versity–San Marcos, San Marcos, California 92069

Jacqueline S. Thousand is a professor and coordinator of special education teacher prepa-ration and graduate programs in the College of Education at California State University–SanMarcos (CSUSM). She joined the CSUSM faculty in 1996 after 15 years at the University ofVermont, where she directed inclusion facilitator and early childhood/special educationgraduate and postgraduate programs and coordinated several federal grants. These initia-tives focused on the inclusion of students with disabilities in local school and communityenvironments. Dr. Thousand is a well-known national and international teacher, author,systems change consultant, and disability rights and inclusive education advocate. She hasauthored numerous books, research articles, and chapters on issues related to inclusiveschooling, organizational change strategies, universal design of curriculum and instruction,student self-determination, collaborative teaming processes, creative problem solving, dis-cipline with dignity, and critical pedagogy. She is actively involved in international teachereducation and inclusive education endeavors and serves on the editorial and advisoryboards of several national and international journals and professional organizations.

Richard A. Villa, Ed.D., President, Bayridge Consortium, 767 Pebble Beach Drive, SanMarcos, California 92069

Richard A. Villa is a renowned educational consultant and motivational speaker who haspresented at numerous national and international conferences. He is known for his ex-tensive knowledge in organizational change and his enthusiastic, inspirational, and hu-morous presentation style. Dr. Villa has worked with hundreds of thousands of teachers,administrators, families, university faculty, and state and national governmental and non-governmental agencies throughout the United States of America and the world to developand implement organizational and instructional support systems for educating all studentswithin general education. Dr. Villa is an adjunct faculty member at California State Uni-versity–San Marcos. He has been a middle school and high school teacher, a special edu-cator, a special education coordinator, a pupil personnel services director, and a director ofinstructional services. Dr. Villa has authored five books and more than 75 chapters andarticles regarding inclusive education and has created videos on collaborative teaming andco-teaching.

Ann I. Nevin, Ph.D., Professor, College of Education, Arizona State University–West,Phoenix, Arizona 85069

Ann I. Nevin earned her doctoral degree in educational psychology in 1970 from the Uni-versity of Minnesota with Maynard C. Reynolds, one of the pioneers of the mainstream-ing movement. As a scholar and teacher, Dr. Nevin is passionately committed to discoveringwhat educators, parents, advocates, and students can use to improve academic and socialsuccess of students who are difficult to teach. Since 1968, she has been involved inuniversity-level experimental teacher education programs (e.g., in 1969, she collaboratedin the development and evaluation of the Vermont Consulting Teacher Program; since1979, she worked with consulting teachers to replicate the Johnson and Johnson cooper-

ative group learning model for students with special needs). Since 2000, she has collabo-rated with public school administrators and mentor teachers to empower special educa-tion interns to teach self-determination skills and student-led individualized educationprograms within the K–12 curriculum. Most recently, Dr. Nevin collaborated with tech-nology experts, continuing education programs, and various interdisciplinary faculty tocreate, implement, evaluate, and redesign graduate-level classes in special education forteachers to learn entirely over the Internet.

About the Workshop

Brookes on Location: Customized Professional Development connects the people who use Brookes’books with the authors who write them. Form more information, visit our web site: http://www.brookespub-lishing.com/onlocation/

Seminar Title: Empowering Students and Teachers Through Creativity and CollaborativeLearning

Speaker: Richard A. Villa is President of Bayridge Consortium, Inc., in San Marcos, Cali-fornia. His primary field of expertise is the development of administrative and instructionalsupport systems for educating all students within general education settings. Dr. Villa isrecognized as an educational leader with the commitment, technical, and interpersonalskills to inspire and work collaboratively with others in order to implement current andemerging exemplary educational practices. Children with intensive cognitive, physical,and emotional challenges have been included as full members of the general educationcommunity in the school districts where he has worked and with which he has consulted.Dr. Villa has been a classroom teacher, special education administrator, pupil personnelservices director, and director of instructional services. He has presented at international,national and state educational conferences and has provided technical assistance to theUnited States, Canadian, Vietnamese and Honduran Departments of Education, and toUniversity personnel, public school systems, and parent and advocacy organizations. Dr.Villa has authored 4 books and over 70 articles and chapters and is known for his enthu-siastic, humorous style of presenting.

