Cooperative Learning Structures

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Culture Class TEA George Mason

Culture Class TEA George Mason

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  • 1. Cooperative Learning Structures P ositive Interdependence I ndividual Accountability E qual Participation S imultaneous Interaction
  • 2. A Review of the Research
  • 3. Positive Interdependence A gain for one is a gain for another.
    • Weak Forms
    • The success of each teammember is likely to contribute to the success of others
    • 2. The success of teams is likely to be facilitated by success of individual members
    • Intermediate Forms
    • The success of each team member contributes to success of all teammates, but a team member could succeed on their own
    • The success of a team is facilitated by the success of each member, but team could succeed without the success or contribution of every member
    • Strong Forms
    • The success of every team member is not possible without success/contribution of each
    • The success of a team is not possible without success or contribution of each member
  • 4. Individual Accountability Individual public performance is required
    • For Achievement
    • Color code individual contributions
    • Team scores based on individual scores
    • Give teams time to reflect on individual progress & role performance
    • Assign & grade mini-topics
    • For Participation
    • Use talking chips
    • Have students summarize their participation
    • Have students take time to reflect on their participation
    • For Listening
    • Have students paraphrase what they heard
    • Share ideas they heard from groups and individuals
  • 5. Equal Participation Participation is equal
    • Created by
    • Turn allocation
    • Division of labor
    • Possible Roles:
    • Encourager/Praiser/Cheerleader – Pulls out reluctant students, motivates when the team gets down, shows appreciation gambits
    • Gatekeeper – Equalizes participation by shuts the gate if some students talk to much and opens the gate to another student
    • Coach – helps student master academic content without doing it for them
    • Question Commander – Checks to see if the group has any questions that they cannot answer
    • Checker – C hecks to see that each person is prepared and has mastered the material
    • Taskmaster – Keeps the group on task
    • Recorder – Writes down group decisions and answers
    • Reflector – Leads the group reflection or summarizes the groups process
    • Quiet Captain – Makes sure the group huddles and whispers
    • Materials Monitor – Obtains and returns supplies, makes sure the team cleans up
  • 6. Simultaneous Interaction All students are active at the same time GOAL SEQUENTIAL STRUCTURE SIMULTANEOUS STRUCTURE Distribute Supplies Teacher or student walks around & hands out materials one at a time Materials Monitor from each team distributes materials to teammates Discuss Topic One student at a time states their viewpoint All students discuss their views in pairs Form Teams Sequential reading by the students’ names and assignments Students simultaneously look for names on tables Share Answers Teacher calls on one student at a time All students engage in choral response Receive Help Students raise hands and wait for teacher to come over Students ask a teammate and receive immediate help
  • 7. Structures
  • 8. SHOW DOWN
    • Teacher or teammate reads a question aloud
    • Students work or think independently
    • Teacher calls “Show Down!”
    • Students show answer
    Key Middle School ___________________ ___________________ ___________________ ___________________ ___________________ Where learning is key…
    • Teacher asks a question & assigns answer choices to each of the 4 corners of the room
    • Teacher allows think time for students to write their answers privately
    • Teachers direct students to move to a corner based on their answer choice
    • Students find a partner at their corner
    • Pairs take turns explaining their reasoning
    • Students share out
    A B C D
  • 10. SAGE & SCRIBE
    • Teacher/Students determine a sage & a scribe
    • Sage explains to the scribe how to solve a problem or perform a tasking using step-by-step instructions
    • Scribe completes the problem or task as the sage is describing the steps
    • Sage coaches the scribe if necessary
    • Sage praises the scribe when finished
    • Students switch roles for next problem/task
    First you… Then you… After that… Don’t forget to… Try this instead… It might help if you… Great Job! You Did It! Well Done!
    • Students number off (groups of 4)
    • Teacher poses a problem
    • Students write their individual answers
    • Students stand up and put their heads together to show their answers, discuss and teach
    • Students sit down when their group is done
    • Teacher calls a number and those students respond using choral response or response cards
    Key Middle School _________________ _________________ _________________ Where learning is key…
    • Teacher/Students determine Student A/B
    • Teacher announces topic and time limit
    • Teacher provides think time
    • Student A shares while Student B listens
    • Students switch roles
    • Teams of 4 work together to solve a problem
    • Teacher announces the answer
    • If correct , students advance to pair work
    • If not, teams solve another problem together
    • As a pair, students use sage & scribe or rally coach to solve 2 additional problems
    • If correct , students advance to solo work
    • If not, students move back to team work
    • As a solo, students work alone to solve new, similar problems
    • Teacher/Students determine Student A/B
    • Student A solves problem/ answers question
    • Student B watches, listens, checks, & praises
    • Students switch roles
    • Students pair up
    • Teacher announces topic and allows think time
    • Students take turns sharing ideas (back & forth)
    • Students pair up and determine Student A/B
    • Teacher assigns discussion topic & allows think time
    • Student A shares thought, Student B listens
    • Student B paraphrases Student A’s thought
    • Student B shares thought, Student A listens
    • Student A paraphrases Student B’s thought
    • Pairs continue sharing back and forth
    A A B B
    • Teacher provides teams with a graphic organizer, explains task, and determines time limit
    • Each student on team has a different colored marker
    • Teams line up away from the chart
    • On Teacher’s command, students take turns inserting one piece of information/answer onto the team’s chart
    • Teams continue to rotate through students until time is up or chart is complete
    • Teacher assigns groups a topic, vocabulary term or quote to consider and gives them a puzzle piece
    • Teacher allows think time for individual thoughts/responses
    • Groups discuss & design a puzzle piece to represent their topic (with pictures/words)
    • Teacher selects from one student from each group to share out group’s puzzle piece
    • Puzzle pieces are joined to display one puzzle representing the class as a whole
  • 19. CAROUSEL
    • Students in groups of 4 number off
    • Teacher poses a question and allows for think time
    • Students write their answer individually
    • Students share their individual responses with the group
    • Teacher calls a number
    • Students with that number rotate
    • Students share their individual/group responses with new group
    • Teacher continues calling number to expand sharing or stating a new problem for new groups
    Key Middle School _________________ _________________ _________________ Where learning is key…
  • 20. Inside/Outside Circle (Teacher Directed)
    • Students stand in two circles – inside circle faces out, outside circle faces in
    • Each student has a partner
    • Teacher poses a question
    • Students work together to make sure each knows the answer ( seeking coaching from a neighboring pair, if needed)
    • Teacher solicits a choral response from either inside circle, outside circle or the whole class
    • Teacher provides a placemat graphic organizer with one problem for the group of 4 to work on
    • Students complete the problem/answer the question individually in their portion of the placemat
    • Students come together to discuss their thinking and reach a consensus answer for the center portion of the placemat
    • Students in groups of 4 number off
    • Groups have one notebook/worksheet with multi-step problems/questions
    • Student 1 completes first step, Student 2 coaches/praises
    • Student 2 completes second step, Student 3 coaches/praises
    • Student 3 completes third step, Student 4 coaches/praises
    • Student 4 completes fourth step, Student 1 coaches/praises
    • Continue through the group again, as needed
    • Teacher provides worksheet
    • Students begin with all pens down!
    • Team Discussion – Student 1 reads the first question and students seek an answer from the book and/or by Team Discussion
    • Check for Agreement – The student on the left of the reader checks to see that all teammates understand and agree with the answer
    • Individuals Write – When there is agreement, then all students pick up their own pens and write the answer in their own words
    • Roles – Students progress to the second question. The checker becomes the reader and the person on his/her left becomes the checker