Martin High SchoolSchool year 2009-2010

Mr. Oscar Perez, PrincipalDr. Romeo Romero, Bilingual/ESL Department

What is Cooperative Learning?Cooperative learning is a successful teaching strategy in which small teams, each composed of students with different levels of ability, use a variety of learning activities to improve understanding of a subject.

Why use Cooperative Learning in my classroom?Research has shown that cooperative

learning techniques: l. Promote student learning and academic

achievement 2. Increase student retention of information 3. Enhance student satisfaction with their

learning experiences 4. Help students develop skills in oral

communication 5. Develop students’ social skills 6. Promote students’ self esteem

How do students benefit from cooperative learning? Students gain from each other’s efforts- Your

success benefits me and my success benefits you.Students recognize that all group members share a

common fate- We all sink or swim together here.Students know that one’s performance is mutually

caused by oneself and one’s team members- We cannot do it without you.

Students feel proud and jointly celebrate when a group member is recognized for achievement. – We all congratulate you on your accomplishment!

How does the teacher’s instruction benefit from cooperative learning? Students have more opportunities to speak.Students tend to become better listeners because

there is direct instruction.Instead of having one or two students answering

questions or adding to a discussion, all of the students have the opportunity to speak about the subject matter.

For students learning English, the input from a small group is more comprehensible than large group discussion.

Students are able to practice communication is a less threatening environment.

How will cooperative learning help prepare students for today’s world?There is a need for students to learn skills of

cooperation.The economy has resulted in more

interdependence among members of society and among nations.

Different ethnic and racial backgrounds need practice in working together.

Many English learners come from a background where cooperation is highly valued.

Opportunities for LANGUAGE growth are available in cooperative learning situations.

How is Grouping different from Cooperative Learning?

Grouping

Focus is on individual performance.

___________________________

Assignments are discussed with little commitment to each other.

___________________________

Social skills are assumed or ignored.

__________________________

One person often “takes charge” and does all the work.

__________________________

No processing of how well the group is functioning or the quality of its work.

Cooperative Learning

Focus is on group performance.

___________________________

Group members help, assist, encourage and support each other.

_____________________________

Teamwork skills are emphasized. ________________________

Leadership is shared by all members.

__________________________

Students have time and are given a procedure to analyze how well their groups are functioning and how to improve their work.

How can I ensure effective Cooperative Learning in my classroom? As the classroom teacher, establish the

following 5 Principles of Cooperative Learning:

1. Positive Interdependence- Sink or Swim Together Each group member’s efforts are required and

indispensable for group success. Each group member has a unique contribution

to make to the joint effort because of his or her resources and /or role and task responsibilities

Effective Cooperative Learning cont….

2. Face to Face Interaction-

Promote each other’s success Orally explain how to solve problems Teach one’s knowledge to others Check for understanding Discuss concepts being learned Connect present with past learning

Effective Cooperative Learning cont….3. Individual and Group Accountability No hitchhiking! No social loafing! Keep the size of the group small. The smaller the

size of the group, the greater the individual accountability may be.

Randomly examine students orally by calling on one student to present his or her group’s work to the teacher and class.

Observe each group and record the frequency with which each member contributes to the group’s work.

Assign one student in each group the role of leader. The leader asks other group members to explain the reasoning and rationale underlying group answers.

Have students teach what they learned to someone else

Effective Cooperative Learning cont….4. Interpersonal and small-group skills

Students work together and help each other succeed Social skills must be taught by the teacher : Leadership Decision-making Trust-building Communication Conflict-management skills

Effective Cooperative Learning cont….5. Group Processing What is working and not working?Group members discuss how well they are

achieving their goals and maintaining effective working relationships.

Group members describe what members actions are helpful and not helpful, and

Make decisions about whether behaviors continue or change.

What are some generalizations that should guide the use of Cooperative Learning?

Heterogeneous grouping (ability, interest and need) seems to have a positive effect on student achievement when compared with no grouping.

Groups should be kept rather small in size.Grouping strategies are most effective when

applied at least once per week.Overuse of grouping will not give students time to

practice independently the skills and processes they must master. Teacher needs to monitor groupings and make changes as necessary.

What criteria can I use for setting up cooperative learning groups?

By interests By birthdays By colorsBy selecting names alphabetically or at

randomBy English proficiency levels Beg./Ad. and

Inter./Ad. HighBy activity matched with students’ talents

What are the 3 Types of Cooperative Learning Groups?

1.Informal- These groups last a few minutes or a lesson period. Examples include the Think-Pair-Share activity and the Numbered Heads Together activity.

2. Formal-These groups are used to ensure that students have enough time to thoroughly complete an academic assignment such as a project. This type of grouping may last for several days or weeks. The group works together with each member having a task to complete and teach to the rest of the group.

What are the 3 Types of Cooperative Learning Groups? Cont….3. Base Group- These groups are created to

provide students with support throughout a semester or academic year. This is a long term group. Students may work apart from each other, but always come back to their original group for support, clarification and completing the task.

Team Name- Laker GirlsT-Shirt designCooperative Learning Roles

Cooperative Learning RolesLEADER Errand Monitor Makes sure that every voice is heard Briefly leaves the group to get

supplies or to request help from the teacher

Focuses work around the learning task Sound bites: Sound bites: “Do you think it’s time to ask

the teacher for • Let’s hear from ____ next.” help?” • “That’s interesting, but let’s get back to our “I’ll get the extra organizer

from the shelf.” task.” RECORDER Compiles group members’ ideas on collaborative graphic organizer Writes on the board for the whole class to see during the presentation Sound bites: • “I think I heard you say________; is that right?” • “How would you like me to write this?” TIME KEEPER Encourages the group to stay on task Announces when time is halfway through and when time is nearly up Sound bite: • "We only have five minutes left. Let’s see if we can wrap up by then.” PRESENTER Presents the group’s finished work to the class Sound bite: • “How would you like this to sound?”

