Cooperative LearningCooperative Learning

Arends Chapter 10Arends Chapter 10

1.1. What What differencesdifferences in students sometimes result in in students sometimes result in exclusion, ridicule, harassment or worse by peers?exclusion, ridicule, harassment or worse by peers?

2.2. What can be the result for these students with What can be the result for these students with differences, both short- and long-term?differences, both short- and long-term?

3.3. What can teachers do to prevent mistreatment from What can teachers do to prevent mistreatment from peers?peers?

Harvey Milk High School - NYCHarvey Milk High School - NYC For gay, lesbian, bi-sexual & For gay, lesbian, bi-sexual &

transgendered students, although transgendered students, although heterosexual students welcome heterosexual students welcome too.too.

Mission: safe & supportive Mission: safe & supportive learning environment for all. learning environment for all.

Public HS; attend by choicePublic HS; attend by choice 170 students 170 students Started in 1985Started in 1985 95% grad rate, far above state 95% grad rate, far above state

avg; 60% attend college. Far avg; 60% attend college. Far above national avg for LGBT above national avg for LGBT students.students.

www.hmi.orgwww.hmi.org

1.1. Why do students choose Why do students choose to attend HMHS instead of to attend HMHS instead of traditional HS?traditional HS?

2.2. What other groups might What other groups might feel same way?feel same way?

3.3. Advantages & Advantages & disadvantages for all.disadvantages for all.

4.4. Is goal of safe & welcome Is goal of safe & welcome school for ALL students in school for ALL students in ALL public schools ALL public schools realistic? Worth pursuing?realistic? Worth pursuing?

5.5. What can teachers do to What can teachers do to make school safe & make school safe & welcoming for ALL?welcoming for ALL?

Cooperative LearningCooperative Learning: method of teaching that : method of teaching that goes beyond helping students learn academic goes beyond helping students learn academic content to address important social and human content to address important social and human

relations goals & objectives.relations goals & objectives.

Learner-directedLearner-directed Often used as extended practice after direct instruction.Often used as extended practice after direct instruction.

– Application of skill/knowledge, but in group.Application of skill/knowledge, but in group. CL is one solution for including diverse learners & creating CL is one solution for including diverse learners & creating

“community”.“community”. Required to work together on common task.Required to work together on common task.

– Students who typically may NOT choose to work Students who typically may NOT choose to work together, such as…together, such as…

Learner-directedLearner-directed Often used as extended practice after direct instruction.Often used as extended practice after direct instruction.

– Application of skill/knowledge, but in group.Application of skill/knowledge, but in group. CL is one solution for including diverse learners & creating CL is one solution for including diverse learners & creating

“community”.“community”. Required to work together on common task.Required to work together on common task.

– Students who typically may NOT choose to work Students who typically may NOT choose to work together, such as…together, such as…

CL developed to achieve 3 CL developed to achieve 3 important instructional goals:important instructional goals:

1.1. Academic achievementAcademic achievement

2.2. Tolerance & acceptance of diversityTolerance & acceptance of diversity

3.3. Social skill developmentSocial skill development

Levels of Teacher Support Levels of Teacher Support for Students with Differencesfor Students with Differences

SOLIDARITY: a union of interests, purpose & sympathies SOLIDARITY: a union of interests, purpose & sympathies among members of a group thru working & struggling together; among members of a group thru working & struggling together; interdependent; solid; whole (most powerful learning occurs interdependent; solid; whole (most powerful learning occurs when solidarity exists among ALL in classroom)when solidarity exists among ALL in classroom)

RESPECT: admire & hold in high esteemRESPECT: admire & hold in high esteem ACCEPTANCE: acknowledge differences without denying ACCEPTANCE: acknowledge differences without denying

their importancetheir importance TOLERANCE: capacity to bear something although it may be TOLERANCE: capacity to bear something although it may be

unpleasant (teacher’s MINIMAL level of support)unpleasant (teacher’s MINIMAL level of support)Adapted from Nieto. Adapted from Nieto. Affirming Affirming

DiversityDiversity

Theoretical & empirical support for Theoretical & empirical support for cooperative learningcooperative learning

Cooperative behavior improves (foundation of Cooperative behavior improves (foundation of democracy) democracy)

Increased tolerance, acceptance, & respect of differencesIncreased tolerance, acceptance, & respect of differences– Laws alone (Brown vs Topeka B of Ed) do not promote Laws alone (Brown vs Topeka B of Ed) do not promote

acceptance (Allport)acceptance (Allport)– Heterogeneous (in groups comprised of differing elements) Heterogeneous (in groups comprised of differing elements)

contact required, under conditions of equal statuscontact required, under conditions of equal status Outperformed others academically Outperformed others academically

