Student-centered instructional Strategies

1. Student-centered instructional Strategies Quality teachers are facilitators: Help learners build their own Knowledge

2. Today • Cooperative learning … chap. 10 • Planning for instruction • Reflection/Reaction/Thinking/Meaning… • Other … • D.I. Lesson plan due today • Theory & practice draft paper due 10/24 • Please see both the grading rubric and syllabus p. 7 • A sample paper is uploaded • Fall Break on 10/17…class excused; Practicum on 10/19 • 10/24… Constructivism (Project) • Cooperative Learning …Chap. 10

3. Project • Read chap. 11 (Problem-based learning) & chap 12 (discussion) and do the following: • Identify a teaching project/lesson plan/activity/topics based on what you know about constructivism (Civil war, Writing, Biomes, wind energy, food groups, story telling, addiction) • As you prepare your project, use the knowledge gained from Chap. 11&12 to answer the following questions: • Why did you choose this project? • What is your (teacher’s) role? • What are the students’ roles? • What challenges do you think might arise? • What is your solution to expected challenges • How might this project influence your philosophy? • What else (Aha? Confusion?, etc) would you like to discuss?

4. Student-centered Instructional Strategies • Cooperative Learning, Group Learning, & Discussions • Constructivist theory • Inquiry/Problem-solving • Discovery learning • Experiments • Approach: • What is? • What’s the focus? • What’s the teacher’s role? • What’s the learner's role? • What are the benefits? • How is it structured? • How might it impact your philosophy/values?

5. Cooperative Learning • “Alone we can do so little, together we can do so much”….Helen Keller

6. COOPERATIVE LEARNING (p. 360…) • Non-competitive, student-centered approach that promotes achievement • Students work cooperatively in small teams (Not groups) to achieve a specific goal • Celebrates peer tutoring & rewards based on team performance • Celebrates, recognizes & rewards individual performance • A powerful, effective instructional method that is rarely used (Kindsvatter, at.el, 2004)

7. Cooperative Learning • Not a new phenomenon- humans always cooperated for survival • As a formal instructional strategy- Rooted in Greek history Theorists: • Jean Piaget– Cognitive Development (help of others) • Sensorimotor- 0-2, child learns about self and his/her environment through motor and reflex actions. Teaching should focus on sensorimotor system… frown, a stern or soothing voice -- • Preoperational:- 2-7, Applying new knowledge of language, using symbols to represent objects. Teaching should focus on fantasies • Concrete- 6-early adolescence, Abstract thinking and rational judgment. Teaching should give opportunity to ask questions and to explain his/her thinking.

8. Theorists • Piaget • Formal Operations, 15- 20, Stage of cognition. Learner is able to form hypothetical and deductive (general to specific) reasoning. Teaching should allow opportunities for many possibilities and different perspectives. • Lev Vygotsky- Zone of Proximal Development (ZPD).. P. 401 (Social Development) • John Dewey 1916 (Learning & Democracy) • David Johnson & Roger Johnson (Experiential Learning ) designed cooperative learning in the 1980s (Arends, R., 2012)

9. JOHN DEWEY John Dewey’s (1916) book: Democracy & Education Classroom should mirror larger society Classrooms should be laboratories for real life Democratic procedures and scientific processes Engage students in inquiry Problem solving in groups, searching for answers

10. INDIVIDUAL ABOVE WHOLE Industrial Model:1940s COMPITITION IN SCHOOLS “Schools as a machine, an industrial process not unlike an assembly line. Its purpose is to mass produce ‘factors of production’, well trained, obedient inputs that can be used in the manufacture of wealth”.

11. Herbert Thelen John Dewey’s disciple • Classrooms are miniature democracies • Thus Learners should • Learn social issues • Develop solutions to social issues • Group investigation increased learning • His work on group learning become the foundation for CL (p.362).

12. Johnson and Johnson Experiential Learning Three presumptions: People learn best when they are involved in learning process One has to discover knowledge Commitment to learning is best when one is free to set their own goals and pursue them

13. W. Edwards Deming Edwards Deming (Cody, Wyoming) Quality Theory…. Cooperation leads to quality (TQM)…Total Quality Management Improves American Production During WWII High Expectations, Group Work, Quality Control American Industry Declines his Effort Takes theory to Japan

14. COOPERATIVE LEARNING “I’m not afraid of storms for I’m learning to sail my ship.” ~ Louisa May Alcott~ American Author)

15. Setting for Cooperative learning P Face I. S. G/T Pigsface

16. PIGsFace (p. 380….) • Provide a specific plan to provide for: • P: Positive (Task) interdependence (Reasons to work as a team) • I: Individual accountability • G/T: Group (Team) Processing- Reflections • S: Social skills • Face: Face to face interaction

17. Distribution of work

18. Teacher’s decisions—ideal classroom • Love and Logic? • Children think for themselves, are responsible, and function effectively--- decisions, and consequences • Jim Fay, long-time teacher • Foster W. Cline, M.D., psychologist • Charles Fay, Ph.D., psychologist

19. Building Responsibility 1. Give a child a chance to act responsibly 2. Allow mistakes 3. Allow consequences, accompanied by empathy,

20. Three Basic Rules Use enforceable limits “only use practical consequences” Provide choices within limits Select choices that YOU like Apply consequences with empathy When a child forgets to wear a coat, say, “I'm so sorry that you're cold. How sad.” ~ “Bummer.” ~ “That stinks.” “I know.” ~ “I bet it feels that way.”

