Transcript Class Size Increasing? Use Cooperative Learning Tools to

Class Size Increasing?
Use Cooperative Learning
Tools to Differentiate
Curriculum and Motivate
Students
Susan Belgrad
Professor of Elementary Education
California State University Northridge
As class size increases, California teachers continue to
be faced with meeting the needs of the diverse
students they teach.
Feeling outnumbered? This can happen—
especially if students have difficulty with attention
and behavior teaching can become difficult and
learning impossible?
Can cooperative learning strategies assist
teachers in promoting more student responsibility,
engagement and success? This workshop will
introduce some key strategies that will make
classroom life more productive and satisfying for all.
Business Card Activity
A Goal
A Success
NAME
Name of your School
Favorite Book
A Benefit
Balance the Budget
Completed the
Training Plan
Susan
Cal State Northridge
The Kite Runner
Travel
Portmanteau
Activity
1. ASSIGN GROUP ROLES
2. DISTRIBUTE PORTMANTEAU WORD
LISTS
3. ENCOURAGER TEACHES 3 WORDS TO
GROUP
4. CHECKER CHECKS
5. WORRIER TEACHES 3 WORDS
6. CHECKER CHECKS ETC....
Portmanteau Activity
7. ORAL GROUP QUIZ
8. TEAMS PROCESS PERFORMANCE
USING MRS. POTTER’S QUESTIONS
9. FACILITATOR PROCESSES THE ACTIVITY
USING COOPERATIVE LEARNING
TEMPLATE
MRS. POTTER’S QUESTIONS
Assess Your Group!
ONE THING WE DID WELL . . .
ONE THING WE COULD DO BETTER ON . . .
FORMING SKILLS _________________
SOCIAL SUPPORTING SKILLS ________
COMMUNICATING SKILLS __________
ON A 1 (HIGH) TO 5 (LOW) SCALE,
OUR GROUP IS A ______.
What is authentic cooperative learning?
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Cooperative learning is the presence of joint
goals, mutual rewards, shared resources
and complementary roles among
members of a group;
Activity that creates a learner-centered
climate leading to positive psychological
adjustment;
Activity that develops students’ social skills
What is authentic cooperative learning?
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Results in more positive heterogeneous
relationships;
Results in higher self-esteem for each
student;
Leads to greater intrinsic motivation in
all learners;
Provides greater social support.
It is NOT Cooperative Learning When…
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Students are presented with a goal or reward that
only one or a few group members could achieve by
outperforming the others;
The motivator for the activity is to “beat” their
competitors so they can become frustrated with
group members who don’t contribute or get in the
way of success;
Students in groups do not know what their
individual contributions should be; as a result they
either take over the activity or refuse to participate.
Five Elements of Cooperative
Groups
1. Face-to-Face Interaction. The physical arrangement of
students in small, heterogeneous groups encourages students
to help, share, and support each other's learning.
2. Individual Accountability. Each student is responsible for the
success and collaboration of the group and for mastering the
assigned task.
3. Cooperative Social Skills. Students are taught, coached, and
monitored in the use of cooperative social skills, which enhance
the group work.
4. Positive Interdependence. Students are guided by a common
goal, group rewards, role assignments, and other means in
completing the learning task.
5. Group Processing. Students reflect on how well they work as a
group to complete the task and how they can improve their
teamwork.
Why Do We Need to Engage Students
in Cooperative Learning Strategies?
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Helps to develop better attitudes toward
school;
Helps to build better attitudes toward
teachers as well as peers;
Results in more on-task behavior in subject
areas;
Develops students’ higher order thinking as
well as integration across subject areas;
Why Do We Need to Engage Students
in Cooperative Learning Strategies?
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Results in higher achievement in subject areas;
Increases retention of new knowledge, skills,
ideas;
Develops students’ perspective taking—an
intelligent behavior!
And most importantly…. the social skills and
habits of mind that are derived from regular
cooperative learning activity in the classroom
makes learning AND teaching enjoyable for all!
DO YOU KNOW THE THREE
TYPES OF COOPERATIVE
GROUPS?

