COOPERATIVE LEARNING

Name:Date:

Objectives

• Rational for cooperative learning.

• Understand the difference from cooperative learning and group learning.

• Structures of cooperative learning.

• Understand the importance of and the need for direct teaching of social skills.

• Grouping strategies.

Objectives continued

• The teacher’s role when using cooperative learning in the classroom.

• Understand the use of assigning roles as a means of avoiding problems.

• Importance of team trust.

Grouping

• Groups of 4.• Two groups of 2:

– Shoulder to shoulder.– Knee to knee.

Groups become teams through trust and team building. When new

groups are formed it is important to give the group time to form trust and

develop a “team identity”.

TEAM• Acquainted.• Team develops an identity,

name, and cheer. • The team learns to trust • Team learns to respect

and value differences in the group.

• The team learns that the product of the group is better than any individual.

Three Types of Learning

Cooperative • Small heterogeneous

groups of students working together to achieve a common goal.

Three types of Learning

Competitive • Students working

individually and/or homogeneous groups engaged in a win/lose struggle.

Three Types of Learning

Individual • Students working

independently on their own goals at their own pace in their own space.

“What children can do together today, they can do alone tomorrow.” Vygotsky

William Glasser

• We learn 10% of what we read20 % of what we hear30% of what we see50% of what we both see and hear70% of what is discussed with others80% of what we experience personally95% of what we teach to someone else

Components of Cooperative Learning

• Positive interdependence.• Individual accountability.• Participation.• Division of labor among students in the

group.• Face to face interaction.• Assignment of roles to students.• Group processing of an activity.

Johnson and Johnson

- Positive interdependence.

- Individual Accountability.

- Group processing.

- Social skills.

- Face to face interaction.

PI

G

S

FACE

Kagan

• P - positive interdependence “is my gain your gain?” “Is help necessary?”

• I - individual accountability “is individual public

performance required?• E - equal participation how

equal is the participation?• S - simultaneous interaction

what percent are overtly active at once?

Social Skillswhen groups are forming

Social Skillsduring group

Social Skillsduring discussions

Social Skillswhen wrapping up discussions

Social Skillswhen reporting

Roundtable Activity

• What do you think are the greatest concerns/obstacles that hinder learning in the classroom?

Grouping

Who’s Not Telling the Truth?

GROUP ROLES

• Secretary• Time Keeper• Cheer Leader• Summarizer• Facilitator• Noise Monitor• Materials Controller• Historian• Equalizer

Inside Outside Circle

Two by Two

ACTIVITY

• Four Jobs:– Secretary.– Cheer Leader.– Time Keeper.– Summarizer.

WHAT ARE SOME THINGS THAT NEED CLARIFYING?

• 20 minutes.

• Discuss.

• Answer.

• Clarify.

• List anything group could not clarify.

JIGSAW

HEADS TOGETHER

INTERVIEW

PROCESSING

What were you supposed to do?

What did you do well?

What would you do differently next time?

Do you need any help?

TEACHER’S ROLE

Before class:

Objectives:

Academic.

Group Participation.

Social Skills.

TEACHER’S ROLE

• Start of Class:

– Assign roles.– Explain objectives.– Explain criteria for

success.– Specify desired

behaviors.

TEACHER’S ROLE

• During Activity:– Reinforce positive

interactions.– “Notice”.– Avoid giving answers.– Re-teach as

necessary.– Assess.

TEACHER’S ROLE

• At completion:

– Provide closure.– Direct processing activity.– Provide feedback.

TEACHER’S ROLE

• After class:

– Evaluate learning.– Recognize achievement.– Plan for future teaching.

GRADES

INDEPENDENT PRACTICE

• Incorporate one cooperative group activity into classroom.

– Write up objectives (academic and social).– Evaluate activity – what worked, what needed

to be different.– Send summary to instructor within 2 weeks.