The Cooperative Thinking Strategies Series 2006 The University of Kansas

1. Teamwork StrategyProfessional Developer’s developed by D. Sue Vernon, Donald D. Deshler, and Jean B. Schumaker The Cooperative Thinking Strategies Series 2006 The University of Kansas Center for Research on Learning Lawrence, Kansas

2. An environment in which students work together to facilitate learning Characteristics Learning Communitywithin a classroom Outcomes that are produced are superior to what can be created by individuals All members are encouraged to perform at their best Individuals feel empowered University of Kansas Center for Research on Learning 2006

3. Essential Components of Cooperative Learning Groups Positive Interdependence Students depend upon one another. They are linked through goals, rewards, resources, and/or roles within the group. Face-to-face Promotive Interaction Interactions among students promote each other’s learning and success Johnson, D.W., Johnson, R.T., & Holubec, E.J. (1990). Circles of Learning: Cooperation in the Classroom (Third Edition). Interaction Book Co., Edina, MN 55435 University of Kansas Center for Research on Learning 2006

4. Essential Components of Cooperative Learning Groups Individual Accountability The performance of each student is assessed and the results given back to the group and the individual Interpersonal and Small Group Skills Students learn to trust each other, communicate accurately, accept and support each other, and resolve conflicts constructively Johnson, D.W., Johnson, R.T., & Holubec, E.J. (1990). Circles of Learning: Cooperation in the Classroom (Third Edition). Interaction Book Co., Edina, MN 55435 University of Kansas Center for Research on Learning 2006

5. Essential Components of Cooperative Learning Groups Group Processing Students evaluate how they work together so that they can clarify and improve the effectiveness of the members in contributing to the collaborative efforts to achieve the group’s goals. Johnson, D.W., Johnson, R.T., & Holubec, E.J. (1990). Circles of Learning: Cooperation in the Classroom (Third Edition). Interaction Book Co., Edina, MN 55435 University of Kansas Center for Research on Learning 2006

6. Teacher Responsibilitiesfor Cooperative Learning Assignments Clearly specify the objectives for the lesson. • Academic • Collaborative Make decisions about groups before the lesson • Size • Heterogeneity • Room Arrangement Johnson, D.W., Johnson, R.T., & Holubec, E.J. (1990). Circles of Learning: Cooperation in the Classroom (Third Edition). Interaction Book Co., Edina, MN 55435 University of Kansas Center for Research on Learning 2006

7. Teacher Responsibilitiesfor Cooperative Learning Assignments Clearly explain the task and goal structure. • Assign roles • Structure goal interdependence (one report, presentation, product) • Structure individual accountability • Structure intergroup cooperation (specify desired behaviors) • Explain criteria for success Johnson, D.W., Johnson, R.T., & Holubec, E.J. (1990). Circles of Learning: Cooperation in the Classroom (Third Edition). Interaction Book Co., Edina, MN 55435 University of Kansas Center for Research on Learning 2006

8. Teacher Responsibilitiesfor Cooperative Learning Assignments Monitor the effectiveness of groups • Intervene to provide assistance: • answer questions • increase students’ interpersonal and group skills Evaluate student achievement. Help students discuss how well they collaborated. • Quality and quantity of student learning • Group functioning Johnson, D.W., Johnson, R.T., & Holubec, E.J. (1990). Circles of Learning: Cooperation in the Classroom (Third Edition). Interaction Book Co., Edina, MN 55435 University of Kansas Center for Research on Learning 2006

9. The Teamwork Strategy Lessons Lesson 1: A Review of the SCORE Skills Lesson 2: An Introduction to the Teamwork Strategy Lesson 3: An Introduction to the TEAMS Steps and the “T” Step University of Kansas Center for Research on Learning 2006

10. The Teamwork Strategy Lessons Lesson 4: The “E” and “A” Steps Lesson 5: The “M” and “S” Steps Lesson 6: Learning the TEAMS Steps Lesson 7: Applying the TEAMS Steps and SCORE Skills University of Kansas Center for Research on Learning 2006

11. The SCORE Skills Share Ideas Compliment Others Offer Help or Encouragement Recommend Changes Nicely Exercise Self-Control University of Kansas Center for Research on Learning 2006

12. Teamwork • Working Together • Combined Efforts • Common Goal • Specific Jobs • Shared Rewards University of Kansas Center for Research on Learning 2006

13. Team Job Cards Group Leader • Guide the group through the assignment. • Ask everyone for ideas and opinions. • Make sure work is distributed equally. • If no one know show to do something, the Group Leader is the ONLY one who can ask the teacher for help. • Follow the TEAMS Steps: University of Kansas Center for Research on Learning 2006

