1 / 18

Cooperative

Getting students to do anything active (individually or in groups). Getting students to work in pairs or groups. Getting students to work together in a structured group activity that meets specified criteria. Common Terms to Describe Student-Centered Learning. Active.

prieto
Download Presentation

Cooperative

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Getting students to do anything active (individually or in groups) Getting students to work in pairs or groups Getting students to work together in a structured group activity that meets specified criteria Common Terms to Describe Student-Centered Learning Active Collaborative Cooperative + Inductive learning: Start with problems, then teach solution methods (PBL, inquiry,…)

  2. Active Learning Structures

  3. In-Class Teams Form teams of 2-4, choose recorders. Give teams 30 seconds--5 minutes to • Recall prior material • Answer a question • Start a problem solution • Work out next step in a derivation • Think of an example or application

  4. Figure out why a given result may be wrong • Brainstorm (object is quantity, not quality) • Generate a question • Summarize a lecture Collect some or all answers, calling on several individuals first. This always works, regardless of class size.

  5. Think-pair-share Students think of answers individually, then form pairs to synthesize response. Pairs share responses. More time-consuming, more instructive than immediate group work.

  6. Cooperative Note-Taking Pairs At several points in the lecture, pairs summarize & compare what they have in their notes. Goal: More accurate & complete notes. Especially helpful in courses where students need note-taking support.

  7. Guided Reciprocal Peer Questioning • Each student prepares questions on the lecture or reading using high-level generic question stems. Examples: • What is the main idea of ___? • What conclusions can I draw about ___? • What is the difference between __ & __? • How are ___ and ___ similar? • How does ___ affect ___? • What is a new example of ___? ?

  8. ? • What if ___? • Explain why… • Explain how… • How would I use ___ to ___? • In class, groups of 3-4 students take turns answering their questions. • Whole class comes together to discuss unanswered or interesting questions.

  9. Minute Paper • Stop the lecture with two minutes to go. Ask students to write 1. the main point(s) 2. the muddiest (least clear) point(s) Collect the papers. Use responses to plan the next lecture.

  10. We hold these truths to be self-evident CW • If I get students actively involved in class, ____________ • I’ll never cover the syllabus. • I’ll lose control of the class. • The students will complain that I’m not teaching them • Some of the students will refuse to participate

  11. TAPPS (Thinking-Aloud Pair Problem Solving) • Students in pairs (dyads)--one explainer (or problem solver), one questioner • Explainer talks through solution. Questioner questions, prompts, gives clues. • Instructor asks questions to make sure everyone is together. • Pairs reverse roles and continue. Time-consuming, but powerful.

  12. Why do it? • Let Reeves Anderson explain it.

  13. TAPPS (Thinking-Aloud Pair Problem Solving) • Get students in pairs (dyads)--one explainer (or problem solver), one questioner. • Give students initial task, get them started. Explainer talks through solution. Questioner questions, prompts, gives clues. Demonstration(3)

  14. Instructor asks questions to make sure everyone is together. Pairs reverse roles and continue. Demonstration(3) • Instructor interacts with groups during activities, imbeds teaching between them. Demonstration(2) • Students sometimes work on high-level questions. Demonstration(1)

  15. Some students may initially resist, but most eventually see the benefits for themselves. Interviews(3)

  16. Implementing Active Learning • Explain what you’re doing and why • Call randomly on individuals to report first, then ask for volunteers • Keep exercises short (30 sec – 3 min) • Vary format (pairs, groups, think-pair-share, intervals between exercises) • Put some course material on handouts, leave gaps & insert questions. Use time saved to do more active learning.

  17. What might happen if you start using active learning? • Initial awkwardness (the students & you), noncompliance • Rapidly increasing comfort level except for a few students who remain resistant • Much higher levels of energy & participation • More & better questions and answers • Improved class attendance • Greater learning

More Related