Title: Kagan Cooperative LearningTraining
1KaganCooperative LearningTraining
- Martin High School
- School year 2009-2010
- Mr. Oscar Perez, Principal
- Dr. Romeo Romero, Bilingual/ESL Department
2What 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.
3Why 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
4How do students benefit from cooperative
learning?
- Students gain from each others 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 ones performance is mutually
caused by oneself and ones 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!
5How does the teachers 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.
6How will cooperative learning help prepare
students for todays 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.
7 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.
8How 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 members 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
9Effective Cooperative Learning cont.
- Face to Face Interaction-
- Promote each others success
- Orally explain how to solve problems
- Teach ones knowledge to others
- Check for understanding
- Discuss concepts being learned
- Connect present with past learning
-
10Effective Cooperative Learning cont.
- 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 groups work to
the teacher and class. - Observe each group and record the frequency with
which each member contributes to the groups
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
11Effective Cooperative Learning cont.
- 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
12Effective 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.
13What 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.
14What criteria can I use for setting up
cooperative learning groups?
- By interests
- By birthdays
- By colors
- By selecting names alphabetically or at random
- By English proficiency levels Beg./Ad. and
Inter./Ad. High - By activity matched with students talents
15What 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.
16What 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 Girls
- T-Shirt design
- Cooperative Learning Roles
17Cooperative Learning Roles
- LEADER
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 its time to
ask the teacher for - Lets hear from ____ next.
help?
- Thats interesting, but lets get back to our
Ill 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
18Base Group Activity
- Pre-select groups
- Review Ground Rules and have student sign
agreement - Have groups select roles
- Distribute copies of T-shirt for Base Group
identity activity - Materials copy of T-shirt with explanation,
markers, pencils, masking tape - Group will present their T-shirt activity to the
whole group - Display
19Ways to Form Positive Interdependence
- Group projects
- Rewards based on group participation
- Group tasks that require division of labor
- Each student has a resource that others must use
- Each student takes a role in the group
20Individual Accountability
- Color code individual work
- Each student receives an individual score for
his/her part in a group project - Students write reflections on their learning and
participation - Students share with the whole group what was
learned - Students respond individually in a learning log
or worksheet - Students understand that they work together to
learn, but they must work independently during
the test.
215 Cooperative Learning Strategies to Use in my
Classroom
- Jigsaw
- Think-Pair-Share
- Round-Robin Brainstorming
- Pantomime-A-Tale
- Numbered Heads Together
22 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.
23Jig 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
24Examples of Assignments for Implementing Jig Saw
in Content Area Classrooms
- ELA- 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.
25 Think -Pair-Share
- This 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
26Think-Pair-Share Activity
- Meet with your Content Area group
- Skim and scan the article, Stress Management
- Based 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 paper
- Pencils
- Markers
27Examples of Assignments for Implementing
Think-Pair-Share in Content Area Classrooms
- ELA- What was the authors 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?
28 Round Robin Brainstorming
- Class 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
29Examples 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
30Pantomime A- Tale
- The 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.
31Pantomime-A-Tale
- Materials and Supplies
- Handouts
- Butcher paper
- Markers
- Other items group decides to use
32 Numbered Heads Together
- A 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.
33Numbered Heads Together Activity
- Choose 3 other people to work with. Do not
choose anyone from your Base Group. - Select a facilitator from the group
- Select a writer
- When you are finished, stand up but remain in
your places - When all groups are standing up, questioning will
begin
34Before 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.
35Remember- 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.
36Have a Fantastic School Year!!!!