Cooperative Learning

Cooperative Learning AN OVERVIEW BY MARIANNE KENNEY, SECONDARY SOCIAL STUDIES INSTRUCTIONAL SPECIALIST CREATED FOR MONTBELLO HIGH SCHOOL March 9, 2009

Today’s Goals: By the end of our time together we have: • Engaged in a study of cooperative learning • Explore the benefits for students • Practice several cooperative learning methods to use in your classroom

Cooperative Learning Think – Pair - Share What is it?

Cooperative LearningWhat is it? Cooperative learning is a successful teaching strategy in which small teams, each with students of varying abilities us a variety of learningactivities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught, but also for helping teammates learn, thus creating an atmosphere of schievement.

Important Management Technique: Quiet Signal Qualities of a Good Signal Students can SEE it from anywhere in the room Students can HEAR it when they are interacting with their team It’s not overly annoying Students can spread the quiet signal to others Room should be quiet in 3 to 5 seconds. Examples of Quiet Signals Teacher hold up hand Teacher claps twice Teacher taps chimes or xylophone Teachers turns the lights on and off quickly

A statement is announced and students take a stand on an imaginary line which stretches from one end of the room to the other Students line up without talking Students listen to similar points of view (those standing next to them in line) Value line is folded, and then they play “Talking Chips” or another communication skill structure. Examples: Agree/Disagree/which would you rather be/birthdays/heights/alphabetical order Ideas for my class? Value Lines

Value Line Agree or Disagree: I use cooperative learning in my classroom. 10 = all the time 1 = not at all

Values Line Social Studies examples: The killing of innocents is never justified The United States made the correct decision in dropping the bomb on Nagasaki. The bombing of Dresden was an act of terrorism.

Talking Chips Each student has one “talking chip.” Students place their chip in the center of the team table each time they talk. Students can speak in any order, but cannot speak a second time until all chips are in the center. When all the chips have been placed (everyone has spoken), the chips are all collected and anyone in any order can speak again. When groups complete task they high 5. Ideas for my class?

Talking Chips Discuss your personal experiences with cooperative learning from the perspective of a student. What worked for you to aid your learning? What hindered you or served as a barrier to your learning?

Benefits for Students Traditional Only one task emphasized Socialskills assumed and ignored Teacher ignores or assumes group functioning No group process No interdependence Homogeneous No individual accountability One appointed leader Responsibility only for self Cooperative Task and maintenance emphasized Social skills taught Teacher observes and intervenes Group process their effectiveness Positive interdependence Heterogeneous Individual accountability Shared leadership Shared responsibility for each other

How Do I Assure Positive Interdependence Model group behavior Give students precise verbiage to use Practice, practice, practice

Rallyrobin Students form pairs within the team and take turns with their partner or listing ideas back and forth After set time have pairs share and compare as a group. Ideas for my classroom

Rallyrobin What is one important point you want to remember from the information that was just presented? What are some of things you can use from this presentation? Ask you partner a pop quiz question about what you have just learned

How Do I Assure Individual Accountability? Create smaller group sizes. Give individual assessments. Periodically check for understanding – student reports for another’s point of view Observe groups and record progress and contributions Ask groups to assess team performance.

How can you build accountability? • One set of answers for a group • One worksheet • Jigsaw materials • One set of materials/tools to share • Different colored pens • Same grade Without positive interdependence there is no motivation to cooperate

More on accountability • Use signatures • Spot check student work • Randomly call on students • Different colored pens The message is: 1. You must do your fair share of the work. • You must master the material being learned. • You will be held accountable for your share of the work and mastering the learning

Be Explicit • Explain the academic task and learning objectives • Structure Positive Goal Interdependence • Structure Individual Accountability • Structure Inter-group Cooperation Social skills • Role play what “listening” is and is not • Discuss how it feels to be ignored or not listened

Time Activities • Intentionally structure time • Stick to it • Use a kitchen timer in class

Numbered Heads Together Teacher has students number off in their group. The teacher poses a question. Students put heads together Teacher calls time and spins to see which team member will answer the question. Team member that answers cannot have any help from team mates. Ideas for my classroom?

Numbered Heads Together Explain what the following people, places or events have in common. Napoleon Bonaparte Adolf Hitler Mao Tse-Tung Saparurat Niyazov Kim Jong Il Saddam Hussein

And the answer is… All of these are leaders who have used propaganda and the media to create cult of personalities, to gain or maintain power.

Numbered Heads Together Explain what the following people, places or events have in common. The requirement that South African blacks carry passes. The encomienda system in colonial Latin America. Ukrainian collectives under Josef Stalin. Mao’s Cultural Revolution in China.

And the answer is… All are ways that one group ( a minority) dominated and/or subjugated another group (the masses) in order to keep control and power.

Numbered Heads Together Explain what the following people, places or events have in common. The Hutu and Tutsi after the Rwandan genocide. The Union and Confederacy after the American Civil War. East and West Germany after the fall of the Berlin Wall. Serbs and Croats after Slobodan Milosevic. Red and Blue states after the 2000 election.

And the answer is… These time periods all demonstrate the difficulties involved in reuniting after a bitter conflict because of long-standing hatred, mistrust or abuse.

Show Down Teacher reads a question Students write answer on white boards making sure no one else sees their answer. Teacher announces “Show Down.” Students compare answers and make sure everyone in the group has the right answer. When groups complete task they celebrate with a high 5.

Show Down Explain what the following people, places or events have in common. Kashmir Palestine Tibet Former Yugoslavia

And the answer is… In all these places, long-standing conflicts occurred over land with strong cultural, ethnic and/or religious meaning.

Show Down Explain what the following people, places or events have in common. The Byzantine Empire Mesopotamia Ancient Rome Ancient Greece Egypt Jamestown

And the answer is… These are all examples that demonstrate how geographic location and advantage can contribute to the success and longevity of a civilization.

How Do IAssure Equal Participation and Simultaneous Interaction Questions to Ask Equal Participation: How equal is the participation? Simultaneous Interaction: what percentage of the class are active participants in any one moment

Inside-Outside Circle Discuss with your partner what you found valuable about today’s workshop.

Inside-Outside Circle What structure are you going to try this week and how are you going to use it?

Remember If you are not having fun, neither is anybody else! Use cooperative learning structures to turn your teaching into fun and active learning.

Cooperative Learning “What children can do together today, they can do alone tomorrow.” Vygotsky

Cooperative Learning