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It’s a Race…

It’s a Race…. In a clear space in the room, find four other colleagues, form a group of five, and call out to a leader when you’re in the group. You’ll get your instructions at that point. Hint: the quicker you make your group, the more time you’ll have to prepare for the race.

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It’s a Race…

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  1. It’s a Race… • In a clear space in the room, find four other colleagues, form a group of five, and call out to a leader when you’re in the group. You’ll get your instructions at that point. • Hint: the quicker you make your group, the more time you’ll have to prepare for the race.

  2. Cooperative Learning When students interact, everyone learns more New Teacher Inservice August 12, 2009 Presented by Gwen Steele gsteele@lwisd.org and Debbie Kerrigan dkerrigan@lwisd.org

  3. Cooperative Learning “Tell me, and I’ll forget Show me, and I may understand Involve me, and I will remember.” --Chinese proverb

  4. What will you learn about learning groups in this session? OUR LEARNING OBJECTIVE • Reasons for using cooperative learning • Five components of cooperative learning • Teachers’ responsibilities • Students’ responsibilities • Cooperative learning instructional methods

  5. What is cooperative learning? “Cooperative learning refers to a set of instructional strategies which include cooperative student-to-studentinteraction over subject matter as an integral part of the learning process. (Kagan 4:1).”

  6. Why use cooperative learning? • Creates positive interdependence among students • Increases productivity • Improved academic achievement • Develops critical thinking skills (problem solving, analyzing, planning, collecting data) • Motivates • Develops interpersonal and intrapersonal skills (compassion, understanding, relationships, acceptance, etc.) • Improves self-esteem • Teaches sharing and working together for the common good.

  7. Why use cooperative learning, part II… “Because cooperative teamwork, interaction, and communication will characterize the work place of the future, it is imperative that classrooms include not only individualistic and competitive interaction, but also cooperative interaction” (Kagan 2:2) ELAR TEKS: 6.28  Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement. ELPS:3 Cross-curricular second language acquisition/speaking. The student is expected to: (E)  share information in cooperative learning interactions;

  8. ENGAGE NOTE: 1 Day = 50 minutes Suggested time: Day 1 1. Divide the class into groups of 3-4 students. Give each group one news article on a science lab accident. Assign a group leader, recorder, and reporter. Tell groups to scan the article and determine the following: • What was the accident? • How did it happen? • What were the injuries? • What safety precautions could have prevented or lessened the effects of the accident? 2. Once the groups have completed their discussion, have each group recorder share their findings with the class. EXPLORE/EXPLAIN/ELABORATE Suggested time: Day 1 1. Divide the students into groups of 2 or 3. 2. Give each student a copy of the handout: Lab Classroom Scavenger Hunt. 3. Tell the students that their teams have 15 minutes to walk around the room and fill in the handout about the safety equipment in the room. 4. Have the students all return to their seats. Ask: • Who found 5 things on their hunt? • Who found 10 things on their hunt? 5. Have volunteers pick one piece of equipment to discuss with the class and show where it is located in the room. CSCOPE BIOLOGY LESSON, UNIT 1, DAY 1 (Lab Safety)

  9. Cooperation: a balancing act

  10. Five basic components of cooperative learning • Positive interdependence • Face-to-face interaction • Individual accountability • Interpersonal and small group skills • Group processing

  11. Implementation of Cooperative Learning: teacher responsibilities • Decide: learning methods, size of group, assignment of students, arrangement of classroom, instructional materials, and assignment of roles. • Set tasks and positive interdependence: explain the task, the criteria for success, and desired student behaviors. • Monitor and intervene: provide task assistance and monitor behavior. Do NOT direct groups, check and monitor them. • Evaluate and process: provide feedback during group work, ask questions that reflect and extend experiences.

  12. Individual student responsibilities(these should be taught and modeled) • Try – improvement counts • Ask – requesting help, clarification from teammates • Give help – to teammates, classmates, the teacher • Extend courtesy – request, praise, encourage (no put downs) • Fill your role: checker, praiser/encourager, recorder, taskmaster, gatekeeper, gofer, reporter

  13. Team responsibilities • Solve your own problems • Team questions only • Consult with other teams and the teacher • Help teammates, other teams, the teacher (if asked) • Listen

  14. Two rules for students when functioning in groups… • You are responsible for your own work and behavior • You must be willing to help any group member who asks

  15. “If we don’t all row, the boat won’t go.” --unknown

  16. Resources • List of and descriptions of cooperative learning instructional methods • Teacher checklist • Guidelines for implementation of cooperative learning • List of technology resources for cooperative learning

  17. Bibliography • International Center for Leadership in Education, Inc., 2000 Instructional Strategies: How to Teach for Rigor and Relevance, Teacher Handbook • Great Expectations, 2007 Methodology Handbook • http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Cooperative_Learning.html • COOPERATIVE LEARNING IN THE SECONDARY SCHOOL  . http://www.ncbe.gwu.edu/ncbepubs/pigs/pig12.htm • Cooperative Learning & Mathematics http://users.anderson.edu/~roebuck/coop.html • Jim Cooper. http://www.csudh.edu/SOE/cl_network • SMALL-GROUP INSTRUCTION: AN ANNOTATED BIBLIOGRAPHY OF SCIENCE, MATHEMATICS, ENGINEERING AND TECHNOLOGY RESOURCES IN HIGHER EDUCATION, 1997 by James Cooper and Pamela Robinson http://www.wcer.wisc.edu/nise/cl1Cooperative Learning, from the U.S. Department of Education, offers valuable resources and references on cooperative learning. • http://www.ed.gov/pubs/OR/ConsumerGuides/cooplear.html

  18. “Many earnest persons, who have found direct education for themselves fruitless and unprofitable, declare that they first began to learn when they began to teach, and that in the education of others they discovered the secret of their own.” --Gamaliel Bradford

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