– CL usually involves experiential learning:CL usually involves experiential learning: Personally involvedPersonally involved Discover knowledge on their ownDiscover knowledge on their own

2 most important requirements 2 most important requirements

of CL lesson:of CL lesson: (make sure your CL lesson meets these)(make sure your CL lesson meets these)

1.1. COOPERATIVE TEAM WORK, not competitive (must COOPERATIVE TEAM WORK, not competitive (must work work togethertogether))

2.2. ACCOUNTABILITY of both INDIVIDUAL & GROUPACCOUNTABILITY of both INDIVIDUAL & GROUP Group held accountable to produce Group held accountable to produce AND each student specifically held accountable for AND each student specifically held accountable for

contribution to group as group works contribution to group as group works togethertogether..

6 major phases/steps in CL lesson:6 major phases/steps in CL lesson:1.1. Establish set Establish set

Share academic objective Share academic objective Tell relevance or motivateTell relevance or motivate Relate to prior learningRelate to prior learning

2.2. Provide directions & resources for Provide directions & resources for team workteam work

ProductProduct – tell students WHAT – tell students WHAT they’ll do or producethey’ll do or produce

ProcessProcess – tell HOW – tell HOW Provide with resources or guide Provide with resources or guide

in accessingin accessing Organize into teams & share Organize into teams & share

social objective social objective (expectations for (expectations for behavior, cooperation, social skills)behavior, cooperation, social skills)

Anchor activity Anchor activity – early finishers– early finishersNOTE: Above in any sequence. NOTE: Above in any sequence.

3.3. Work in Work in teams/Teacher teams/Teacher assistsassists

4.4. Assess academicAssess academic & & social objectivesocial objective

OngoingOngoing5.5. Recognizing group Recognizing group

workwork6.6. Lesson closure – Lesson closure –

review what they review what they learned academically learned academically & socially& socially

Organizing students into teamsOrganizing students into teams 3 ways:3 ways:

1.1. Random – count off, birthdays in even months, etc.Random – count off, birthdays in even months, etc.2.2. Student choice – problems & advantages???Student choice – problems & advantages???3.3. Stratified – teacher assigns based on some relevant criterion, Stratified – teacher assigns based on some relevant criterion,

resulting in resulting in heterogeneous teamsheterogeneous teams::– Diversity of…Diversity of…

Culture, race, religionCulture, race, religion Socioeconomic status, popularity, etc. Socioeconomic status, popularity, etc. Skills or abilitiesSkills or abilities Learning styles or intelligencesLearning styles or intelligences Interests or experiencesInterests or experiences Etc. Etc.

Considering goals of CL, which should we use most often?Considering goals of CL, which should we use most often?

Role of the Teacher during CLRole of the Teacher during CL Overall, assist team workOverall, assist team work

– Clarify tasksClarify tasks– Keep on taskKeep on task– Be a resource & connect with resourcesBe a resource & connect with resources– Establish & clarify student roles; if student-determined, monitorEstablish & clarify student roles; if student-determined, monitor

Facilitator, recorder, reflector, artist, typist, designerFacilitator, recorder, reflector, artist, typist, designer Watch for dominance or passivity Watch for dominance or passivity

– Establish & monitor expectations for behavior in teamsEstablish & monitor expectations for behavior in teams– Expectations during transitionsExpectations during transitions

How much assistance?How much assistance?– Keep in mind – Keep in mind – learner-directedlearner-directed– Avoid hovering, but don’t leave roomAvoid hovering, but don’t leave room– Move from group to group, assisting only as neededMove from group to group, assisting only as needed

May need to teach social skillsMay need to teach social skills Social skills – skills that promote successful social Social skills – skills that promote successful social

relationships & enable individuals to work relationships & enable individuals to work effectively togethereffectively together

How should you choose your social objective?How should you choose your social objective?– Observe students; what is lacking? Typically:Observe students; what is lacking? Typically:

SharingSharing ParticipationParticipation CommunicationCommunication Respect, courtesyRespect, courtesy

Dealing with misbehavior during group workDealing with misbehavior during group work How can we deal with student misbehavior during group work???How can we deal with student misbehavior during group work??? Some suggestions:Some suggestions:

– Choose groups wisely (“leader” in each group, avoid bad Choose groups wisely (“leader” in each group, avoid bad combinations); give students choice sometimescombinations); give students choice sometimes

– Clearly state behavior expectationsClearly state behavior expectations– Recognize & celebrate those working appropriatelyRecognize & celebrate those working appropriately– Change groups oftenChange groups often– Address behaviors privately; preserve dignity & give chance to Address behaviors privately; preserve dignity & give chance to

improveimprove– Expel from group ONLY as last resort (likely, those who most need Expel from group ONLY as last resort (likely, those who most need

benefits of cooperative learning)benefits of cooperative learning)

Assessment of cooperative learningAssessment of cooperative learning One of greatest criticisms of CL…group grade. One of greatest criticisms of CL…group grade.

