Professional Development Programme 14 April 2011

1. Professional Development Programme14 April 2011

2. Cooperative Learning An Overview Ahmed Ameez Morning Session In - charge

3. Definition • What it IS • What it IS NOT

4. Cooperative Learning is… • Applied Social Psychology • Intentional structuring of learning goals • to promote Positive Interdependence • Intentional structuring of learning goals so that students are encouraged to engage in Promotive Interaction • Promotive Interaction is more likely to occur when there are 5 key elements intentionally structured and monitored throughout the lesson.

5. Learning Goals can be structured 3 different ways: • Cooperatively • Competitively • Individualistically

6. Competitive Learning Goals • One person can obtain her goal if and only if the other fail to obtain theirs • Negative Correlation Among Goal Attainments • Negative Interdependence • “If I swim, you sink; If you swim I sink.” • Individual Goals • Comparative (Norm referenced) evaluation • Winners are rewarded

7. Individualistic Learning goals • Each person’s goal attainment is unrelated to the goal attainments of others • No correlation among goal attainments • No Interdependence • “We are each in this alone.” • Individual Goals • Evaluation is criterion referenced and may be limiting. • Rewarded for own product.

8. Cooperative Learning • When one person achieves his goal, ALL others achieve their goals • Positive correlation among goal attainments • Positive Interdependence • “We sink or swim together.” • Group Goal • Evaluation is criterion referenced and encouraging. • Rewarded for group product.

9. Interaction Patterns

10. Research Findings • Achievement and retention • Critical thinking and higher-level reasoning • Differentiated views of others • Accurate understanding of others’ perspectives • Liking for classmates

11. Research Findings, cont. • Liking for teacher • Positive expectations toward future interactions • Liking for subject areas • Social Skills • Psychological health • Self-esteem

12. 5 Key Elements ofEffective Cooperative Learning Groups • Positive Interdependence • Individual Accountability • Face-To-Face Interaction • Direct Instruction of Social Skills • Processing

13. Positive Interdependence • Message from teacher • Fates are tied together • In your interest to help / be helped • Encourages helping each other Without Positive Interdependence there may be no motivation to cooperate. • One set of answers from the group • One worksheet • Jigsaw materials (information) • One set of materials / tools to share • Bonus points • Same grade for everyone • Different colored pens

14. Individual Accountability • The message the teacher gives to the students that tells them: 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. • Using signatures • Individual Tests • Different Colored Pens • Spot Checking as Students Work • Randomly Calling on Students

15. Face-To-Face Interaction • The message that students: • have a group, • need to work with their group, • need to stay with their group, • Work synchronously • Sit at round tables so they can easily see and hear one another. • Designated areas on the floor (islands) • Space between the groups so the teacher can move between groups. • “Stay with your group.”

16. Direct Instruction of Social Skills • Intentionally teaching social skills like any other skill. • Structure regular opportunities for students to learn, practice and be evaluated on social skills until they become automatic. • Establishing a need for the social skill • Positively framing rules as skills • Include Social Skills in each lesson • Role Play what “listening” is and is not. • Discuss how it feels to be listened to / ignored. • Ask students to think of a time when they were listened to. How did it feel?

18. Cooperative Learning Lesson Plan Components • Lesson Objective • Group Size • Seating Arrangement (face-to-face) • Assignment of Roles • Materials • Social Skills (directly taught) • Statement of Task (positive interdependence) • Evaluation (individual accountability; include social skills) • Processing (reflection, how well we worked together, how well we mastered learning)

19. Formulating Objectives & Making Decisions • Specify Instructional Objectives • Decide on Size of Group • Assign Students to Groups • Arrange the Room • Plan Instructional Materials to Promote Interdependence • Assign Roles to Ensure Interdependence / Support Learning Social Skills

20. Structuring Task & Interdependence • Explain the Academic Task • Structure Positive Goal Interdependence • Structure Individual Accountability • Structure Inter-group Cooperation • Explain Criteria for Success • Specify Desired Behaviors

21. Monitoring & Processing • Monitor Students’ Behavior • Provide Task Assistance • Intervene to Teach Collaborative Skills • Provide Closure to Lesson • Evaluate Quality and Quantity of Student’s Learning • Assess How Well The Group Functioned • Set Goals

22. WHAT CHILDREN CAN DO TOGETHER TODAY, THEY CAN DO ALONE TOMORROW. • Vygotsky, 1965

23. MILLIONS OF THANKS