student engagement

1. Cooperative Learning in
Middle School
Jennifer Evans
Assistant Director ELA
St. Clair County RESA
Evans.Jennifer@sccresa.org
http://www.protopage.com/evans.jennifer
Port Huron Schools
October 30, 2015

2. Agenda
Key Points
for
Cooperative
Learning
Management
Forming
Teams
Structures
Planning
http://www.online-stopwatch.com/

4. StandUp – HandUp - PairUp
Directions
1. Students stand up, put their
hands up, and quickly find a
partner with whom to share or
discuss.
2. Teacher says, when I say go, you
will “stand up, hand up, and pair
up!” Teacher pauses, then says,
“Go!”
3. Students stand up and keep one
hand high in the air until they
find the closest partner who’s
not a teammate. Students do a
“high five” and put their hands
down.
4. Teacher may ask a question or
give an assignment, and provides
think time.
5. Partners interact using:
1. RallyRobin
2. Timed Pair Share
Ideas For My Classroom
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Practice: Cooperative Learning Prior Knowledge

5. Familiar Structures
Think Pair
Share (Each
partner shares
for same
amount of
time)
Chips In
(Talking Chips)
3-2-1 Exit
Ticket
Round Robin
(Timed – each
person
expected to
share for same
amount of
time)

6. Cooperative Learning: What is It?
Cooperative learning is a
successful teaching strategy in
which small teams, each with
students of varying abilities,
use a variety of learning
activities to improve their
understanding of a subject.

7. Cooperative Learning: What is It?
Each member of a team is
responsible not only for
learning what is taught,
but also for helping
teammates learn, thus
creating an atmosphere of
achievement.

8. Cooperative Learning:
What is It?
small teams
varying abilities
variety of learning activities
improve their understanding
each member responsible
helping teammates
atmosphere of achievement

9. Incorporating Cooperative Learning
Effectively in Middle School
 https://www.youtube.com/watch?v=5PquzYeaex4

10. Seven Keys For Success
1. Structures
Make a Stand
Talking Chips
AllWrite
RoundRobin
StandUp –
HandUp - PairUp
2. Teams
Recommended 4
in a team
Base teams for 6
weeks
Heterogeneous
H, MH, LM, L
3.
Management
Consistent
Materials
Routines /
procedures
Time
Space
Students
4.
Classbuilding
The process by
which a room
full of
individuals with
different
backgrounds
and experiences
become a
caring
community of
active learners.
Stand up – move
– interact with
everyone
5.
Teambuilding
The process by
which a group
of 4 students
with different
backgrounds
and experiences
become a
cooperative and
caring team.
Have to be fun,
not content
related, and
easy for all
6. Social
Skills
Roles
Model
Reinforce
Reflect / Plan
Structures
7. Basic
Principles
(PIES)
P
I
E
S

11. Key Points for Cooperative Learning
• 1. Positive Interdependence - occurs when gains
of individuals or teams are positively correlated.
2. Individual Accountability - occurs when all
students in a group are held accountable for
doing a share of the work and for mastery of the
material to be learned.
3. Equal Participation - occurs when each
member of the group is afforded equal shares of
responsibility and input.
4. Simultaneous Interaction - occurs when class
time is designed to allow many student
interactions during the period.
In order for
it to be
considered
Cooperative
Learning it
must:

12. Four Basic Principles :
P.I.E.S.
Positive
Interdependence
Individual
Accountability
Equal Participation Simultaneous
Interaction

14. ShowdownDirections
1.Teacher selects one student on
each team to be the Showdown
Captain.
2. The Showdown Captain draws the
tops card (if each team was given
cards), reads the question, and
provides think time.
3. Working alone, all students,
including the captain, write their
answers.
4. When finished, teammates signal
they’re ready.
5. The Showdown Captain calls,
“Showdown!”
6. Teammates show and discuss
their answers.
7. The Showdown Captain leads the
checking.
8. If correct, the team celebrates; if
not, teammates tutor, then
celebrate.
Ideas For My Classroom
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Practice: PIES Review (Whiteboards)

15. Break

16. Value Lines
Directions
1. A statement is announced and
students take a stand on an
imaginary line which stretches
from one end of the classroom to
another.
Strongest agree= 10
Strongest disagree = 1
2. Students line up with out talking
3. Students listen to similar point
of views (those standing next to
them in line)
4. 4. Value line can be folded to
make groups of 2 or 4.
Ideas For My Classroom
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Practice: Comparison of 3 teachers

17. Teacher A
Teacher asks a
question
Teacher provides
think time
Students raise their
hands to answer the
question
Teacher calls on one
students to answer the
question
One student
responds
Teacher
responds
The process is
repeated