Required Book(s) or Materials: Creativity and Collaborative Learning: The Practical Guide toEmpowering Students, Teachers, and Families, Second Edition

Who Will Benefit from this Seminar: teachers in inclusive classrooms, general educa-tion, or special education; school administrators; and other faculty members working withstudents with special needs or challenging behavior

Seminar Length: 1–10 days

Number of Participants: 20 or more

Seminar Description: Dr. Villa guides school personnel through different strategies of creativity and collabora-tion for helping all students (and teachers, administrators, and faculty members) reachtheir potential in inclusive classrooms. Seminars can be built from the workshops listedbelow. Combinations of shorter workshops provide an excellent introduction to differenttopics, and longer sessions allow for more active audience involvement, additional studentexamples, and time for questions and answers.

Exchanging Dissonance for Harmony: Creative Responses to Students Experi-encing Behavioral and Emotional ChallengesParticipants will explore the relationship between theories of motivation, communication,and student behavior. They’ll learn to distinguish between punishment and discipline, and

examine assumptions underlying discipline systems. The workshop highlights a constella-tion of supports and services for meeting the needs of learners who experience behavioraland emotional challenges. Length: 2 to 6 hours. A 2-day guided practice is also availableto school teams.

Diversified InclusionParticipants will explore whole class, group, and individualized instructional strategiesdesigned to meet the needs of a diverse student body. Topics include approaches to differ-entiating the content students learn, the process through which they learn it, and howthey demonstrate what they have learned. Length: 1-1/2 to 3 hours.

Accommodations & ModificationsParticipants will acquire skills in developing accommodations and modifications to cur-riculum, instruction, and assessment for learners who experience mild, moderate, andsevere challenges. Length: 1-1/2 to 6 hours.

Cooperative Group LearningParticipants will experience the three learning/goal structures—competitive, individualis-tic and cooperative—that teachers can use to facilitate student learning. They will alsolearn the critical elements of the model of cooperative group learning developed by Davidand Roger Johnson, and explore the role of the teacher in establishing cooperative groups.Length: 3 hours to 3 days. In 1-day (6-hour) workshops, participants will review modellesson plans and work in groups to devise cooperative group lesson plans. In 2-day work-shops, participants will also develop lesson plans that include accommodations for learn-ers of differing abilities. This workshop may be extended to 5 days so that participants havemultiple opportunities to design, deliver, and evaluate cooperative lessons, and to receivedirect observational feedback and coaching from the instructor.

Partner Learning SystemsParticipants will develop an understanding of the benefits of partner learning systems fortutors, tutees, and instructional management personnel. Successful examples of partnerlearning systems will be shared. In addition, the participants will develop a plan for recruit-ing, preparing, and supervising peer tutors. Length: 1-1/2 to 3 hours.

Guided Practice in Creative Solution FindingParticipants will become familiar with the barriers to creativity, strategies for enhancingcreativity, and creative solution-finding formats that can be applied to solve individual orsystems-level challenges. Length: 2 to 6 hours.

Accessing the General Education CurriculumParticipants will discover strategies for facilitating access to the core curriculum and exam-ine access issues related to assessment, curriculum development and the process of learn-ing. This seminar also draws from Restructuring for Caring and Effective Education.Length: 3 to 6 hours.

Student Empowerment Participants will explore ways in which students can collaborate with adults to meet theneeds of a heterogeneous student body. Topics include the student’s role in instruction(e.g., cooperative group learning, partner learning, and team teaching), student involve-ment in advocacy for self and others (e.g., peer advocates in IEP and transition planningmeetings, peer mediators, peer buddy systems, and Circles of Friends), and student-cen-tered decision making (e.g., having students set classroom and school rules, provide feed-

back to teachers and administrators, and join school committees such as the school board).This seminar also draws from Restructuring for Caring and Effective Education. Length 1-1/2 to 3 hours.

Bonus: Dr. Villa can supplement his presentations with two new videos, CollaborativePlanning and Collaborative Teaching, which address the importance of adult collaborationto successful inclusive education. The videos explore the collaborative process and look atthe four main models of collaborative teaching: supportive, parallel, complementary, andteam teaching.

Customize It! Build your own seminar from the workshops listed above. Combine work-shops to create a program as short as 1 day or as long as 2 weeks! Six hours represent a fullday, and 1-1/2- or 2-hour workshops can be added as an evening program. These work-shops can also be combined with workshops listed for the seminar “Creating and Main-taining Inclusive Schools.” Have another idea? Tell us about it, and we’ll do our best tocustomize this seminar to your needs!

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Introducing Middle School Students to Cooperative Learning …archive.brookespublishing.com/documents/thousand-65782.pdf · 2019-01-31 · cooperative learning J.S. Thousand Grade