Co operative learning. The key to improving student outcomes
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Transcript of Co operative learning. The key to improving student outcomes
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© ITC Publications Pty Ltd
with Paul Herbert
3/19/2014 PO Box 2640 Toowoomba QLD 4350
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Co-operative learning effective instructional practice
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Skills F
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Every child, every day, learning and achieving
Co-operative learning
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Skills F
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Who is more important?
OR
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When Kids Come to School they find you their teacher and your
teaching
WHAT WILL THAT BE LIKE?
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licit Instru
ction
1.WIIFM: What’s in it for me? What is to be gained? From spending time in your class.
What skill? The cognitive skill being developed.
Where will they use this? A valuable Life Skill
What will they Enjoy? The part of your lesson / class will they enjoy?
Student involvement in their own learning. HOW
John Hattie: Feedback. Include an understanding of the learning goal
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Co-operative learning
Research verifies that students’ results improve with co-operative learning as opposed to individual learning . (Hattie 2009)
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Teacher •stimulates interest and curiosity, promote questioning and connect learning to real world experiences •structures tasks, elicits students’ prior knowledge and supports them to make connections to past learning experiences. Engage: http://www.education.vic.gov.au/school/teachers/support/Pages/e5engage.aspx
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Co
ntrast
Tool: Pairs (Compare : Pair: Share) and Double Bubble Map
Street Lamp V Stop Sign
Street Lamp Stop Sign
Page 2
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Tool: Pairs (Compare : Pair: Share) and Double Bubble Map
Value Add
Street Lamp Stop Sign
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1. Physical features 2. Relationship to us (what would happen if they weren’t there?) 3. Relationship to each other. 4. Societal impact e.g. Carbon emissions
Street Lamp V Stop Sign
Street Lamp Stop Sign
Apply Filters to improve Depth of thought
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Which one is Happier?
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• On the signal swap sheets clockwise
• Rule – Read all responses
– Add new ideas BUT
– Do not repeat what you have already generated
Page 3
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Which one is Happier?
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Street Lamp Stop Sign
Works a 8 – 10 hour shift Friends (networked in) Light offers security Brightens up everyone’s night. Stop sign is very bossy.
Has authority. Everyone notices me. Can influence people. Literate Protects people (makes it safe) Gets to see lots of different cars and interesting things. An interesting shape. Doesn’t have to work.
OWNERSHIP leads to MOTIVATION
ALWAYS DIG DEEPER
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Reflection Why is this useful? How does it promote learning, engagement and discussion? How does it address certain outcomes, skills and competencies? Transfer Application What questions, activities, assessment items can I design using this tool/skill/process?
Double Bubble Round Robin and RAS Alert
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In
stru
ctio
na
l pra
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e?
My classroom teaching stuff?
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G
roup
Wo
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WHAT WILL THAT BE LIKE?
I don’t do Group Work.
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Not Group Work but Co-operative Learning
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Co-operative learning
Research verifies that students’ results improve with co-operative learning as opposed to individual learning . (Hattie 2009)
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Mo
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Effect on Student Outcomes
1. Co-operative Learning – > 2 students; 4 x principles
(d = 0.59, 306 studies)
1. Competitive Learning – e.g. ‘beat’ a standard e.g. a PB, curriculum targets. (d = 0.54, 1 024 studies)
2. Individual Learning (d= 0.24; 774 studies)
Source: Hattie (2009)
d = 1.0; an increase of one SD on outcome (2 – 3 yr)
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Positive Interdependence Sink or Swim together! (cannot be completed by 1 person)
Clear & accepted common goal
Individual Accountability
no place to hide! Involves Public performance
Principles p.5.
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Monitor the Groups Group functioning? What skills are lacking
(listening, compromising, negotiating)
Equal Participation One person can not dominate
Principles
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The teacher structures collaborative opportunities for students to share their explanations and supports students to make links between past and new learning. Explain: http://www.education.vic.gov.au/school/teachers/support/Pages/e5explain2.aspx
The teacher supports students to create and test hypotheses and to make and justify decisions. Elaborate: http://www.education.vic.gov.au/school/teachers/support/Pages/e5elaborate.aspx
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Silent Card Shuffle
Assessing the Principles p.6.
