Cooperative learning in middle school
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Transcript of Cooperative learning in middle school
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Cooperative Learning in Middle
SchoolJennifer EvansAssistant Director ELASt. Clair County [email protected]://www.protopage.com/evans.jennifer
Port Huron SchoolsOctober 30, 2015
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Agenda
Key Points for Cooperative Learning
Management
Forming Teams
StructuresPlanning
http://www.online-stopwatch.com/
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StandUp – HandUp - PairUpDirections
1. Students stand up, put their hands up, and quickly find a partner with whom to share or discuss.
2. Teacher says, when I say go, you will “stand up, hand up, and pair up!” Teacher pauses, then says, “Go!”
3. Students stand up and keep one hand high in the air until they find the closest partner who’s not a teammate. Students do a “high five” and put their hands down.
4. Teacher may ask a question or give an assignment, and provides think time.
5. Partners interact using: 1. RallyRobin2. Timed Pair Share
Ideas For My Classroom• • • • • •
Practice: Cooperative Learning Prior Knowledge
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Familiar Structures
Think Pair Share (Each
partner shares for
same amount of
time)
Chips In(Talking Chips)
3-2-1 Exit Ticket
Round Robin
(Timed – each person expected to
share for same
amount of time)
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Cooperative Learning: What is It?
Cooperative learning is a successful teaching strategy in which small teams, each with students of varying abilities, use a variety of learning activities to improve their understanding of a subject.
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Cooperative Learning: What is It?
Each member of a team is responsible not only for learning what is taught, but also for helping teammates learn, thus creating an atmosphere of achievement.
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Cooperative Learning: What is It?
small teamsvarying abilities
variety of learning activitiesimprove their understanding
each member responsiblehelping teammates
atmosphere of achievement
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Incorporating Cooperative Learning Effectively in Middle School
https://www.youtube.com/watch?v=5PquzYeaex4
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Seven Keys For Success
1. Structures
Make a Stand
Talking Chips
AllWrite RoundRobin
StandUp – HandUp -
PairUp
2. Teams
Recommended 4 in a team
Base teams for 6 weeks
Heterogeneous
H, MH, LM, L
3. Manageme
nt
Consistent
Materials
Routines / procedures
Time
Space
Students
4. Classbuildi
ng
The process by which a room full of individuals
with different backgrounds
and experiences become a
caring community of
active learners.
Stand up – move –
interact with everyone
5. Teambuildi
ngThe process by which a group of 4
students with different
backgrounds and
experiences become a
cooperative and caring
team.
Have to be fun, not content
related, and easy for all
6. Social Skills
Roles
Model
Reinforce
Reflect / Plan
Structures
7. Basic Principles
(PIES)
P
I
E
S
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Key Points for Cooperative Learning
• 1. Positive Interdependence - occurs when gains of individuals or teams are positively correlated.
2. Individual Accountability - occurs when all students in a group are held accountable for doing a share of the work and for mastery of the material to be learned.
3. Equal Participation - occurs when each member of the group is afforded equal shares of responsibility and input.
4. Simultaneous Interaction - occurs when class time is designed to allow many student interactions during the period.
In order for it to be considere
d Cooperati
ve Learning it
must:
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Four Basic Principles : P.I.E.S.
Positive Interdependence
Individual Accountability
Equal Participation
Simultaneous Interaction
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ShowdownDirections
1.Teacher selects one student on each team to be the Showdown Captain.
2. The Showdown Captain draws the tops card (if each team was given cards), reads the question, and provides think time.
3. Working alone, all students, including the captain, write their answers.
4. When finished, teammates signal they’re ready.
5. The Showdown Captain calls, “Showdown!”
6. Teammates show and discuss their answers.
7. The Showdown Captain leads the checking.
8. If correct, the team celebrates; if not, teammates tutor, then celebrate.
Ideas For My Classroom• • • • • •
Practice: PIES Review (Whiteboards)
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Break
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Value LinesDirections
1. A statement is announced and students take a stand on an imaginary line which stretches from one end of the classroom to another. Strongest agree= 10 Strongest disagree = 1
2. Students line up with out talking
3. Students listen to similar point of views (those standing next to them in line)
4. 4. Value line can be folded to make groups of 2 or 4.