14. Team Job Cards Group Leader (cont.) T:Ask: What are the tasks that need to be done? Who is going to do each job? When should we have our work done so we have enough time for the “A,”“M,” & “S” steps? E: Remind team members to ask for help & offer help. A: Ask: Who will read his/her answers first (next)? Does anyone have comments? M: Let the team know when it’s time to give work to the Quality Checker. S: Remind the Recorder, if necessary, to complete the Survey Checklist. University of Kansas Center for Research on Learning 2006

15. Team Job Cards Social Observer • Watch who is using the SCORE Skills during each step. • Encourage group members to use the SCORE Skills. • If one social skill is targeted for use during a lesson, make sure each member of the group uses the skill at least once. Help the Recorder fill out the social skills section of the Survey Your TEAMS SCORE Checklist, if asked. University of Kansas Center for Research on Learning 2006

16. Team Job Cards Writer • Make a list of the tasks that need to be done as your group talks about the “T” Step. • Write each person’s name next to the task that he/she volunteered for or was assigned to do. • Write the time that the work should be done in a third column next to the person’s name. • Write everyone’s answers on a final page, if required. University of Kansas Center for Research on Learning 2006

17. Team Job Cards Reader • Read all information that needs to be shared with the group. • Pick up supplies from the teacher and keep track of them during the assignment. • Return materials to the teacher at the end of the lesson. • Clean up the team area at the end of the lesson. University of Kansas Center for Research on Learning 2006

18. Team Job Cards Quality Checker • Read over the individual products. • When necessary, recommend changes nicely. • Check to make sure that the paper is: • Neat, legible • Accurate (spelling, grammar, capitalization) • Complete • Original, creative • Organized • Formatted similarly to others • Meeting the assignment’s requirements University of Kansas Center for Research on Learning 2006

19. Team Job Cards Recorder • Use the Survey Tour TEAMS SCORE Checklist to summarize how effectively the group worked together • Read aloud the questions on the Survey Checklist and ask the group to decide on the best answer. • Ask: What SCORE Skill did we use best? What SCORE Skill do we need to use more often? (Check with the Social Observer for more information) University of Kansas Center for Research on Learning 2006

20. Team Job Cards Recorder (cont.) • Ask everyone to look over the completed checklist and check whether they agree with your answers. • Check off whether or not TEAMS Step was used. • Discuss the other questions with your group. • Pass the paper around and ask everyone to answer the two questions on the bottom of the page and sign it. University of Kansas Center for Research on Learning 2006

21. Instructional Sequence for Introducingthe Teamwork Steps • Introduce and describe • Provide a model • Conduct the practice activity • Give a post-organizer • Take it one step further University of Kansas Center for Research on Learning 2006

22. The TEAMS Steps Talk about Tasks: What, Who, & When Execute your Job(s) Ask and Share Make it Great! Survey your TEAM’S SCORE University of Kansas Center for Research on Learning 2006

23. The TEAMS Steps Talk about the Tasks • What needs to be done • Who will do each task • When will the tasks be done SCORE Skills: • Share ideas • Compliment others • Offer help or encouragement University of Kansas Center for Research on Learning 2006

24. The TEAMS Steps Execute your Job(s) • Do the work • Work hard, do a good job, finish on time SCORE Skills • Offer help or encouragement University of Kansas Center for Research on Learning 2006

25. The TEAMS Steps Ask and Share • Show your work ; ASK for feedback • Others will SHARE their suggestions • Listen • Explain your suggestions SCORE Skills: • Compliment others • Offer help or encouragement • Recommend changes nicely • Exercise self-control University of Kansas Center for Research on Learning 2006

26. The TEAMS Steps Make it Great! • Make the suggested changes • Combine the work into the final product • Check for errors • Check for quality SCORE Skills: • Compliment others • Offer help or encouragement • Recommend changes nicely • Exercise self-control University of Kansas Center for Research on Learning 2006

27. The TEAMS Steps Survey your TEAM’S SCORE • Talk about how your team worked together • Complete the survey checklist SCORE Skills: • Share ideas • Compliment others • Recommend changes nicely • Exercise self-control University of Kansas Center for Research on Learning 2006