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Process
Step 1. Silent Card Classification (no talking)
Step 2. Challenge, Justify, Improve
Step 3. In groups, circle, observe, discuss
Step 4. Return and Refine
Step 5. Teacher Debrief
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Layout NUMBER LATIN PREFIX WORDS-
LATIN PREFIX
GREEK PREFIX
WORDS – GREEK PREFIX
Number
Number
Number
Number
Number
Number
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Step 1
Silent Card Classification
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STEP 2. Challenge, Justify and Refine.
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STEP 3. Circle, Observe, Discuss
Leave an explainer at table,
Rest of group – circle,
observe & discuss’
No changes!
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STEP 4. Return and Refine.
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Finalise.
STEP 5. Teacher Debrief
NUMBER LATIN
PREFIX WORDS –
LATIN PREFIX GREEK PREFIX
WORDS – GREEK PREFIX
1/2 semi semicircle hemi hemisphere
1 uni unicycle mono monotone
2 bi
bi bicycle di diameter
3 tri tricycle tri triangle
4 quadi quadilateral tetra tetrapak
5
quinque quintet penta pentagon
6
sex(t) sextet hexa hexagon
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Transfer p.7.
• Good Points /Limitations
• Where can you use it?
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Size: < 4 students
Task – The principles of co-operative
learning!
Most of MI & Bloom’s taxonomy
Explicitly states the Interpersonal
skills – e.g. Conversing, listening,
negotiating & compromising
Opportunities for peer tuition
GOOD POINTS
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5 x 4 Grid (blank paper provided)
Classifying: Chemistry (elements) Countries (Geography)
or
Sequencing:
Chemical reaction
Digestive system
Mathematical problems
Volcanic eruptions
Where can I use the Silent Card
Shuffle? Page 8 -9.
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Category A
e.g. Country
Category B
Category C
Category D
Capital
Capital
Capital
Capital
Historical
Figure
Historical
Figure
Historical
Figure
Historical
Figure
Geographic
Feature
Geographic
Feature
Geographic
Feature
Geographic
Feature
Classify. Topic:
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huffle
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huffle
Word 1 Word 2 Word 3 Word 4
Definition 1 Definition 2 Definition 3 Definition 4
Word 5 Word 6 Word 7 Word 8
Definition 5 Definition 6 Definition 7 Definition 8
MATCHING e.g. Terminology . Topic:
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1 2 3 4
5 6 7 8
9 10 Etc.
Sequencing. Topic:
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esig
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huffle
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[email protected] www.itcpublications.com.au © ITC Publications Pty Ltd
PO Box 2640 Toowoomba QLD 4350
Pp
t Nam
e H
ere
C
oo
pe
rative Le
arnin
g
Positive Interdependence
Sink or Swim together! (cannot be
completed by 1 person)
Clear & accepted common goal
Individual Accountability
no place to hide! Involves Public performance
Silent Card Shuffle. Which Principles
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PO Box 2640 Toowoomba QLD 4350
Pp
t Nam
e H
ere
C
oo
pe
rative Le
arnin
g
Monitor the Groups
Group functioning?
What skills are lacking
(listening, compromising,
negotiating)
Equal Participation
One person can not dominate
Silent Card Shuffle. Which Principles
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limin
ation
Draw
VERB CONCEPT TOOL Decide Which coin has the greatest value Elimination Draw
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limin
ation
Draw
Discuss and decide which coin is the best?
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S
trateg
ies in
action
Tools: Elimination Draw.
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts. Yr 3
•Made you laugh •Silliest •Most Exciting •Book with the best character •Share with your best friend.
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xpla
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The teacher structures collaborative opportunities for students to share their explanations and supports students to make links between past and new learning. Explain: http://www.education.vic.gov.au/school/teachers/support/Pages/e5explain2.aspx
The teacher supports students to create and test hypotheses and to make and justify decisions. Elaborate: http://www.education.vic.gov.au/school/teachers/support/Pages/e5elaborate.aspx
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R
efle
cting
on
the
day.
Discussing this workshop. Page 11
HOW?
3:2:1:RIQ 3 x Recalls (Facts) 2 x Insights 1 x Question
e.g. I now realise that ..... • It was interesting to note that .... • This affirms…
• I wonder…
• What if …
• How does this relate to …
• In the future …..