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Kagan Cooperative LearningTraining

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Title: Kagan Cooperative LearningTraining


1
KaganCooperative LearningTraining
  • Martin High School
  • School year 2009-2010
  • Mr. Oscar Perez, Principal
  • Dr. Romeo Romero, Bilingual/ESL Department

2
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.

3
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

4
How 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!

5
How 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.

6
How 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.
8
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 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

9
Effective 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


10
Effective 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

11
Effective 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

12
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.

13
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.

14
What 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

15
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.

16
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 Girls
  • T-Shirt design
  • Cooperative Learning Roles

17
Cooperative 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

18
Base 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

19
Ways 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

20
Individual 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.

21
5 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.

23
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

24
Examples 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

26
Think-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

27
Examples 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

29
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

30
Pantomime 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.

31
Pantomime-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.

33
Numbered 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

34
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.

35
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.

36
Have a Fantastic School Year!!!!
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