Cooperative learning presentation


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  • 15 minutes
  • The best way to explain cooperative learning is to contrast it with traditional teaching methods that we’ll call the old paradigm (structure or perspective of the world that determines how you understand and interpret the world - Kuhn). The book upon which this presentation is based upon Active Learning , by Johnson and Smith, and describes the old paradigm as a rigid view of the teaching with information flowing only one way, from instructor to student. This is best illustrated by John Locke’s idea of tabula rasa. John Locke, of course, a British philosopher, described the way we come to know the world. Human beings can be viewed as blank tablets (or slates) and experience as that which writes upon the blank tablets, us, human beings. The traditional approach of teaching sees students as ‘blank tablets or paper’ and the instructors are the ones that write upon the blank tablets, our students’ minds. This view limits students to being only these passive, empty containers to be filled with knowledge by an outside source, the instructor. Instructors give, students receive. The student need only memorize what is given or what is written upon them as blank sheets of paper.
  • Knowledge is not simply given. The emphasis is on the student. It is the instructor’s responsibility to create conditions that allow the student to formulate their own structures of understanding.
  • When students depend upon grades or pizza parties or whatever as their primary motivation for learning, the reward is distanced from the actual material they’re trying to learn. Instead of using extrinsic rewards, cooperative learning taps into the natural inclination that humans have to communicate. As Aristotle said “Man is by nature a social animal” So, cooperative learning uses human nature. For me, I see this like the feeling of happiness when I receive a text message or someone emails me. There is a pleasure in inter-student communication that can be, hopefully, rediscovered in the classroom and used to further educational goals.
  • Under the new paradigm, fellow students are more likely to be viewed in a trusting open way. Under the old paradigm, if you’re competing with someone, you’re not likely not share information with them. You might even mislead them.
  • While students work you move from group to group making sure they are following the procedures correctly. If everyone in a group makes 90 or above you may wish to give them 5 bonus points. This enhances their motivation to learn the material and help their group members learn as well.
  • 15 minutes
  • 15 minutes
  • We are out of time at this point… so we probably should limit times to 10-12 min each.
  • Cooperative learning presentation

    1. 1. Betty Benns, Debbie Gideon, Ken Gillam, and Tamara Gantt Orangeburg-Calhoun Technical College Lonely Thinker Seeks Cooperative Learner  
    2. 2. <ul><ul><li>“ Competition has been shown to be useful up to a certain point and no further, but cooperation, which is the thing we must strive for today, begins where competition leaves off.” </li></ul></ul><ul><ul><ul><li>Franklin D. Roosevelt </li></ul></ul></ul>
    3. 3. <ul><ul><li>Johnson, David W., et al. Active Learning: Cooperation in the College Classroom . Minnesota: Interaction Book Company, 2006. </li></ul></ul>
    4. 4. <ul><ul><li>It is a new paradigm of teaching that changes how knowledge is discovered, absorbed, and reconstructed by the student. </li></ul></ul><ul><ul><li>Instead of viewing the student as only someone to whom knowledge is distributed, cooperative learning places the student within conditions that emphasize positive empowerment, activation of prior knowledge, collaboration with others, and long term learning. </li></ul></ul>
    5. 5. <ul><ul><li>1) Knowledge is only transferred from instructor to student through lecture. </li></ul></ul><ul><li>(Students are passive empty vessels.) </li></ul><ul><ul><li>  2) Motivation - Extrinsic incentives, such as grades, are used to stimulate student learning. </li></ul></ul>3) Motivation - Students are encouraged to compete against and outperform others.
