Cooperative Intro

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jorech

Education Business

Learning targets: ,[object Object],[object Object],[object Object]

What is the #1 reason people get fired? ,[object Object]

What % of classroom time do teachers spend speaking? ,[object Object]

How many minutes per day do students spend speaking on task? ,[object Object]

Of the time spent teaching students to read, write, and speak, what percentage is spent on each? ,[object Object],[object Object],[object Object]

3 types of learning situations: ,[object Object],[object Object],[object Object]

Cooperative learning: ,[object Object],[object Object],[object Object],[object Object],[object Object]

Components of Cooperative Learning ,[object Object],[object Object],[object Object],[object Object],[object Object]

Types of Cooperative Groups ,[object Object],[object Object],[object Object]

THE PURPOSE OF COOPERATIVE LEARNING IS TO BUILD STRONG INDIVIDUALS

[object Object],[object Object],[object Object],[object Object],[object Object]

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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