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Cooperative Learning

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A Brief description of Copperative Learning

A Brief description of Copperative Learning

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Cooperative Learning Cooperative Learning Presentation Transcript

  • COOPERATIVE LEARNING T h e A g e o f C o o p e r a t i o n A p p r o a c h Prepared by: Catherine A. Agustin
  • RALLY TOSS GET A PARTNER AND GET 1 BALL EACH PAIR.
  • THE DEVELOPMENT Cooperative Learning Social Learning Cognitive Development Behavior Learning
  • THE DEVELOPMENT Cooperative Learning Social Interdependence Cognitive Development Behavior Learning
  • THE DEVELOPMENT Cooperative Learning Social Learning Cognitive Development Behavior Learning
  • THE DEVELOPMENT Cooperative Learning Social Learning Cognitive Development Behavior Learning
  • COOPERATION ROUNDTABLE: Form smaller groups. Assign roles. Get 1 paper. Make as many words as you can from the word…
  • NUMBER HEADS: STAY WITH THE SAME GROUP. THEN, ASSIGN NUMBERS TO EACH TEAM MEMBER. TELL IF THE STATEMENTS ARE Cooperative Learning or Not Cooperative Learning.
  • Cooperative Learning Not Cooperative Learning.
  • Each team member gives answer to a problem.
  • Cooperative Learning
  • The group leader decides the team assignments/roles
  • NOT Cooperative Learning
  • Smart ones tutors the Slow ones.
  • Cooperative Learning
  • “I swim, you sink, you swim, I sink”
  • NOT Cooperative Learning
  • TEAM A: 4 General Learners and 2 Blind TEAM B: 1 Gifted Child in a group and 5 children with ADHD
  • NOT Cooperative Learning
  • In a group of 5, there’s a leader, reporter, monito r, consensus builder, assistant
  • Cooperative Learning
  • Teacher discusses the objectives of the activity to the students.
  • Cooperative Learning
  • Finishes tasks individually.
  • Cooperative Learning/not cooperative learning
  • Each member continuously exchange ideas
  • Cooperative Learning
  • Birds of the same feather flock together.
  • NOT Cooperative Learning
  • Each Member gives a solution to a problem.
  • Cooperative Learning -
  • COOPERATIVE LEARNING
  • GOAL: At the end of assigned activity, the students must display a type of interdependence among teammates and achieve all the learning goals agreed upon the start of session.
  • GOAL: “We swim or sink Together”
  • GOAL: Competition: “I swim; you sink, I sink, you swim”
  • GOAL: Individualistic: “We Are Each In This Alone”
  • DIFFERENT ROLES
  • Make Decisions Set the Lesson Monitor and Intervene Evaluate and Process
  • Promote mutual goals Help, share, encourage each others to learn Collaborate Communicate
  • MINI DIPLOMATIC GOVERNMENT Leader Reporter Monitor Consensus Builder Wild Card
  • LEADER: I make sure everyone is on task, focused and leads to consensus in a diplomatic way
  • MONITOR: I make sure the group’s area stays clean, and everybody moves around the room to perform on-task activities
  • REPORTER: I keep track of discussion or decisions made by group and reports those to the class
  • Consensus Builder: I help the group reach consensus and helps summarize discussion in order to reach consensus
  • WILD CARD: If there’s an uneven number or members, this assists the leader in keeping the group focused
  • COOPERATIVE LEARNING ELEMENTS “PIES”
  • P I E S
  • GROUP PROCESSING The students or the team members discuss how well they are achieving their goals
  • COOPERATIVE LEARNING: DESIGNS AND STRUCTURES
  • Teambuilding Class building Mastery Thinking Skills Information Sharing Communication Skills Multifunctional
  • Teambuilding Mastery Concept Development Multifunctional THE BIG FOUR
  • TEAM BUILDING The purpose of this structure is to get acquainted with the rest of the group, to have team identity and to build mutual support. Thus, recognizing and valuing individual differences to develop synergy and eventually accomplish a task.
  • TEAM BUILDING ROUND ROBIN
  • MASTERY In this structure, it can effectively produce academic content/skill mastery. This is a helpful way to improve knowledge, comprehension and other mastery skills. Also, to acquire and develop more concepts and aid thinking skills.
  • MASTERY NUMBER HEAD TOGETHER
  • CONCEPT DEVELOPMENT Unlike mastery structure, thinking skills focuses on developing creative answers or products setting unique and low-consensus answers.
  • CONCEPT DEVELOPMENT TEAM WORD WEBBING
  • MULTIFUNCTIONAL This is used to perform activities whether concept development related or simply for teambuilding
  • MULTIFUNCTIONAL JIGSAW
  • WRAP UP
  • CONCEPT DEVELOPMENT TEAM WORD WEBBING
  • COOPERATIVE LEARNING
  • REFERENCES: Johnson, D. and Johnson, R. (1991). Cooperative Learning Lesson Structures. MN:Interaction Book Company Kagan, S. (1994). Cooperative Learning. CA: Kagan Cooperative Learning. Slavin, R. (1994). Educational Psychology: Theory and Practice 4th Edition. Massachusetts: Allyn and Bacon. No Author. (2008). Classroom Best Practices: Cooperative Learning. Available Online. Retrieved on June 28, 2013. http://cte.unt.edu/content/files/_MKT/MKT_BestPractices/Coop_Learn/Coop_Learning_info_all.pdf
  • DOWNLOAD NOTES: http://www.fileswap.com/dl/nO2h9CBUTj/