So…So…– Assess both individual AND group….Assess both individual AND group….

Individual grade for each student’s contribution & separate Individual grade for each student’s contribution & separate group gradegroup grade

How assess social objective? How assess social objective? – Peer evals Peer evals – Teacher-made eval – rating scale or rubricTeacher-made eval – rating scale or rubric

Make assessment tools easy to useMake assessment tools easy to use

For this microteaching, add one element to your plan For this microteaching, add one element to your plan (most likely in “Process” section) that appeals to:(most likely in “Process” section) that appeals to:

Tactile learnersTactile learners (need to touch & manipulate items related to (need to touch & manipulate items related to lesson), lesson), – Examples: manipulatives in math, using markers or paint to illustrate.Examples: manipulatives in math, using markers or paint to illustrate.

Or…Or… Kinesthetic learnersKinesthetic learners (need to move & engage whole bodies during (need to move & engage whole bodies during

learning & practice; as they move in conjunction with learning, they learning & practice; as they move in conjunction with learning, they internalize information they’re working with).internalize information they’re working with).– Examples: human timeline, twister math.Examples: human timeline, twister math.

So, require or give opportunity to So, require or give opportunity to touch and/or movetouch and/or move.. Brainstorm some possibilities for each (based on lesson you’re Brainstorm some possibilities for each (based on lesson you’re

considering or past classroom experiences): considering or past classroom experiences):

Recognition of group work Recognition of group work & cooperative effort& cooperative effort

Recognizing group work or cooperative effortRecognizing group work or cooperative effort– How? Brainstorm ways to recognize/share group work.How? Brainstorm ways to recognize/share group work.

Present or share their work with classPresent or share their work with class Display end products; show & tellDisplay end products; show & tell Special daySpecial day Share with invited guests (other classes, parents, staff)Share with invited guests (other classes, parents, staff) Pizza or popcorn party (as a surprise)Pizza or popcorn party (as a surprise) School announcementsSchool announcements Weekly class newsletterWeekly class newsletter Awards – random; avoid dependencyAwards – random; avoid dependency Certificates – random; avoid dependencyCertificates – random; avoid dependency

Criticisms of CL & how to Criticisms of CL & how to address:address:

Too much responsibility on students for own Too much responsibility on students for own teaching & learning (How can teachers address?)teaching & learning (How can teachers address?)

Group gradesGroup grades Social loafing:Social loafing:

– Dominance of 1 studentDominance of 1 student– Passivity of others (often low achievers) Passivity of others (often low achievers) – (How can teachers address?)(How can teachers address?)

Differentiation of cooperative learningDifferentiation of cooperative learning Because each student is unique, assigning Because each student is unique, assigning

identical tasks to every student will result in identical tasks to every student will result in many students’ needs not being met. many students’ needs not being met.

Therefore, we can differentiate CL lesson:Therefore, we can differentiate CL lesson:– Assign different tasks for different students based Assign different tasks for different students based

on: on: AbilityAbility Interests or strengths (leadership ability, etc.)Interests or strengths (leadership ability, etc.) Learning style or multiple intelligencesLearning style or multiple intelligences

– Vary criteria for success/gradeVary criteria for success/grade

Seating arrangements most Seating arrangements most conducive to cooperative learningconducive to cooperative learning

ClusterCluster Swing seatingSwing seating Others?Others?

Helping with transitions (from giving Helping with transitions (from giving instructions to forming their groups)instructions to forming their groups)

1.1. Expectations for behavior Expectations for behavior

2.2. Visual of directionsVisual of directions

3.3. State directions clearly & ask students to State directions clearly & ask students to paraphraseparaphrase

4.4. Specific location for each teamSpecific location for each team

Critique each others’ lesson plans:Critique each others’ lesson plans:– 2 objectives - Academic & social (at least 2 2 objectives - Academic & social (at least 2

subobjectives each)subobjectives each)Overall Objective:Overall Objective:

S.O. #1:S.O. #1:S.O. #2:S.O. #2:

– Establish Set – attention, academic objective & Establish Set – attention, academic objective & relevancerelevance

– Product – tell them what they’ll do Product – tell them what they’ll do together, as a teamtogether, as a team– Process – tell them howProcess – tell them how

Clearly tells how each student held accountableClearly tells how each student held accountable Visual support of steps in processVisual support of steps in process

– ResourcesResources– Anchor activityAnchor activity– Recognition of group work & closure… - tells how they Recognition of group work & closure… - tells how they

share their work with whole class and review both share their work with whole class and review both academic & social learningacademic & social learning

– Tactile or kinesthetic elementTactile or kinesthetic element

Let’s look at some specific CL strategies:Let’s look at some specific CL strategies: STAD STAD

– Students help fellow team members learn material thru Students help fellow team members learn material thru tutoring, quizzing, discussions, etc.tutoring, quizzing, discussions, etc.