BASE GROUPS
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INFORMAL TASK GROUPS
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FORMAL TASK GROUPS
1
2
3
DO YOU KNOW THE THREE
TYPES OF COOPERATIVE
GROUPS?
BASE GROUPS
A.K.A HOME Groups are assigned by the
teacher considering diverse student
characteristics and learning needs. They
stay together over several weeks and
many “bonding” activities are used to
model, teach and norm desired social
skills.
1
DO YOU KNOW THE THREE
TYPES OF COOPERATIVE
GROUPS?
FORMAL TASK GROUPS
These are the groups assigned by the
teacher when students enter into a longterm project like California Missions or
California Rivers; Science Units or
Problem-Based social studies units.
Also plays, performance and projects
that may be across grade levels. Social
skills and habits of mind are
identified as desirable and assessed.
2
DO YOU KNOW THE THREE
TYPES OF COOPERATIVE
GROUPS?
INFORMAL TASK GROUPS
These are the groups assigned by the
teacher for single-day or single-period
lessons. Students may be assigned
randomly to groups and have roles
assigned randomly as well. Product of
these task groups are usually shared
the same day or period. Social skills
and habits of mind are identified as
desirable and assessed.
3
What was the type of cooperative
group we just engaged in?
Right! The Informal Task Group.
T-CHART ON ATTENTIVE LISTENING
LOOKS LIKE
SOUNDS LIKE
FEELS LIKE
BUILD
B
U
Build in higher-order thinking skills
I
L
Invite individual accountability
D
Develop students’ social skills
Unite the teams so students form bonds of trust
Look back and debrief what and how students
learned
PHASES OF SOCIAL SKILLS
INTRODUCTION
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FORMING
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NORMING
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CONFORMING
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STORMING
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PERFORMING
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RE-FORMING
SOCIAL SKILLS ARE EXPLICITLY
TAUGHT IN COOPERATIVE
LEARNING

FORMATION OF GROUPS
How were our groups formed today?
What social skills were needed?
What habits of mind were needed
COOPERATIVE GROUP
FORMING SKILLS
PRACTICE ALL RULES!!
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MOVING INTO A GROUP
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MOVING OUT OF A GROUP
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ONE PERSON TALKS AT A TIME
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STAYING WITH THE GROUP
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CONTROL VOLUME OF TALK
(3”, 6”, 12” VOICES)
PRACTICE FORMATION OF
GROUPS
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GET INTO GROUPS QUIETLY
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SIT EYEBALL TO EYEBALL (KNEES TO KNEES)
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MAKE EYE CONTACT
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USE EACH OTHER’S NAMES
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SHARE MATERIALS
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FOLLOW ROLE ASSIGNMENTS
(NOT negotiable! Stay in your role—but you
may help others with their roles.
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PRACTICE SUPPORT OF
GROUPS
CHECK FOR UNDERSTANDING;
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OFFER YOUR HELP;
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ASK YOUR GROUP FIRST FOR HELP IF YOU
DON’T UNDERSTAND;
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ENCOURAGE EACH OTHER;
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ENERGIZE THE GROUP;
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DISAGREE WITH THE IDEA- NOT THE
PERSON!
PRACTICE COMMUNICATION IN
GROUPS
 USE 6-INCH VOICES
 TAKE TURNS
 MAKE SURE EVERYONE SPEAKS
 WAIT UNTIL SPEAKER IS
FINISHED BEFORE YOU SPEAK
PRACTICE CONFLICT
RESOLUTION
IN GROUPS
 DISAGREE WITH THE IDEA-NOT THE
PERSON
 RESPECT THE OPINIONS OF OTHERS
 THINK FOR YOURSELF
 EXPLORE DIFFERENT POINTS OF VIEW
 NEGOTIATE AND/OR COMPROMISE
 REACH CONSENSUS
Want to Learn More about
Cooperative Learning?
Dr. Susan Belgrad
will be conducting 4 workshops on
Creating the Cooperative Classroom
The workshops are free and will be held on the
CSUN Campus in the Education Building
Seats are limited to 18!
Email Dr. Belgrad to reserve your place.
[email protected]