    6. 6. <ul><ul><li>1) Knowledge is assembled and transformed by the student. </li></ul></ul><ul><ul><li>The instructor should establish conditions that allow students to formulate their own structures of understanding. </li></ul></ul>
    7. 7. <ul><ul><li>2) Motivation – Learning is presented as an enjoyable social activity, an intrinsic motivation, that is supported by a community of instructors and students. </li></ul></ul><ul><ul><li>Aristotle – “Man is by nature </li></ul></ul><ul><li>a social animal.” </li></ul>
    8. 8. <ul><ul><li>3) Motivation - Instead of competition, a learning community is emphasized. Caring relationships give the student the needed academic and personal support to learn. </li></ul></ul><ul><ul><li>What benefits the individual benefits the group. </li></ul></ul><ul><ul><li>When others do well, everyone reaps the benefits. </li></ul></ul>
    9. 9. Part II: Faculty Cooperative Learning Network <ul><li>  </li></ul>
    10. 10. Faculty Cooperative Learning Network <ul><li>This network is accessed via Campus Cruiser. After you log in, go to the yellow tab entitled &quot;Campus Life.&quot;  Choose &quot;My Clubs,&quot; and under &quot;My Clubs&quot; you will find the Faculty Cooperative Learning Network.  </li></ul><ul><li>  </li></ul><ul><li>-Blogs </li></ul><ul><li>  </li></ul><ul><li>-Message Boards </li></ul><ul><li>  </li></ul><ul><li>-Email members </li></ul><ul><li>  </li></ul><ul><li>-Shared Files </li></ul><ul><li>  </li></ul><ul><li>-Bookmarks </li></ul>
    11. 11. Part III: The Work of Formal Cooperative Learning Groups <ul><li>  </li></ul>
    12. 12. <ul><ul><li>Concept and Metaphor </li></ul></ul><ul><ul><li>Pre-Lecture Activities </li></ul></ul><ul><ul><li>Lecture 10-12 min. </li></ul></ul><ul><ul><li>Base Group Assignment to Increase Comprehension (Level 2 of Critical Thinking) </li></ul></ul><ul><ul><li>Lecture 10-12 min. </li></ul></ul><ul><ul><li>Base Group Concluding Assignment to Invite Application (Level 3 of Critical Thinking) </li></ul></ul>
    13. 13. <ul><ul><li>Asks students to work at the comprehension level of critical thinking (Level 1, Knowledge) </li></ul></ul><ul><ul><li>Can be based on assigned reading or may occur without any prior preparation </li></ul></ul><ul><ul><li>Example: COL 103-05 (College Skills) </li></ul></ul><ul><ul><li>Advance Discussion Prompt: “What is the purpose of cooperative groups” (5-10 min.) </li></ul></ul><ul><ul><li>A representative from each group presents the group’s findings to the whole class. </li></ul></ul><ul><ul><li>After some feedback, lecture begins. </li></ul></ul>
    14. 14. <ul><ul><li>Students bring individual homework to class and discuss their answers. </li></ul></ul><ul><ul><li>Students agree on best answers and submit a joint product for a grade. </li></ul></ul><ul><ul><li>Accountability measures are in place. </li></ul></ul><ul><ul><li>Another option is to use a quiz based on assigned reading; this works exceptionally well at the beginning of class since it requires prompt attendance. </li></ul></ul><ul><ul><li>The whole group works together on the quiz. </li></ul></ul>
    15. 15. <ul><ul><li>Chapter 6 Quiz 2 </li></ul></ul><ul><ul><li>Wednesday, October 27, 2010 </li></ul></ul><ul><ul><li>Instructor Gantt </li></ul></ul><ul><ul><li>COL 103-05 </li></ul></ul><ul><ul><li>Until we revise our limiting _____________, we’re less likely to achieve some our most cherished goals and dreams. </li></ul></ul><ul><ul><li>By identifying the self-defeating patterns of _________________, ________________, and ________________ that got us off course, we may be able to discover and revise the underlying __________ ________________ that are sabotaging our success. </li></ul></ul><ul><ul><li>___________ _____________ are the special knowledge skills that you’ve learned to do throughout your life. </li></ul></ul><ul><ul><li>______________ _____________ are the ones you have developed to cope with life. </li></ul></ul><ul><ul><li>Name at least one of the personality types discussed in Chapter 6. </li></ul></ul><ul><ul><li>People tend to be satisfied in careers that are compatible with their _________________ ___________. </li></ul></ul>
    16. 16. <ul><ul><li>Can involve reviewing parts of the textbook. </li></ul></ul><ul><ul><li>Includes some questioning prompts. </li></ul></ul><ul><ul><li>Can involve video and website interludes. </li></ul></ul><ul><ul><li>Likely involves analysis (Level 4, C.T.) </li></ul></ul><ul><ul><li>Uses power words. </li></ul></ul><ul><ul><li>Students then apply what they learned in their Base Groups, Reading Pairs, or Jigsaw. </li></ul></ul>
    17. 17. Expected Criterion for Success: Both members correctly explain the meaning of the text. Task: To learn the material by integrating the meaning of the paragraphs and formulate a joint summary. Cooperative Goal: Both members to agree on the meaning of the material, formulate a joint summary, and be able to explain its meaning.
