Cooperative Learning Classroom Instruction that Works – Chapter 7

1. Cooperative LearningClassroom Instruction that Works – Chapter 7 Forney-Lee, Beck, Fisher, Boughton, & Jacobs

2. Learning Objective TPWBAT define cooperative learning by writing a definition. TPWBAT will list 2 examples of various strategies to implement cooperative learning in their classrooms.

3. What do you think cooperative learning is? • Write down your definition of what cooperative learning is. • Write 2 examples of how you use cooperative learning in your classroom

4. What is Cooperative Learning? Cooperative learning is a successful teaching strategy in which small groups, of different ability levels, use a variety of learning activities to improve their understanding of a subject.

5. Why we use Cooperative Learning - promote student learning & academic achievement - increase student retention - enhance student satisfaction with their learning experience - develop oral communication skills - develop social skills -promote students self-esteem -develop cultural understanding & diversity

6. 5 Elements of Cooperative Learning • Positive interdependence sink or swim together • Face-to-face interaction promote each other's success • Individual & group accountability • Interpersonal & small group skills leadership, conflict resolution, trust building, communication • Group processing setting norms, reflection

7. 3 Generalizations of Cooperative Learning • Organizing groups based on ability levels should be done sparingly. • Cooperative groups should be kept rather small in size. • Cooperative learning should be applied consistently and systematically, but not overused.

8. Organizing groups based on ability levels should be done sparingly. • Students have an increase in learning when grouped with those of similar ability levels instead of working independently. • Students made the most gains when grouped heterogeneously. Page 87 & 88 – figure 7.2 & 7.3

9. Kagan Learning Strategies Jigsaw - Each group member is assigned some unique material to learn and then to teach to his group members. Numbered Heads Together - Each member is given numbers of 1, 2, 3, 4. Questions are asked of the group. Groups work together to answer the question so that all can verbally answer the question. Teacher calls out a number (two) and each two is asked to give the answer.

10. Kagan Team Pair Solo - Students do problems first as a team, then with a partner, and finally on their own. It is designed to motivate students to tackle and succeed at problems which initially are beyond their ability. Think-Pair-Share

11. Simultaneous RoundTable • Write a story using a list of words. • Everyone writes! • Everyone passes! • Continue: Pass-N-Add

12. Cooperative groups should be kept rather small in size. • Students working in pairs had a 6% gain. • Groups of 3-4 students had a 9% gain. • Groups of 5-7 had a -1% gain. Students benefit the most when groups consist of only 3 – 4 students. Page 88 – Figure 7.4

13. Cooperative learning should be applied consistently and systematically, but not overused. • Cooperative groups are most effective when applied at least once a week. • Misused – tasks assigned are not well structured • Overused – if students do not have time to practice & process independently the skills they must master.

14. In Conclusion……. • Revisit & revise your earlier definition. • List 2 new strategies to implement in your classroom. • Discuss what you will change or implement in your classroom regarding cooperative learning.