Base Group Activity

Pre-select groupsReview Ground Rules and have student sign agreementHave groups select rolesDistribute copies of T-shirt for Base Group identity

activityMaterials: copy of T-shirt with explanation, markers,

pencils, masking tapeGroup will present their T-shirt activity to the whole

group Display

Ways to Form Positive InterdependenceGroup projectsRewards based on group participationGroup tasks that require division of

laborEach student has a resource that

others must useEach student takes a role in the group

Individual AccountabilityColor code individual workEach student receives an individual score for

his/her part in a group projectStudents write reflections on their learning

and participationStudents share with the whole group what was

learnedStudents respond individually in a learning log

or worksheetStudents understand that they work together

to learn, but they must work independently during the test.

5 Cooperative Learning Strategies to Use in my Classroom

•Jigsaw•Think-Pair-Share•Round-Robin Brainstorming•Pantomime-A-Tale•Numbered Heads Together

Jigsaw Groups of 3 or 4 students are set up. Each group member is assigned some unique

material to learn and then to teach to his group members.

To help in the learning, students across the class working on the same sub-section get together to decide what is important and how to explain/teach it to the group.

After practice in these “expert” groups, the original groups return to their base group and students teach each other.

Jig Saw Activity Handouts Science chapter on Eating Disorders Example of Jig Saw Activity Assignment on the Eating Disorders chapter Presentation Rubric Group Work Rubric

Supplies Colored gem clips- 4 different colors Butcher paper Colored markers Masking tape Pencils Rulers

Examples of Assignments for Implementing Jig Saw in Content Area ClassroomsELA- After reading a story, students identify

character traits, identify the conflict (s) experienced by a character, and identify supporting text.

Social Studies- Students research on setbacks, accomplishments and the positive or negative historical impacts of historical figures.

Science- Students read a section of the text (bold face sub-division) and explain what the section is about. Students may draw and write responses.

Math- Students sketch the three special segments for each type of triangle.

Think -Pair-ShareThis strategy involves a three step cooperative

structure.

1st step- Students think about a question posed by the teacher and write a response

2nd step- Students pair up and exchange thoughts

3rd step- Teacher calls on team members to share their responses with other teams or the entire class

Think-Pair-Share ActivityMeet with your Content Area groupSkim and scan the article, Stress

ManagementBased on your content, develop 3 Think-Pair-

Share questions. Write your questions on butcher paper and display on wall.

Groups will do a gallery walk and praise efforts of other groups.

Supplies:Butcher paperPencils Markers

Examples of Assignments for Implementing Think-Pair-Share in Content Area Classrooms

ELA- What was the author’s purpose for writing this selection?

Science- What is the purpose of the cell?Social Studies- What were the main causes of

the Civil War?Math- Is the gymnasium floor bigger or

smaller than the cafeteria floor? How can we find out?

Round Robin BrainstormingClass is divided into small groups (3-4) with one

person appointed as the recorder. A question is posed with multiple answers and

students are given time to think about answers. After the “think time,” members of the team

share responses with one another round robin style. The recorder writes down the answers of the group members. The person sitting to the right of the recorder starts and each person in the group in order gives an answer until time is called.

Students discuss and agree on the best answer for their group.

When everyone has finished, teacher calls on students

Examples of Assignments for Implementing Round Robin Brainstorming in Content Area Classrooms

ELA- multiple choice questions in reading and revising and editing, true or false statements

Science- multiple choice questions and true or false statements

Social Studies-multiple choice questions and true and false statements

Math- multiple choice questions and true and false statements

Pantomime – A- TaleThe class is divided into small groups (4-7).

The number of groups will depend on the number of paragraphs to be covered in reading lesson. This lesson requires 7 groups composed of 4-5 students per group.

Each group is given one of the paragraphs to read and prepare for a presentation based on their assigned paragraph.

Someone is chosen from each of the groups to be the narrator.

The narrator reads the paragraph while team members pantomime the information.

Pantomime-A-TaleMaterials and SuppliesHandoutsButcher paperMarkersOther items group decides to use

Numbered Heads TogetherA team of four is established. Each member is given a number of l, 2, 3, or 4. Questions are asked of the group. Groups work together to answer the questions so

that all can verbally answer the question. Teacher calls out a number (example, two) and

each student with the number 2 is asked to give the answer.

If answers vary, teacher asks students to explain and/or explains and clarifies. Teacher may then pose a similar question and have students practice again.

Numbered Heads Together Activity

Choose 3 other people to work with. Do not choose anyone from your Base Group.

Select a facilitator from the groupSelect a writerWhen you are finished, stand up but remain

in your placesWhen all groups are standing up, questioning

will begin

Before you leave..Decide on one cooperative learning activity that you will implement next week.

How will you implement this activity?

Provide an example.Be ready to share with the whole group.

Remember- Cooperative Learning Works!

Thank you very much for your attention and cooperation, and remember that we look forward to visiting your classroom to see how you are implementing cooperative learning and assisting you in implementing the strategies.

Have a Fantastic School Year!!!!