GOOD MORNING AND WELCOME TO DAY 2!

Find Someone Who

1. Students mix in the class, keeping a hand raised until they find a partner that is not a teammate.

2. In pairs, Partner A asks a question from the worksheet; Partner B answers. Partner A records the answer on his or her worksheet.

3. Partner B checks and initials the answer.4. Partner B asks a question; Partner A responds. Partner B

records the answer on his or her own worksheet.5. When sheets are complete, students may be seated and act

as a resource.6. When all team members return, students share answers; if

there is a disagreement or uncertainty they raise four handsto ask a team question.

Teambuilder – what shape represents you?

Look at the shapes below:

1. Which shape represents you best?2. Write the name of the shape down and

two reasons why this shape represents you.

OUTCOMESDay 2

•Identify and explain key areas where the research regarding the effective use of Cooperative learning matches 21st century teaching and learning needs

•Explain how Round Table, Inside/Outside Circle and SHOWDOWN have PIES, what skills they teach and the functions these structures could fulfill in lesson design

•Define Management Essentials and explain how each supports teaching and learning in a cooperative classroom

•Identify attributes of effective team formation

Lingering Questions

Structure 3 - RoundTable

Special Moments• Think of some moments in your life

that you would not have missed?• Say and then write your special

moment on your team poster.• Pass the poster to your teammate. • Start with person #1.

Round Table: Knowledgebuilding

Factor Pairs• Think of the possible factor pairs of

the number 60.• Say and write your pair on a

whiteboard.• Pass the whiteboard to your

teammate.• Start with person #2.

Round Table: Thinking Skills

Synectics : Teaching is like ______ because________

• (Think Time)• Say and write one

idea on the team paper.

• Pass the paper to your teammate.

• Start with person #3.

Other….

Round Table: Communication Skills/Thinking skillsMandatory Pre-K• Think about the following statement:

Pre-K should be mandatory for four year olds.

• Agree or disagree with the statement, place your initials where your feelings fall on the continuum and tell why you feel the way you do.

• Start with person #4.

Round Table:Knowledgebuilding

Positive Learning Environment• Think of all the things you do to create a

positive learning environment in your classroom.

• Write and say your answer on a white board.

• Pass the whiteboard to your partner.• Start with person #1.

Round Table Steps(6.34)

• Problem is Posed: Teacher poses a question/prompt with many possible answers

• Students Contribute: Students create a collective list, passing the “paper” around the table.

P-while one person is talking/writing, the others are listening

I-everyone is responsible for sharing/writingE-everyone participates equallyS-at least 25% of the students are overtly

active at once

RoundTable

(P.I.E.S.)

Management: Round Table

• Timed or untimed• How many rounds?• Precise directions• Who goes first?• Modeling• Different color markers for

teams/individuals

Possible Sponges

• Sort the items on the list• Prioritize ideas on the list• Solve problems that were brainstormed

Social Skills: Round Table

• Sharing• Encouraging• Taking Turns• Patience• Responsibility

Variation: Rally Table• Students work in pairs within

their groups of four.• Teacher poses

question/prompt.• Students pass paper back and

forth until time is called.• Pairs compare, discuss, and

praise!

Variation: Simultaneous Round Table

• Teacher poses a question/prompt• Students respond simultaneously by

writing or drawing• When teacher signals time, students

pass papers clockwise and continue working, adding to what’s already on the paper

• Continue until all students have contributed to all papers (may do multiple rounds if desired)

*Increases simultaneous interaction to 100%!

Round Table Examples

Teambuilding• Teams create a list of likes or

strengths• Teams create a visual

representation of their teamKnowledgebuilding• Write factor pairs, sums adding up

to…, words with a certain phonetic element, elements with certain properties, etc.

Round Table ExamplesThinking Skills• Create math word problems using a

particular operation• Fill in missing pieces of a graphic

organizer• Agree or disagree with statements about

characters in the story• List supporting arguments around two

sides of an issue (opposing sides of a war, for or against cloning, etc.)

Round Table Examples

• Create a list of all items settlers might need on a trip

• Word Choice-have students brainstorm other words for…

• Give students a writing prompt and generate ideas for that prompt

Information sharing

• Brainstorm with your table ways that you could use RoundTable in your classrooms.

Continuing Our Focus on the Keys For Success! (5.2)• Structures• Teams• Management• Classbuilding• Teambuilding• Social Skills• PIES

Management(Chapter 8)

• What could possibly go wrong?

GIVE ONE/GET ONE•Team Brainstorm- No WRITING !

•After a set amount of time, team members fill the GIVE ONE column with as many items they can remember and then add their own ideas.

•When each person’s GIVE ONE column is full, all team members stand.

•Team members move around the room to find partners and GIVE ONE idea and GET ONE idea

•When sheet is filled, return to table

Quiet Signal

Why should you use a quiet signal?

