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Engaging Students Through Cooperative
Learning: Ideas for Success
Laura SchulzTalent Development High Schools
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Three Musketeers: A TEAM Building Activity
1. Find three things that everyone on the team likes
2. Find three things that everyone on the team dislikes
3. Find one thing that is unique to each of the team members
4. Decide on a team name that has something to do with your collective likes and dislikes
5. Write your TEAM name on your “Table Tent”
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What makes a TEAM different than a
group?
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What is a Team?Teams differ from groups because they include the following basic
elements of cooperative learning:Goals are shared Information is circulatedRoles are assignedMaterials are managedTeammates depend on each other to
complete tasks successfullyStudents gain respect for each other’s
contributions to the team
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Goal Setting: Why are we here today?– Think about what your expectations
are for the professional development session today
– Pair with another team member to discuss expectations
– Share as a team your expectations
– Set 3 goals your team wishes to accomplish during our session today
– Write those 3 goals on the back of your team’s table tent
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Why Cooperative Learning?
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We Learn:
• 10% of what we read• 20% of what we hear• 30% of what we see• 50% of what we both see and hear• 70% of what is discussed with
others• 80% of what we experience
personally• 95% of what we teach someone else
William Glasser
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Expectations in the Workplace: How have things Changed?Organizational Effectiveness
ReadingProblem Solving TeamworkInterpersonal Skills WritingComputation ListeningCreative Thinking LeadershipOral CommunicationCareer Development/Motivation
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According to Fortune 500 Companies: The Top Skills
sought by employers1970
3. READING
2. COMPUTATION
1. WRITING
20003. INTERPERSONAL
SKILLS4. PROBLEM
SOLVING
1. TEAMWORK
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Thinking about the subject or subjects you
teach(Knowing the skills that are in demand in the workplace today)
What jobs or careers are you preparing your students to
hold?
(Use chart paper to share some examples)
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BREAK TIME
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A History of Cooperative Learning
Cooperative learning is not a new idea. The Talmud clearly states that in order to learn you
must have a learning partner. In the first century, Quintillion argued that students
could benefit from teaching one another. The Roman philosopher, Seneca advocated
cooperative learning through such statements as, "Qui Docet Discet" (when you teach, you learn twice).
Johann Amos Comenius (1592-1679) believed that students would benefit both by teaching and being taught by other students.
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A History of Cooperative Learning
In the late 1700s Joseph Lancaster and Andrew Bell made extensive use of cooperative learning groups in England, and the idea was brought to America when a Lancastrian school was opened in New York City in 1806.
Within the Common School Movement in the United States in the early 1800s there was a strong emphasis on cooperative learning.
In the last three decades of the 19th Century, Colonel Francis Parker brought to his advocacy of cooperative learning enthusiasm, idealism, practicality, and an intense devotion to freedom, democracy, and individuality in the public schools. Parker's advocacy of cooperation among students dominated American education through the turn of the century.
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A History of Cooperative Learning
John Dewey promoted the use of cooperative learning groups as part of his famous project method in instruction.
In the late 1930's, however, interpersonal competition began to be emphasized in schools
In the late 1960s, individualistic learning began to be used extensively.
In the 1980s, schools once again began to use cooperative learning.
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What is Cooperative Learning?
Cooperative Learning refers to a set of instructional methods in which students work in small, mixed-ability learning teams.
The students in each team are responsible not only for learning the material being taught, but also for helping their teammates learn.
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Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning (Johnson, Johnson, & Holubec, 1993).
Within cooperative learning groups students discuss the material to be learned with each other, help and assist each other to understand it, and encourage each other to work hard.
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Cooperative learning groups may be used to teach specific content (formal cooperative learning groups), to ensure active cognitive processing of information during a lecture or demonstration (informal cooperative learning groups), and to provide long-term support and assistance for academic progress (cooperative base groups) (Johnson,
Johnson, & Holubec, 1993).
Any assignment in any curriculum for any age student can be done cooperatively.
