Cooperative Learning

1. Cooperative Learning An old idea whose time has come!! We > I

2. George Jacobs • Email: gmjacobs@pacific.net.sg • Tel: 9-389-8360 • WWW: www.georgejacobs.net

3. Acknowledgements • CL Center, U. of Minnesota (USA) - www.clcrc.com • Success for All Foundation - www.successforall.net • Kagan Publications and Professional Development - www.KaganOnline.com

4. Write-Pair-Switch • Each S works alone to write answers (2 mins) • In pairs, Ss share answers (2 mins) • Ss switch partners & share their former partner’s ideas with their new partner (2 mins)

5. Questions • Name, subject, etc. • Experience with groups as S or T • Current knowledge about CL • Want to learn about CL • 2 questions of your own

6. How Can We Use Write-Pair-Switch? • Meeting new group members • Before lesson to discuss what Ss know about topic/remember from last lesson • During a lesson for Ss to practice concepts taught or to give their own ideas • Afterwards to discuss what they have learned & still need to learn

7. Write-Pair-Switch: Examples • Books read during USSR/Extensive Reading • How did you choose the book? • Is it fiction or non-fiction? • What did you like about the book? • What do you plan to read next?

8. Write-Pair-Switch: Examples • Plants • What plants do you know about? • How did you learn about them? • What plants are useful to you? How do you use them? • If you could grow a plant, which one would you grow? Why?

9. Write-Pair-Switch: Your Ideas • Level? Subject? Topic? • What questions? • How much time for each step? • Use questions without 1 right answer or that need an explanation of the entire answer

10. Outline • Potential advantages of groups • Problems with groups • Definition of CL • Dimensions of CL

11. Attention Signal • T claps - T’s hand raised • Ss’ hands raised, mouths closed, eyes on T • Ss alert classmates who do not see T’s hand raised

12. Quick, easy way to get Ss’ attention. The longer it takes to get Ss’ attention, the more time is lost.

13. RSPA • Raise hand • Stop talking • Pass signal • Attention to teacher

14. Circle of Speakers • 2 groups of 2 within each foursome • 1 gives an idea • 2 gives an idea • 1 gives another idea • 2 gives another idea • T calls on Ss to share partner’s ideas

15. Topic for Discussion • What are potential advantages of groups? Explain, please. 2: You’re full of good ideas! 1: You’re smart! I learned something from you.

16. Potential Advantages of Grps 1. Quantity of learner speech can increase

17. Maximum Peer Interaction • Small groups • Less whole-class reporting • How do Write-Pair-Switch and Circle of Speakers encourage Maximum Peer Interaction?

18. 2. Individualization can increase

19. Equal Opportunity to Participate • Does everyone have a structured chance to take part? • How do Write-Pair-Switch and Circle of Speakers encourage Equal Opportunity to Participate?

20. Potential Advantages cont. ... 3. Anxiety can be reduced 4. Thinking can increase

21. Individual Accountability • Each group member has to make a significant contribution to achieving the group's goal • How do Write-Pair-Switch and Circle of Speakers encourage Individual Accountability?

22. Potential Advantages cont. ... 5. Motivation can increase

23. Positive Interdependence • Do Ss feel that they sink or swim together? • Ss need to collaborate to achieve their goal? • How do Write-Pair-Switch and Circle of Speakers encourage Positive Interdependence?

24. 6. Enjoyment can increase

25. Potential Advantages cont. ... 7. Independence can increase 8. Social integration can increase

26. Potential Advantages cont. ... 9. Students can learn to collaborate

27. Collaborative Skills • Do students show that they know how to work together? • checking for understanding • disagreeing politely • asking for help • speaking with 15 cm voices • making suggestions • asking for repetition

28. 10. Learning can increase

29. How Can You Use Circle of Speakers? • What question or task will you give the pairs?

30. Circle of Speakers: Examples • 5 times table: 1 says 5 x 1 = 5; 2 - 5 x 2 = 10; 1 - 5 x 3 = 15, etc. • 1 says a present tense verb; 2 says the past tense form. Reverse roles. • Mammals: 1 says ‘rabbit’; 2 says ‘deer’; 1 says orangutan, etc.

31. Outline • Potential advantages of groups • Problems with groups

32. Circle of Writers • Groups of 2 • One partner is 1; Other is 2 • 1 and 2 write at the same time • They exchange papers, read what their partner wrote, & discuss • 1 & 2 share the other’s ideas with the class

33. Topic • Potential problems with groups • why the problem occurs • effects of the problem • experience with the consequences of the problem as S or T

34. Example • Problem: too much noise • Why: Ss get very excited • Effects: headache, other Ts complain • Experience: My Ss played a word game in groups. They were shouting and laughing. Later that day, another T told me I had disturbed her next door class.

35. 1: I enjoy working with you! • 2: _____________________!

36. Keep Up The Good Work But don’t ask me to help

37. Problems with Groups 1. Freeloading 2. Take-overs 3. Arguing

38. Problems cont. ... 4. Socializing 5. Crowd control 6. Furniture

39. Problems, cont. ... 7. Appearances 8. Ignorance 9. Coverage 10. Assessment

40. How Can We Use Circle of Writers? • During or after a lecture, CD-ROM, etc., Circle of Writers lets us assess students’ understanding • Variation: Ss can take turns to write • Circle of Writers and Circle of Speakers can be combined

41. Using Circle of Writers • What question or task will you give the pairs? How much time? • Use questions/tasks that promote discussion • Give prompts for questions to encourage fuller answer?

42. Circle of Writers: Example • What is one method of saving paper? • How does the method work? • Do you already do this? • Why does it save paper? • Can you convince other people to use this method?

43. Circle of Writers: Example • Describe one plant • Parts? • Habitat? • Its place in the web of life?

44. Outline • Potential advantages of groups • Problems with groups • Definition of CL

45. Focused Discussion Pairs (Johnson & Johnson, 1991)* • T asks a question - Ss work alone • Partners share answers with each other and try to improve them • All Ss need to be able to present and explain their new answer • T calls on Ss at random to share the answer their group developed • * Johnson, D.W., & Johnson, R.T. (1991).Cooperative learning lesson structures. Edina, MN: Interaction Book Company.

46. Task - Part 1 • Choose 1 problem with groups that does/would cause you difficulties • Explain why the one problem is important and give an example of the problem

47. Task - Part 2 • Take the problem you described in Part 1. • Think of ways to solve the problem. • Explain why you think your solutions will work. • Perhaps CL techniques can help.

48. Focus on Collaborative Skills • What is one thing a grp member did to help your group work together as a team? • Who did it? What did they say/do? • Be incredibly specific.

49. Collaborative Skills: Examples • Leong asked, “Please explain positive interdependence to me.” Asking for help • Azizah referred us to the two questions and gave examples. Giving examples • Renu said to me, “You always have good ideas. What do you think?” Encouraging others to participate

50. How can you use Focused Discussion Pairs?