Cooperative Learning Strategies for Language and Content Integration

1. SIOP Component 5 Interaction

2. Learning through communication Bridging Integrates Language and Content Learning through collaboration Closes information gap Provides opportunity for language learning

3. This is not Cooperative Learning

4. This is still not Cooperative Learning

5. This is Cooperative Learning!

7. Content Objectives • Select from a variety of activities that promote interaction and incorporate into lesson plans • Design grouping patterns that support lesson content and language objectives • Identify strategies to increase wait time

8. Language Objectives • Explain the purpose of student-student interaction for language development • Describe strategies to reduce the amount of teacher talk in a lesson • Adjust teacher questioning techniques to promote student elaboration of responses • Identify resources to support student clarification in the native language

9. Interaction How will they interact?

10. Activity: Think-Pair-Share When, how and why do you use the students’ native language in the class?

11. BENEFITS of INTERACTION • Increases use of academic language • Improves quality of student talk • Encourages elaborated responses • Provides “oral rehearsal” • Helps individualize instruction • Encourages reluctant learners to participate • Allows for written interaction with dialogue journals • Promotes a positive social climate

12. Basic Elements of Cooperative Learning • Positive Interdependence – “sink or swim together” • Individual Accountability – “no slackers” • Group Processing – “Monitor and evaluate task-work and teamwork” • Interpersonal and Small Group Skills – “Cooperative skills”

13. Strategies for Interaction • Use a variety of grouping configurations • Provide frequent opportunities for interactions • Ensure instructional conversations • Use the native language when advantageous

14. Type of group set up Random Voluntary Teacher assigned Changing groups Frequency Management Possible Group roles Group recorder Materials collector Reporter Final copy scribe Illustrator Timekeeper Cheerleader/facilitator Monitor Messenger Using the SIOP Model, Interaction BLM #3 Cooperative Learning

15. individual work partners triads small groups of 4 or 5 whole group homogeneous or heterogeneous gender language proficiency language background ability Grouping Configurations

16. Information gap activities Jigsaw Four corners Numbered heads together Round robin/roundtable Questionnaires & interviews Three-step interview Story summaries Literature study groups Writing headlines Science & math investigations Think pair share Using the SIOP Model, Interaction BLM #3 Cooperative learning activities

17. Turn to your partner Foreheads in the middle Volunteer your partner Explain a process to your partner Choral reading, reader’s theatre, drama play Another example: 2 lines w/ position, question (e.g., “There should be laws vs. no laws” & have lines face each other to discuss). More Interaction Techniques Using the SIOP Model, Interaction BLM #4

18. Activity: Inside – Outside Circles • Divide into 2 groups: • One group forms a circle looking out (the inside circle) • The other group stands in front of someone in the inner circle (the outside circle) • Students in the inner circle discuss SIOP, “The best part of SIOP is ____,” while outer circle listens • Then outer circle responds; inner listens • On teacher’s signal outer circle rotates one person clockwise

19. What can teachers do to structure academic interaction? • Pose a concrete task and clarify the task • Model an appropriate response using a starter. Identify vocabulary, content, grammar needed to complete the starter. • Monitor student’s process and offer assistance • Cue partners to rehearse answer/share • Randomly call on students before allowing volunteers

20. What is structured in scaffolded “academic talk” EVERYTHING • Task – an appropriate range of questions/topics • Who – partner, group • Time – brief, focused • Preparation – model response, quiet think time, writing, pre-teaching of target vocabulary, partner rehearsal • Academic Language Use – written and oral application of vocabulary using appropriate grammar.

21. Do You? • Do you give students sufficient wait time to respond? • Do you complete their sentences? • Do you call on a different student before allowing the first student that you called on an opportunity to respond?

22. Why Wait? ELLs need time to translate, often in their head • Wait 3-5 seconds before moving on • Rephrase question so less language work • Hierarchy of question types • Allow students to write answers while waiting for one student to respond • Build in wait time: “On the count of 3 we will all respond.”

23. First Language Support • Encourage students to use L1 at appropriate times • Train bilingual paraprofessionals • Obtain native language materials • Organize peer tutoring /buddy programs • Promote parent/student discussion in L1 • Use dictionaries (use caution with online translators) • bilingual dictionaries • native language dictionaries

24. Activity: Turn to a Partner Highlight the interactions that you use and share at least one successful interaction with your partner. Explain how and why it is used. 1. Calls on everyone in the room equitably 2. Provides individual help 3. Gives “wait” time (allows student enough time to answer) 4. Asks questions to give the student clues about the answer 5. Asks questions that require more thought 6. Tells students whether their answers are right or wrong 7. Gives specific praise 8. Gives reasons for praise 9. Listens • Accepts feelings of the student • Is courteous to students 12 Shows personal interest and gives compliments 13. Touches students (appropriately) 14. Desists (he or she does not call attention to every negative behavior) Payne, R.K. (1998). A Framework for Understanding Poverty, Modules 1-7, p. 53

25. Teacher-Student Interaction What can a teacher do to increase achievement? TESA (Teacher Expectations and Student Achievement) • identified 15 behaviors teachers use • achievement of low-achieving students significantly increased with use of these behaviors

26. Literacy begins with language

27. Content Objectives • Select from a variety of activities that promote interaction and incorporate into lesson plans • Design grouping patterns that support lesson content and language objectives • Identify strategies to increase wait time

28. Language Objectives • Explain the purpose of student-student interaction for language development • Describe strategies to reduce the amount of teacher talk in a lesson • Adjust teacher questioning techniques to promote student elaboration of responses • Identify resources to support student clarification in the native language