18. Teacher B
Teacher asks a
question
Teacher provides
think time
Pairs or teams discuss
answer
Teacher calls on one student
pair or team to answer the
question
Teacher responds
The process is
repeated

19. Teacher C
Teacher asks a
question
Teacher provides
think time
Student to student
structured interaction
Teacher calls on one
student pair to answer
the question
Teacher responds
The process is
repeated

20. Make A Stand
Directions
1. Teacher gives statement.
2. Students stand up if the
statement is true and sits if the
statement is false.
Ideas For My Classroom
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Practice: Classroom Management Prompts

21. Management
Cooperative Class Expectations
(Develop
together and
post in room)
Seating Arrangement
(Number
seats 1-4; no
backs to
teacher)
Quiet Signal
(Consistent;
different for
various
purposes?)
Materials
(Be prepared
– routine in
place to save
time)
Noise Level
(Expectations
for various
activities)

22. Talking Chips
Directions
1. Each students has one talking
chip.
2. Students place their chip in the
center of the team table each
time they talk.
3. Students can speak in any order,
but can not speak a second
time until all chips are in the
center.
4. When all chips have been
placed (everyone has spoken),
the chips are all collected and
anyone in any order can speak
again.
5. When groups complete task
they celebrate with a group
cheer
Ideas For My Classroom
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Practice: Considerations when forming groups

23. Forming Teams
Consider length
together
For Base Teams
Ideal Number is 4
Consider
• Base Teams – keep together for about 6 weeks
• Sort class into 4 groups
• High
• High Medium
• Low Medium
• Low
• If one extra, make one team of 5
• If two extra, make two teams of three
• If three extra, make one team of three
• Sex
• Prior Teams
• Conflicts
• Special Needs
• Reading Levels

24. Article: In Praise of Praise

25. AllWrite RoundRobin
Directions
1. Teacher poses a problem to which
there are multiple possible
responses or solutions, and
provides think time.
2. Students take turns stating
responses or solutions.
3. During RoundRobin, students
each record each answer on
their own paper.
Ideas For My Classroom
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Practice: Praise Article (White Boards)

26. In an interview John Hattie
emphasized that the most
powerful feedback is that given
from the student to the teacher.
This feedback allows teachers to
see learning through the eyes of
their students. It makes learning
visible and facilitates the
planning of next steps.
Feedback

27. “The most powerful single influence enhancing
achievement is feedback”
Quality
feedback
is needed,
not more
feedback
Much of
the
feedback
provided
by the
teacher to
the
student is
not valued
and not
acted on.
Students with a
Growth Mindset
welcome
feedback and
are more likely
to use it to
improve their
performance.
Oral
feedback
is much
more
effective
than
written.

28. What Must Feedback Include?
1. Recognition of
the desired goal.
2. Evidence about
present position.
3. Some
understanding of
a way to close
the gap between
the two.

29. Feedback on task,
process and self
regulation level is far
more effective than on
the Self-level (e.g.
praise which contains no
learning information).

30. You know your feedback is good if you
get the following results:
Your students do
learn – their work
improves.
Your students
become more
motivated – they
believe they can
learn, they want
to learn, an they
take more control
over their own
learning.
Your classroom
becomes a place
where feedback,
including
constructive, is
valued and viewed
as productive.

31. Inside-Outside Circle
Directions
1. Teacher prepares questions for
each student
2. Students form pairs. One student
(A) from each pair moves to form
on large circle in the class facing
inward.
3. Remaining students (B) find and
face their partners (class now
stands in two concentric circles)
4. Inside circle students ask a
question from their question card;
outside students answer. Inside
students praise or coach.
(Alternative: teacher poses
questions and indicates what
student will answer.)
5. Partners switch roles and trade
cards
6. Circles rotate
Ideas For My Classroom
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Practice: Feedback

32. Spanish Colors Practice
 https://www.youtube.com/watch?v=H15nDRfnfWo

33. Quiz-Quiz-Trade
Directions
Set up: Teacher prepares a set of
question cards
1. The teacher tells students to
“Stand up, put a hand up, and
pair up,” and greet your new
partner.
2. Partner A quizzes B.
3. Partner B answers.
4. Partner A praises or coaches
(Rally Coach)
5. Partners switch roles.
6. Partners trade cards and thank
each other.
7. Repeat
Ideas For My Classroom
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Practice: Spanish Colors

34. Rally Coach
RALLY COACH:
• Partner A shares answers to questions
• Partner B coaches if necessary by:
• Tip
• Tip
• Teach
• Try Again
• Praise
• Switch Partner Roles

35. Planning
 http://www.watchknowlearn.org/Category.aspx?CategoryID=4526

36. Stand up
Pair Up
Share Up
3-2-1 Reflection
3 Things
learned /
reinforced
2 Things
you will use
1 Thing you
will share