•Strategy to get student’s full attention

*Mouths are quiet*Students are focused on the speaker*Hands and bodies are still

•Prevents teacher from shouting over student talk

Quiet Signal

1. Hand up, Stop Talking, Stop Doing (3-5 seconds)

2. Signal Others 3. Look4. Listen

Alternative Quiet Signals

• Auditory ( rain-stick, chimes)• Teams can determine quiet signal of

choice- Teams have “Quiet Captains”

Giving Directions For Structures

• Verbal and written • Bite sized pieces• Model (correct, label)• Check for understanding

Monitoring Cooperative Learning - Tips

• Teacher’s role is consultant and observer

• Teacher observes, provides clarification and answers questions

• If two or more groups are “off track,” I need to stop and re-teach

• Have a signal for when students are finished (hands on paper, eyes on me)

Tips - Continued

• Team questions only (c3b4me)• Positive attention toward desired

behaviors*• Cooperative distribution of materials

- Team materials monitor• “unfinished business”• Cooperative “roles”*

Tips: Sponge ActivitiesUsed to eliminate “dead time”

Purpose: to prevent “undesired behaviors” from occurringto keep students engaged in learning

What: activities that are in place for studentsto do when one team finishes their work early

Examples: visual depictions of what was learned, math games, word games, reflection entriesin journals

As you think about management essentials….

• “lens” into your own classroom – What do you plan on “tweaking”? What will this look like and sound like?

Continuing Our Focus on the Keys For Success! (5.2)• Structures• Teams• Management• Classbuilding• Teambuilding• Social Skills• PIES

Supporting pro-social growth

• When there are challenges with implementation of cooperative learning students lack Will or Skill.

Will to work together

• Our good intentions can generate strong resistance, therefore, attention to the team building process is critical (2x per week)

• Resistance is usually overcome and at some point students “team”.

• Once students want to work well together – we need to teach them the skills to do that successfuly

Characteristics of a good teammate? (11.8)

• Being a team player –willing to work together to achieve a team goal

• Ask if you don’t’ know or need help

• Teach or help other teammates

• Help the team stay task oriented

• Listen• Compliment others on

their work and contributions

• “We Can Do It”• Listen• Build off of others good ideas• Apologize and accept others

apologies for behaviors that negatively impact team performance

Skill to work together

• Good teammates are made!• By “structuring” – as teachers we

determine how an activity is to be carried out and structure the tasks to help students learn appropriate social responses naturally

• During the learning, what skills do you want to hold students accountable for?

(listening, giving compliments or praising, helping, teaching, coaching, taking turns)

Roles during team projects and discussions• Encourager• Praiser• Gatekeeper• Task Master• Materials Monitor• Quiet Captain• RecorderWhat do you need????

Gambits – “Do”, “Say”

• Give explicit instructions on expectations

• Give the words to for students to say:“thank you”, “excellent work”

Positive Reinforcement

• Publically and specifically recognize what students are doing correctly

• Praise (individual and team/class)• Have teams reflect on how their teamsare working, their strengths and places to grow

Some Common Social Skills Challenges(11.28) Choose one.

• The Refusenik• The Outcast• Shrinking Violet• Dominator• Clown• Drifter

Be ready to share your findings!

Reflection and Planning• How are we doing to make all students feel included?• Is everyone participating?• How encouraging have we been?• What can we say if we feel we are being ignored?• What can we do if someone is hesitant to share?• How equal has the participation been?• How would you feel if you were not included?• What are ways we can pick ourselves up if we are

discouraged?• How well did we stay on task?• What can we do if there is a disagreement?• When is it appropriate to clown around? When is it not?

As you think about Will and Skill essentials….

• “lens” into your own classroom – What do you plan on “tweaking”? What will this look like and sound like?

Structure Four – Inside - Outside Circle (6.27)

Inside – Outside Circle Prompts

• Think about and prepare to share details about a favorite vacation spot.

• Review and prepare to share PIES, the kinesthetic symbols and questions for each letter.

• Prepare to briefly describe why the field of education is important.

• Prepare to share two things that work well for you as review activities.

Inside – Outside Circle

(Classbuilding)

•Think about a favorite vacation spot.

• Each person will have aprox. 60 seconds to share details about your favorite vacation spot beginning with the inside circle partner.

•Thank your partners.

Inside – Outside Circle(knowledgebuilding)

• PIES – What does each letter stand for?

• What are the kinesthetic symbols for each letter?

• What are the critical questions for each letter?

• Rally – beginning with P and the inside circle partner.

• Thank your partner.

Inside – Outside Circle(Thinking Skills)

• Describe why the field of education is important You will have one minute.

• Begin with the inside circle partner.• Thank your partner.

Inside - Outside Circle(Presenting Information)

• Two things that work well for me as a review activity are…

• You will have one minute each. Begin with inside circle partner.

• Thank your partner.

