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Cooperative Learning. Nothing new that is really interesting comes without collaboration. James Watson, Nobel Prize Winner. What is Cooperative Learning?.
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Cooperative Learning Nothing new that is really interesting comes without collaboration. James Watson, Nobel Prize Winner
What is Cooperative Learning? • It is an instructional arrangement that allows two to six students the opportunity to work together on a shared task in order to jointly construct their knowledge and understanding of the content. Fisher, Frey, & Everlove 2009
LEARNING PYRAMIDNational Training Laboratories, Bethel Maine 5% Lecture Average Retention Rate 10% Reading 20% Audio-Visual 30% Demonstration 50% Discussion Group 75% Practice By Doing 90% Teach Others/Immediate Use of Learning
Structure for Successful Instruction – Missing Collaboration Teacher Responsibility Whole Group - Model “I do it” Guided Instruction “We do it” “You do it alone” Independent Student Responsibility
Structure for Successful Instruction Teacher Responsibility Whole Group - Model “I do it” Guided Instruction “We do it” “You do it together” Collaboration “You do it alone” Independent Student Responsibility
When Learning Isn’t Occurring Teacher Responsibility Whole Group - Model “I do it” “You do it alone” Independent Student Responsibility
When Learning Isn’t Occurring Teacher Responsibility “You do it alone” Independent Student Responsibility
Why use Cooperative Learning? • Greater Efforts to Achieve • More Positive Relationships • Greater Psychological Health
Basic Elements to Ensure Cooperative Learning Positive Interdependence Face-to-Face Interaction Individual Accountability Interpersonal and Small Group Skills Group Processing
Positive Interdependence • Group goal of maximizing all members learning providing a purpose • Linked with each other in a way that one cannot succeed unless everyone succeeds • Clear tasks • Roles
“Cube it” along with “Down-and-Up” • Describe It • Analyze It • Apply It • Take a Stand • Reinvent It • Choose a Different Perspective
Jigsaw and Reciprocal Teaching Generate Questions Summarizing Content Clarifying Key Points Making Predictions
Individual & Group Accountability • Hold themselves and each other accountable for doing high quality work to achieve their mutual goals • Each member must be accountable for contributing his or her share of the work
Writing Frame In the story, ________________, the author creates a mood of _______. One of the ways he/she makes us feel ______ is by ___________________ Another way he/she creates this mood is by __________. For example, _____________________________. Most important, the mood of ________ makes the reader feel __________________As the story progresses, the characters in ___________ learn to ____________. As we read the story we learn to _____________ also.
In the story, Twilight, the author creates a mood of fascination and wonder. One of the ways he/she makes us feel fascinationis by talking about the forever living vampires.Another way he/she creates this mood is by adding super powers and speed to the amazing vampires. For example, Edward can read people’s minds. Most important, the mood of wonder makes the reader feel like there is so much more to ordinary people because you never know who might have extra to them. As the story progresses, the characters in Twilight learn toadapt to living in Forks. As we read the story we learn tokeep a sense of wonder as well.
Face-to-Face Promote Interaction • Work face-to-face to produce joint work products • Provide both academic and personal support • Do real work together and promote each other’ssuccess
CRISS • Read and Say Something - Draw • Read and Retell • Sticky Note Discussion • Picture Notes • Content Frames • Reflective Double Entry Journals
Interpersonal & Group Skills • Taught social skills are expected to be seen as students coordinate their efforts and achieve their goals. • Both task work and teamwork are emphasized • All members are responsible for providing leadership
Write down one thing the group did to encourage a student to participate • noting something a partner said that moved the work forward, • rating how well the group used a targeted skill or • identifying one thing the group could do better next time.
