Specialist assessment ch. 6 efa ppt
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Chapter 6 – Activating Students
as Instructional Resources for
One AnotherRegina Crawford & Tamara Linares
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Chapter 6
“Even though there is a substantial
body of research that demonstrates
the extraordinary power of
collaborative and cooperative
learning, it is rarely deployed
effectively in classrooms.” (p. 133)
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Cooperative Learning
4 main reasons why cooperative
learning has a profound effect
1. Motivation – higher rates of effort
2. Social cohesion – care about the
group, so higher rates of effort
3. Personalization – peers address
difficulties
4. Cognitive elaboration – think
through ideas
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Studies
When group rewards depended on the collection of the learning of individuals within the group, members produced four times the impact on learning versus when a group was rewarded on a single group product
When peer help is elaborated explanations, both the giver and receiver benefitted by increasing learning by 50% versus peer help in giving answers or helping with procedures had no benefit for those giving help and had a drop in the achievement of the receiver.
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Studies continued
Students participating in student-led
groups benefitted almost as much as
getting one-on-one instruction from a
teacher. Plus, they learned more than
students in teacher-led groups.
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Under right conditions, peer tutoring can
be more effective than having 1:1
teacher-student ratio
Teacher language. Students pretend
to understand
Girls worried about teacher time
Boys didn’t want to look foolish
When working with peers, students
are willing to ask one another to slow
down or repeat something.
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2 elements should be present for
effective cooperative learning 1. Group goals – students working AS
a group, not just working IN a group
2. Individual accountability – students
can’t ride in on the coattails of others
If both are present, cooperative
learning is equally effective for high
and low achievers
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Teachers rarely practice true
cooperative learning even though they
are incorporating it. 93% of 85 elementary teachers in 2
districts said that they practiced
cooperative learning.
In follow-up interviews with 21 of those
teachers, on 5 teachers practiced true
collaborative learning to facilitate both
group goals and individual
accountability.
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Useful Techniques
C3B4ME
Peer evaluation of
homework
Homework help
board
Two stars and a wish
End-of-topic
questions
Error classification
What did we learn
today?
Student reporter
Preflight checklist
I-You-We checklist
Reporter at random
Group-based test
prep
If you’ve learned
it, help someone
who hasn’t
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C3B4ME
Students must have asked 3 other
students for assistance before coming
to the teacher for help.
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Peer evaluation of homework
Involve students in checking.
Teacher decides method. Might get a rubric to grade their own, or swap notebooks with another student and grade it. Sometimes, this applied to whole groups of students.
If students didn’t have the work, could not participate in group evaluation.
Students didn’t like being excluded.
Work was neater
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Homework help board
At the beginning of day or
lesson, students write any questions
they may have had on the previous
night’s homework on the help board.
Students who think they “got” the
homework and can help other
students can provide help to those
who indicated difficulties on the board.
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Two stars and a wish
Peer assessment
If a student gives feedback on another student’s work, he or she must give them 2 things they thought were good (2 stars) and 1suggestion for improvement (wish).
Comments are on sticky notes (can be removed if not helpful.
Can take a picture of the feedback and show to students so that they can decide whether the feedback was helpful or not
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End-of-topic questions
At the end of lesson, topic, etc., instead of saying any questions, ask them to discuss in their groups if any questions need to be answered. More likely to get response because students don’t want to look foolish in front of others.
Can even tell students that each group needs to generate at least 1 question.
Teacher collects questions, sorts them, and deals with like questions at the same time.
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Error classification
Used when student errors are
straightforward
Can combine like
strengths/weaknesses for corrections
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What did we learn today?
At the end of a lesson, groups
generate a list of items they learned
during the lesson
Each group reports one thing
# of items in the list needs to be the
same as the # of groups so each
group can mention at least 1 thing not
mentioned by another group
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Student reporter
At the beginning of a lesson (or end of
a previous one) a student is selected
as a reporter.
Teacher stops 10 minutes before the
end of the lesson and student reporter
summarized main points of the lesson
and attempts to answer questions
students may have. If can’t
answer, asks other classmates to
help.
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Preflight Checklist
Before an assignment is submitted, it
has to be signed of by a buddy, who
checks to make sure the assignment
met all the requirements
Works well when there are several
requirements for the assignment
(science lab report)
Buddy is accountable
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I-You-We checklist
At the end of an
assignment/lesson, students writes
something about their own
contribution to the lesson, something
about another student’s
contribution, and something about the
quality of work of the group as a whole
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Reporter at random
When assigning roles in groups, not a
good idea to assign reporter at the
beginning. Other students feel that
they are off the hook and can back off.
Individual accountability is lessened.
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Group-based test prep
When preparing for a test, organize in groups and assign each member an aspect to review. Each student given a task card and suggestions on how to do it.
Next day, each member presents task to the group. Rest of group responds to presentation using colored cups (green, yellow, red).
Group decides if anything needs to be added to the explanation
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If you’ve learned it, help
someone who hasn’t Remember, if students are giving
elaborated explanations (instead of just an answer), both giver and receiver benefit.
High achieving students might resist peer tutoring for fear of being held back and think they’re doing the teacher’s job (especially math)
To counter, emphasize that getting the right answer isn’t enough. Need to be able to communicate findings.
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continued
Cultural norms – In Japan, teacher keeps class together. If a student understands something but others don’t, teacher’s job is to help those who need help
Those students in middle can become spectators. Half-ability groups (weak with middle and middle with strong). As many students as possible are engaged in learning
Some teachers concerned it’s not fair. Primary purpose of assessment not to sort and rank and grade students. Be careful to not create incentives for students to create low-quality work.
Assessments should be used to adjust instruction