Structure Four – Inside – Outside Circle(6:27)

1. One student from each pair moves to form one large circle in the class.

2. Remaining students find and face their partners. (The class now stands in two concentric circles.)

3. Inside students respond to a teacher prompt. (or ask a question from a question card they already have)

4. Partners switch roles: outside circle students ask, listen, respond, praise.

5. Partners trade cards if they have them, otherwise they say thank you and listen for further direction.

Structure Four – Inside – Outside Circle(PIES)P – While one person is talking, the other is

listeningI – everyone is responsible for sharingE – everyone participates equallyS - at least 50% of the students are overtly

active at once

Management – Inside – Outside Circle

• Use for a series of questions/tasks• Monitor• Precise, bite –sized directions• Modeling• Decide who goes first• Choral counting helps students keep their place• You could have one circle seated at desks and the other circle

stands and moves• Extra students are “Twins”

Social Skills – Inside – Outside Circle

• Greeting, saying goodbye/thank you• Coaching• Praising• Pair or partner voice

Inside – Outside Circle –Variation

Inside – Outside Line

•Students stand in two straight lines facing each other. One line rotates and the other remains in place. Rotating students rotate to a new partner and rotate to the end of the line when they pass the last student in the fixed line.

Other Possibilities for Inside –Outside Circle

Classbuilding – What is your dream job? If you could be an animal, which one would you be and why?

Knowledgebuilding – Explain the causes of World War One. Any content vocabulary and definitions.

Thinking Skills – What is the relationship between the two characters? What evidence supports your view or findings?

– What are some of the biggest challenges human beings are facing now or will face in the future?

Presenting Information -Storytelling pairs (coaching writing)

Brainstorm…How could you use it!

Dynamic Visuals © Kagan Publishing

Inside – Outside Circle

With a partner:

•Decide who will go first.

•Take turns explaining the steps to the structure, examples of PIES, and one use for this structure or a variation.

Let’s wrap it up!

Pat- Cayuga-Onondaga BOCES –Professional Development Unit -

2009

Forming Teams

(7.1)

Heterogeneous Teams

• Balanced• Maximum cross race, cross

sex, cross ability team contact

• Low achievers carefully placed to maximize tutoring

• Language ability grouping• Management – C3B4me• High achiever on every

team

• Teacher time in set up• No high-high, low-low

contact• Possible teammate

overdependence

Advantages Disadvantages

Random Teams

• Classbuilding• Built in Roles and

Teambuilding• Quick and easy• Can form teams

without knowledge of range of student abilities

• Variety,fun• Avoid resistence,

perception of fairness

• Team where no one knows content well

• Possible intense conflicts

• Language incompatibilities

• Teams of one sex or one race

• Limited opportunities to learn how to learn

• Imbalance – “winner” and “loser” teams

Advantages Disadvantages

Student Selected Teams

• Familiarity can be a plus for team dynamics

• Less teambuilding required

• Student ownership and control

• Management issues• Off task behaviors• Socially, some can

feel left out

Advantages Disadvantages

Homogeneous Teams

• Lower achievers can assume different leadership roles

• Greater academic stimulation for high achievers

• New energy to academics if homogeneous by interest

• Doesn’t maximize potential for : positive race relations, cross ability tutoring/coaching, improved gender relations and student assisted classroom management

Advantages Disadvantages

FAQ’s about Teams

• How many students? 4 is optimum and pair work in teams doubles participation –six possible pairings.

• What if class does not divide equally by 4’s? If one left over – have one group of five. If there are two left over – instead of two groups of five- pull one from a group of 4 – you will have two groups of three and the smaller number holds more accountable. Three left over students = a group of 3.

• How often should teams be changed? –every five to six weeks.

Team Task: Work together to form teams for the class that appears in the roll book sheet you have at your tables. This will help you “live” the process.

Materials needed:

1.Roll book Sheet

2. Teamformation cards to make cards for each student, then sort and place into teams.

3. Four Markers – Yellow or Purple, Red, Green, Blue

4. Forming Teams Handout that lists –Steps 1-4

Set Up: Class Lists and index cards/cards

Step One: Make a card for each student including: name, gender, scores, any other important information to meet the student’s needs. (I suggest dividing up the list among your team to make cards)

Step Two: How many students do you have?

A. Do the math to see how many teams you will have.

If there are remainders?

1 = HM

2 = LM, HM

3 = 3 different boxes

Step 2 B. Make a Matrix

H HM

LM L

Sort the cards into the matrix boxes.

Step Three: Color Code the cards as follows:

H = Blue

HM = Green

LM = Yellow or Purple

L = Red

Step Four: Make teams by taking one from each quadrant.

Make decisions that keep in mind gender, race, student needs (of course)

What about any “remainder” students? (see above)

Step Four: Make teams by taking one from each quadrant.

Make decisions that keep in mind gender, race, student needs (of course)

What about any “remainder” students? (see above)

Application!!!

Becoming Fluent with StructuresLearning structures is like learning a second language. …

When you first learn a structure, you have to think about the steps. When you reach fluency in the structure, you no longer think about the steps, you think about what you want to teach.

Prepare for Day 3

• Bring lesson planning materials and workshop materials as there will be time for lesson design in day 3.

What are key words and ideas that you have learned in our first two days of Cooperative Learning?

Team Stand and Share

1. Write Words Randomly on paper. – ROUNDTABLE

2. Draw “connections” lines. -ROUNDTABLE

Table Team – Word Splash

Quiz – Quiz- Trade (6.32)

• Stand Up, Hand Up, Pair Up• Partner A quizzes• Partner B answers• Partner A praises and thanks• Switch roles• Partners trade cards• Repeat steps 1-6 a number of times

Thank you!