Ideas For My Classroom• • • • • •
Practice: Comparison of 3 teachers
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Teacher ATeacher asks a
question
Teacher provides think
timeStudents raise their
hands to answer the question
Teacher calls on one students to answer
the question
One student responds
Teacher responds
The process is repeated
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Teacher BTeacher asks a
question
Teacher provides think time
Pairs or teams discuss answer
Teacher calls on one student pair or team to
answer the question
Teacher responds
The process is repeated
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Teacher CTeacher asks a
question
Teacher provides think time
Student to student structured interaction
Teacher calls on one student pair to
answer the question
Teacher responds
The process is repeated
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Make A StandDirections
1. Teacher gives statement.2. Students stand up if the
statement is true and sits if the statement is false.
Ideas For My Classroom• • • • • •
Practice: Classroom Management Prompts
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Management
Cooperative Class Expectations(Develop together and post in room)
Seating Arrangement(Number seats 1-4; no backs to teacher)
Quiet Signal (Consistent; different for various purposes?)
Materials(Be prepared – routine in place to save time)
Noise Level(Expectations for various activities)
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Talking ChipsDirections
1. Each students has one talking chip.
2. Students place their chip in the center of the team table each time they talk.
3. Students can speak in any order, but can not speak a second time until all chips are in the center.
4. When all chips have been placed (everyone has spoken), the chips are all collected and anyone in any order can speak again.
5. When groups complete task they celebrate with a group cheer
Ideas For My Classroom• • • • • •
Practice: Considerations when forming groups
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Forming Teams
Consider length together
For Base Teams
Ideal Number is 4
Consider
• Base Teams – keep together for about 6 weeks
• Sort class into 4 groups• High• High Medium• Low Medium• Low
• If one extra, make one team of 5• If two extra, make two teams of three• If three extra, make one team of three
• Sex• Prior Teams• Conflicts• Special Needs• Reading Levels
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Article: In Praise of Praise
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AllWrite RoundRobin
Directions1. Teacher poses a problem to
which there are multiple possible responses or solutions, and provides think time.
2. Students take turns stating responses or solutions.
3. During RoundRobin, students each record each answer on their own paper.
Ideas For My Classroom• • • • • •
Practice: Praise Article (White Boards)
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In an interview John Hattie emphasized that the most powerful feedback is that given from the student to the teacher. This feedback
allows teachers to see learning through the eyes of
their students. It makes learning visible and
facilitates the planning of next steps.
Feedback
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“The most powerful single influence enhancing achievement is feedback”
Quality feedback
is needed, not more feedback
Much of the
feedback provided by the
teacher to the
student is not valued and not
acted on.
Students with a Growth Mindset welcome feedback and are more
likely to use it to improve
their performa
nce.
Oral feedback is much
more effective
than written.
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What Must Feedback Include?
1. Recognition of the desired goal.
2. Evidence about present position.
3. Some understanding of a way to close the gap between the two.
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Feedback on task, process and self regulation level is far more effective than on the Self-level (e.g. praise which contains no learning information).
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You know your feedback is good if you get the following results:
Your students do learn – their work
improves.
Your students become more
motivated – they believe they can
learn, they want to learn, an they take more control over their own learning.
Your classroom becomes a place where feedback,
including constructive, is
valued and viewed as productive.
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Inside-Outside Circle Directions
1. Teacher prepares questions for each student
2. Students form pairs. One student (A) from each pair moves to form on large circle in the class facing inward.
3. Remaining students (B) find and face their partners (class now stands in two concentric circles)
4. Inside circle students ask a question from their question card; outside students answer. Inside students praise or coach. (Alternative: teacher poses questions and indicates what student will answer.)
5. Partners switch roles and trade cards
6. Circles rotate
Ideas For My Classroom• • • • • •
Practice: Feedback
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Spanish Colors Practice
https://www.youtube.com/watch?v=H15nDRfnfWo
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Quiz-Quiz-TradeDirections
Set up: Teacher prepares a set of question cards
1. The teacher tells students to “Stand up, put a hand up, and pair up,” and greet your new partner.
2. Partner A quizzes B.3. Partner B answers.4. Partner A praises or
coaches (Rally Coach)5. Partners switch roles.6. Partners trade cards and
thank each other.7. Repeat
Ideas For My Classroom• • • • • •
Practice: Spanish Colors
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Rally Coach
RALLY COACH:
• Partner A shares answers to questions • Partner B coaches if necessary by:
• Tip• Tip• Teach • Try Again• Praise
• Switch Partner Roles
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Planning
http://www.watchknowlearn.org/Category.aspx?CategoryID=4526
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Stand upPair Up
Share Up
3-2-1 Reflection
3 Things learned / reinforce
d
2 Things you will
use
1 Thing you will share