Formal Cooperative Learning: Text Comprehension/Interpretation Karl A. Smith Laura Apol

1. Formal Cooperative Learning: Text Comprehension/Interpretation Karl A. Smith Laura Apol

2. Reading Comprehension/Interpretation TASK: Read the text (article, chapter, story, poem) and answer the questions. INDIVIDUAL: At least one contribution from each member for each question. COOPERATIVE: One set of answers from the group, strive for agreement, make sure everyone is able to explain the group’s answer(s) for each question. EXPECTED CRITERIA FOR SUCCESS: (1) Best answer(s) within time available, and (2) Everyone must be able to explain the process used to answer the questions. INDIVIDUAL ACCOUNTABILITY: One member from your group may be randomly chosen to explain the group’s answer(s). EXPECTED BEHAVIORS: Active participating, checking for understanding, encouraging everyone’s participation. INTERGROUP COOPERATION: When you finish compare your answers with those of another group and discuss.

3. Formal Cooperative Learning – Text Comprehension • Individual Preparation – Notes – p. 35 • Read Making the case: Professional education for the world of practice by David Garvin • Pg. 56 (overview) • Pg. 60-63 (Developing the courage to act) • Pg. 65-66 (Broadening the portfolio) • Cooperative Group • Individual Reflection & Follow Up • Potential applications 3

4. Group Roles • Recorder: Write down all the group’s ideas, make sure there is at least one idea from each member for each question. • Summarizer: Reflect on the individual responses and summarize the key ideas. • Checker: Ask other group members to demonstrate comprehension and help diagnose problems in understanding.

5. Making the Case: Professional education for the world or practice By David A. Garvin • Questions • What are the key features of the emergence of the case method at Harvard? • What is the rationale for the case method? • How did the case method change over time? • How are pedagogies of engagement (especially small-group collaboration) treated in the article? • What are the strengths and weaknesses of the case method for 21st business education? • What are the implications for the future of business education?

6. Group Processing • Rate yourself on the following involvement scale: Low1--2--3--4--5--6--7--8--9--10 High • Share your self-rating with other members of your group and explain why you rated yourself as you did. • As a group, list three ways of increasing members’ involvement in the next cooperative assignment.

7. Cooperative Learning is instruction that involves people working in teams to accomplish a common goal, under conditions that involve both positive interdependence (all members must cooperate to complete the task) and individual and group accountability (each member is accountable for the complete final outcome). Key Concepts •Positive Interdependence •Individual and Group Accountability •Face-to-Face Promotive Interaction •Teamwork Skills •Group Processing http://www.ce.umn.edu/~smith/docs/Smith-CL%20Handout%2008.pdf

8. 8 http://www.ce.umn.edu/~smith/docs/Smith-CL%20Handout%2008.pdf

9. Professor's Role in Formal Cooperative Learning 1. Specifying Objectives 2. Making Decisions 3. Explaining Task, Positive Interdependence, and Individual Accountability 4. Monitoring and Intervening to Teach Skills 5. Evaluating Students' Achievement and Group Effectiveness