28. Survey Your TEAM’S SCORE Checklist Part 1 Directions: Make a checkmark (√) next to each skill that your group used. Then complete the following sentences. Did we:Overall, did everyone remember S.E.E.? __ Share ideas? __ Sound of our voice was appropriate __ Compliment others? __ Expressions were appropriate __ Offer help or encouragement? __ Eye contact was good __ Recommend Changes nicely? __ Exercise self-control? For this assignment, our best skill was: We need to remember to use this skill more often: Part 2 Directions: Make a checkmark ( ) next to each TEAMS Step below that your group used. Then complete the following sentences or questions. Did we: The best thing that happened in our group __ Talk about Tasks: what, who, when? today was: __ Execute our Job(s)? __ Ask for and Share feedback? __ Make it Great? We need to improve: __ Survey our TEAMS SCORE? Do all members agree with Part 1 and 2 answers? ___Yes ____No Were all members of the group Satisfied Did all members of the group LIKE working together? with the final product? Yes No Signature Yes No Signature University of Kansas Center for Research on Learning 2006

29. The TEAMS Steps with SCORE Talk about the Tasks • Talk about what tasks need to be done, who will do them, and when they will be done. • SCORE Skills: Share ideas, compliment others, offer help or encouragement University of Kansas Center for Research on Learning 2006

30. The TEAMS Steps with SCORE Execute Your Job(s) • Do the work that you have volunteered to do or that had been assigned to you. • Work hard, do a good job, and get the work done on time. • SCORE Skills: Offer help or encouragement University of Kansas Center for Research on Learning 2006

31. The TEAMS Steps with SCORE Ask and Share • Show your work to the rest of the group and ASK whether any changes are necessary. • The others in the group will SHARE their suggestions with you. • Listen to what the others say about how to improve your work. • When others ask for suggestions, explain your suggestions when necessary. • SCORE Skills: Compliment others, offer help or encouragement, recommend changes nicely, exercise self-control University of Kansas Center for Research on Learning 2006

32. The TEAMS Steps with SCORE Make it Great! • Make the suggested changes. • Combine all the work into the final product. • Check over the final copy for spelling errors or any other errors. • Make sure the final product is a top quality product--the best that you can do. • SCORE Skills: Compliment Others, Offer Help or Encouragement, Recommend Changes Nicely, exercise Self-Control University of Kansas Center for Research on Learning 2006

33. The TEAMS Steps with SCORE Survey Your TEAM’S SCORE • Talk about how your team worked together. • Complete the survey checklist. • SCORE Skills: Share ideas, compliment others, recommend changes nicely, exercise self-control University of Kansas Center for Research on Learning 2006

34. Characteristics of a TEAMS Assignment • It includes several tasks that can be equitably divided among members in a group. • It results in one final group product or outcome (e.g., presentation, play). • It can be completed by the mix of students in each group given their prior knowledge and skills (i.e., necessary content instruction has occurred prior to the assignment). University of Kansas Center for Research on Learning 2006

35. Characteristics of a TEAMS Assignment • It yields products that can be evaluated and corrected by group members. • It cannot be completed by one person or a small subgroup of the group in the time allotted (i.e., each member of the group needs to participate in order to complete the assignment on time). University of Kansas Center for Research on Learning 2006

36. Troubleshooting Tips A group is off-task and wastes time. • More structure • Group Leader responsibility • Timekeeper University of Kansas Center for Research on Learning 2006

37. Troubleshooting Tips One student verbally dominates, and another is too quiet. • Individual accountability • Group interdependence (goals, tasks, responsibilities, rewards) • Review use of SCORE Skills • Review job/task assignments • Monitor turn taking University of Kansas Center for Research on Learning 2006

38. Troubleshooting Tips A student refuses to work with the assigned group. • Review group membership • Time & appropriate activities to build skills and support • Additional coaching, prompts, teaching • One-time option to work alone. University of Kansas Center for Research on Learning 2006

39. Troubleshooting Tips Students put down, name call, provoke, or tease others. • Emphasis on the SCORE Skills • Careful monitoring of the use of the skills • Motivation system • Class discussion and problem solving University of Kansas Center for Research on Learning 2006

40. Troubleshooting Tips A group doesn’t use the TEAMS Steps (one-member team). • Individual accountability • Reward interdependence • Additional responsibilities for quick workers (special teaching tasks) • Review individual task assignments University of Kansas Center for Research on Learning 2006

41. Troubleshooting Tips A student has difficulty performing the team jobs. • Controlled group activities to build skills and confidence • Review use of Team Job Cards (Too difficult?) • Additional coaching and prompts University of Kansas Center for Research on Learning 2006

42. Troubleshooting Tips A student is so poorly skilled that the group rejects him or her. • Prevention—know strengths, interests, deficits • Special helpers—behind the scenes University of Kansas Center for Research on Learning 2006