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Benefits of Cooperative Learning
Increased AchievementIncrease in Positive RelationshipsGreater Intrinsic MotivationHigher Self-EsteemMore “On-Task” BehaviorBetter Attitudes Toward Teachers
and School
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Additional Benefits of Cooperative Learning…
Students take responsibility for their own learning
Students translate “teacher talk” into “student speak” for their peers
Students engage in “cognitive collaboration.” They must organize their thoughts to explain ideas to classmates
Students have FUN learningStudents social nature is used to
their advantage
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Bonuses for High AchieversHigher levels of achievement
Even greater retention of information due to “cognitive rehearsal”
Development of key skills:SocialLeadershipCommunicationDecision MakingProblem SolvingConflict Resolution
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Basic Elements of Cooperative Learning
Positive Interdependence Face-to- Face InteractionIndividual AccountabilityInterpersonal And Small Group
SkillsGroup Processing Taken from: Circles of Learning: Cooperation in the Classroom (Revised
Edition) D.W. Johnson, R.T. Johnson and Edythe Johnson Holubec. Englewood Cliffs, NJ: Prentice-Hall, 1986
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Positive Interdependence
Students must feel they need each other in order to complete the group’s task
Mutual GoalsJoint RewardsShared Materials and
InformationAssigned Roles
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Face-to-Face Interaction
Discussing
Summarizing
Explaining
Elaborating
Receiving Feedback
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Individual Accountability
Teams succeed when:
Every member has learned the material
Every member has helped complete tasks
Frequently teachers assess individual learning
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Interpersonal and Small Group Skills
Communication
Leadership
Decision-making
Conflict Management
Active Listening
Challenging Ideas Not People
Compromising
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Group Processing
Giving students the time and the procedures to analyze how well their teams are functioning with:Learning tasks
Social skills
Self-assessment
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Sample Types of Activities
Direct Instructional Activitiespresent information to students or demonstrate skills
Activities for Student Practiceafter direct instruction
Cooperative Learning Instructional Activitiesbrainstorming, note-taking pairs, cooperative writing and editing pairs
Whole Lesson Formatsinvolves teacher-directed and student directed strategies without other lesson components
Movement Oriented Activitiescornersjigsaw
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Cooperative Note-taking Pairs
Objective:
To enable students to take something from one another’s notes to improve their own
Directions In Brief:
1. Assign or allow students to select partners.
2. Teach
3. Stop every 10 minutes for sharing of notes.
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Cooperative Note-taking PairsCheck - in
Directions in Brief
1. While teaching, stop periodically for a check-in.
2. Instruct students to skim their partners’ notes looking for: information they missed information partners have incorrectly
noted
3. Students retrieve their own notes and make any needed changes.
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Objectives:• To move students in a purposeful way• To gather data in a quick, visual way that is
engaging
Directions:1. Identify the kind of data you want to gather.2. Post four multiple choice responses, one in
each corner.3. Students select their responses.4. Members of groups discuss their choices.5. Spokespersons summarize/present group
members’ thoughts.
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SCARED
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Fearless
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Cautiously Optimistic
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Other
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CORNERS
Go to the corner…
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THINK – WRITE – PAIR - COMPARE
Objectives: to give rehearsal time, engage more students, and promote thoughtful responses
Directions:• Present a problem, idea or question to be
discussed• Pair students randomly• Allow time for individuals to think in silence• Allot time for students to write responses
(independently)• Give time for partners to compare their responses• Give the whole class time to discuss responses
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THINK – WRITE – PAIR - COMPARE
Think of one way you could apply
4 CORNERS in your subject area(s).
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What are the Pros and Cons of using 4 Corners?
PRO CON
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FormationsObjectives: to make abstract concepts more concrete while incorporating movementDirections in Brief:1. Identify an abstract concept2. Translate it to a living model3. Compose steps in the process of
constructing the model4. Engage students in construction of the
model5. Engage students in processing the
concept
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Formations1. Meet with others in your subject area
2. Decide upon one abstract concept and a formation that makes it concrete.
3. Be prepared to present your formation to your colleagues in other subject areas.Note: Every member of your group
does not have to be a part of your formation
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Designing an 18 Week Plan
• Identify essential skills and information to be taught using a variety of resources– Hawaii Standards
– Curricula Frameworks from a variety of sources
– In house resources such as teacher lessons, textbooks, etc
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Restructuring does not mean throwing out everything from “before block scheduling”. Incorporate the best of the “tried and true” methods, build adapt and reincorporate them in the new time frame.
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• List the most important concepts/skills you want students to understand before the end of the course
• List effective activities now used to address each goal
• Indicate which concepts you wish to address in more depth
• Think of ways to contextualize each goal with reality based activities
• Consider various strategies you might add to address each goal
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Design Weekly Lesson Plans
• Provide a detailed outline of activities for each unit including possible materials, resources, strategies
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Design Daily Lesson Plans
Include at least three activities which allow for:– The incorporation of movement
– The inclusion of time for whole class, individual and group work
– Changes in media
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Traditional Lesson Design
• Warm up/ Problem Solving 10-15• Homework Review 10• New Material 25-30• Practice Activity 15-20• Closure 10• Writing 5-10
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Lesson Plan With Cooperative Groups
• Warm-Up 10• Direct Instruction 10-15• Work in Small Groups 20-25• Small Group Presentations 20-25• Large Group Interaction 15• Closure/Writing/Assignments 10
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Allocation of Test Related Time
• Test Review 15-40• Test 60-85
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What is a ROTATING REVIEW?
Topic
Something I learned today. . .
Students walk around the room to each piece of chart paper and write
something about what they learned that day.
Sheets are posted and used as a review.
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• Objective: to get students to recall, summarize
or brainstorm
• Directions:State the problem, topic or issue Distribute one sheet of paper to each
groupGive a time limit and ask students to
begin to write
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Round Table
Each person at your table should write one thing he/she has learned about cooperative learning.