21. Enforceable Limits “I'll listen when your voice is as calm as mine.” “I grade papers that I can read.” “I respect you too much to argue.” I'll accept all papers that have your name at the top.” “This is such a bummer. I cased me to talk a lot. Now I don't have energy to help you prepare class party.”

22. Ideal Classroom- Glasser All human do is make Choices to meet their needs. Survival food, water and shelter Love and Belonging Power Want a say & personal responsibility Freedom Want choices Fun Want to be involved

23. Teaching approaches (p. 368..) • Teacher decides appropriate CL approach such as: • Student Teams Achievement Divisions • Teacher presents, students teach each other in home teams, then tested individually. Team score is based on individual student’s improvement • Think-Pair-Share • Individual thinking, then pair up, then share with whole class • Group Investigation • From a broad topic, students decide learning methods, then present to whole class

24. Teaching Approaches • Jigsaw 1 • Students given specific parts, become an expert by learning from others with similar assignment, return to home team to teach • Jigsaw 11 • Teacher assign a problem, students learn on their own, then share with team members, students are tested individually • Other (see Kagan & Kagan, 2006)

25. Approaches (Kagan & Kagan, 2006) • Mix-Pair-share: Pair with classmate to discuss question posed by teacher • Time-Pair Share: Partners take timed turns listening & sharing • RallyRobin: In pairs students alternate generating oral responses • RoundRobin: In teams, students take turns responding orally

26. Approaches • Think Write Round Robin: Students write individually then take turns to share orally in teams • All Write Consensus: In teams students take turns stating an answer. If there is consensus, all teammates write the answer. • Team Stand-N-Share: Teams stand to share their answers with the class

27. TEACHER’S ROLE IN C.L. (p.371…) • Considerably different from traditional roles. • A teacher is a facilitator and a resource person. • C.L. is not suitable for every lesson. Students need independence and competition

28. MAKES DECISIONS ABOUT: • What to teach and learning objectives • Types of teams based on task (p.369…) • Size of teams • Assign students to teams • Arrange the room to allow face to face interaction (p. 375) • Set rules (learning and feedback)..p. 380 • Assign roles..p. 378..

29. TASK • Set tasks and positive interdependence • Explain tasks • Teach basic concepts and skills • Structure positive interdependence • Structure individual accountability • Structure social skills • Explain criteria for success • Specify desired behaviors

30. MONITOR • Monitor and Intervene • Provide task assistance • Monitor student behavior • Closure to lesson

31. PROCESSING • Evaluate quantity and quality of learning (formatively and summertively) • Assess team functioning (ask them to list what they did well and what to improve) • Have teams share their projects, review important points, etc.) C.L. is not suitable for every lesson (Johnson & Johnson, 1987).

32. Research on the Benefits & Problems (p. 361 &388) • Higher achievement & increased retention • Use of H.O.T.S. & critical reasoning • Increased positive attitude about subject matter, school, learning, and school • Increased collaborative skills and attitudes • Increased academic benefits to children of color (Cultural incongruity between home and school cultures is hindrance to learning (Smith 1998) Culture! • What else?

33. Problems Noise level … this is productive noise Takes time (teachers & students) Chaotic– when used improperly Fear– teacher not being in-charge Opposition… students, school, & community Could hold back fast learners… plan well Increased student movement (Fenton, 1992)

34. Education • “Education is what survives when what has been learned is forgotten” ~ B.F. Skinner • How to ensure survival • Use a variety of strategies: Reading and reading, Thinking (metacognation) talking, reflecting, discussing, writing, acting or hands-on, practicing, re-visiting, KWL, etc.

35. Constructivism– Problem-based learning (chap. 11&12) What is constructivism?...p. 17, 205-206 &526 Theoretical support and teaching strategies consistent with constructivism … p. 399 What we need to know about problem-based learning….p. 396… Teacher & Students’ roles..p. 403 Discussions Promoting thinking skills… p. 429 The learning environment….p. 416… Other items in the rubric will be explored as we discuss the above

36. Project • Read chap. 11 (Problem-based learning) & chap 12 (discussion) and do the following: • Identify a teaching project/lesson plan/activity/topics based on what you know about constructivism (Civil war, Biomes, wind energy, food groups, story telling, addiction) • As you prepare your project, develop answers to the following questions: • Why did you choose this project? • What is your (teacher’s) role? • What are the students’ roles? • What challenges do you think might arise? • What is your solution to expected challenges • How might this project influence your philosophy? • What else (Aha? Confusion?, etc) would you like to discuss?