– Then, take weekly quizzes on materialsThen, take weekly quizzes on materials– Each graded on improvement from quiz to quizEach graded on improvement from quiz to quiz

““Class Activities that use Cooperative Learning”Class Activities that use Cooperative Learning” ““Overview of Selected Structures”Overview of Selected Structures”

– Co-op Co-opCo-op Co-op Work in group to produce a particular group product to share Work in group to produce a particular group product to share

with whole class; each student makes a particular contribution with whole class; each student makes a particular contribution to the group product.to the group product.

– Co-op Co-op (Joslin Hanna)Co-op Co-op (Joslin Hanna) 22ndnd Grade - think of what they want to be when grow Grade - think of what they want to be when grow

upup Individually, each writes 2 sentences (1 stating what Individually, each writes 2 sentences (1 stating what

& 1 stating why) & draws a colored picture of the job; & 1 stating why) & draws a colored picture of the job; on 1 pageon 1 page

In groups, assemble book that includes each In groups, assemble book that includes each student’s page.student’s page.

– Together, decide on title, make cover page, & Together, decide on title, make cover page, & order of pages in bookorder of pages in book

Pairs Check (Jean Smith)Pairs Check (Jean Smith)– 33rdrd Grade Math Grade Math– One student solves problem while other One student solves problem while other

coaches, gives feedback, encourages, praisescoaches, gives feedback, encourages, praises– Switch rolesSwitch roles– Compare answers with whole classCompare answers with whole class– Celebrate correct answers!Celebrate correct answers!

Numbered Heads Together (Sarah Jenkins)Numbered Heads Together (Sarah Jenkins)– 22ndnd grade science grade science– Align all planets in relation to sunAlign all planets in relation to sun– Roles: reader, planet mover, checker, praiserRoles: reader, planet mover, checker, praiser– Rotate rolesRotate roles

Co-op & Team Word Webbing (Wes Co-op & Team Word Webbing (Wes Windham)Windham)– 99thth English English– Individually, brainstorm various objectsIndividually, brainstorm various objects– In groups, In groups,

Share brainstormed listsShare brainstormed lists Select 1 object that will be subject of “shape” poemSelect 1 object that will be subject of “shape” poem Brainstorm words/phrases that describe objectBrainstorm words/phrases that describe object Organize words/phrases into poem that is shape of Organize words/phrases into poem that is shape of

objectobject

Co-op Co-op (Stace James)Co-op Co-op (Stace James)– 55th th Grade Grade – Given letter of alphabet, group makes poster Given letter of alphabet, group makes poster

with place, famous person, dictionary word, with place, famous person, dictionary word, glossary word, & animal, each starting with that glossary word, & animal, each starting with that letterletter

– Each student responsible for 1 itemEach student responsible for 1 item

Think-team-share (Gretchen Zumbach)Think-team-share (Gretchen Zumbach)– 1111th Grade th Grade

– Individually brainstorm ideas for 1 act playIndividually brainstorm ideas for 1 act play– In team, select 1 idea by reaching consensusIn team, select 1 idea by reaching consensus– In team, write playIn team, write play– Perform play for classPerform play for class

Lesson plan websitesLesson plan websites

http://teachersnetwork.org/teachnet/all_teachnet.cfmhttp://teachersnetwork.org/teachnet/all_teachnet.cfm

http://teachers.net/lessons/search.htmlhttp://teachers.net/lessons/search.html (search "cooperative learning" (search "cooperative learning"

http://www.edhelpernet.com/cgi-bin/ednet.cgihttp://www.edhelpernet.com/cgi-bin/ednet.cgi

http://home.att.net/~teaching/refbook.htmhttp://home.att.net/~teaching/refbook.htm

http://www.education-world.com/a_tslhttp://www.education-world.com/a_tsl (click "Teacher Lesson Plans") (click "Teacher Lesson Plans")

http://school.discoveryeducation.com/lessonplans/index.htmlhttp://school.discoveryeducation.com/lessonplans/index.html

http://712educators.about.com/od/cooplearning/http://712educators.about.com/od/cooplearning/Cooperative_Learning.htmCooperative_Learning.htm