    18. 18. Procedure a. Read headings to get an overview. b. Read the material. b. Summarize the material. c. Check summaries for accuracy.
    19. 19. Task: To learn all assigned material. Cooperative Goal: To ensure that everyone in the group learns all the assigned material.
    20. 20. Procedure: 1. Assign students to cooperative groups. 2. Divide the material within each group of material to be covered (Part 1, Part 2, Part 3).
    21. 21. 3. Students practice teaching their part to ensure their understanding of the material. 4. Students return to cooperative groups to teach and learn 5. Evaluation – Test/concluding activities
    22. 25. Application of Cooperative Learning <ul><li>Problem defined:  </li></ul><ul><li>     Weeks 1-5 </li></ul><ul><ul><li>A Majority of EDU241 students are not prepared to discuss the assigned chapter for that week.  </li></ul></ul><ul><ul><li>Students are not engaged during classroom lectures or discussions.  </li></ul></ul><ul><ul><li>Student test scores are low. </li></ul></ul><ul><ul><li>Some students use the time to text, Facebook, or disrupt the instructor and other students. </li></ul></ul>
    23. 26. Assessment <ul><li>Solution:  </li></ul><ul><ul><li>Jigsaw activity at the beginning of the week addressing the learning objectives for that chapter.  </li></ul></ul><ul><ul><li>Follow up the written activity and instructor lead class discussion during the second class meeting. </li></ul></ul>
    24. 27. <ul><li>Cooperative Learning Activity for Chapter 7 using the Jigsaw Classroom. </li></ul><ul><li>  </li></ul><ul><li>Team 1 </li></ul><ul><ul><li>Gunter, Sandy </li></ul></ul><ul><ul><li>Pearson, Keith </li></ul></ul><ul><ul><li>Davis,Joycelin </li></ul></ul><ul><li>Team 2 </li></ul><ul><ul><li>Glivens,Meagan </li></ul></ul><ul><ul><li>Kalafus, Amber </li></ul></ul>
    25. 28. Video Cases <ul><li>Cooperative Workspaces </li></ul><ul><li>Shared Problem Solving (Warm-up Activity) </li></ul>
    26. 29. Classroom Lesson (Jigsaw) <ul><li>Chapter 5 - Learners and Diversity Jigsaw Lesson </li></ul>
    27. 31. <ul><ul><li>Challenges </li></ul></ul><ul><ul><li>Selective Grading </li></ul></ul>
    28. 32. <ul><ul><li>Using base group assignments to introduce habits of study that will serve students in other specific disciplines. </li></ul></ul><ul><ul><li>Examples </li></ul></ul>
    29. 34. <ul><ul><li>-Not enough time to do cooperative learning in my classroom. </li></ul></ul><ul><ul><li>-Group work creates discontent among the students because some do the work while others coast. </li></ul></ul><ul><ul><li>-The material is too complex for students to understand on their own. </li></ul></ul><ul><ul><li>-Lecturing is vital in my class. </li></ul></ul>