The document summarizes a professional development program designed to promote a student culture of cooperation through cooperative learning strategies and character education. The program provides training for K-12 teachers through a learning community cohort model with summer institutes and monthly meetings. Evaluation of the program shows that cooperative learning improves achievement and relationships while developing social-emotional skills when implemented effectively. Research supports cooperative learning's ability to foster character development when students learn academic content while practicing prosocial behaviors.

1. Promoting a Student Culture of Cooperation: A K-12 Professional Development Perspective Betsy Arnow, M.Ed, M.S. Lucy Vezzuto, Ph.D. TM

15. A Think-Pair-Share What social-emotional skills and character attributes would students be practicing in an effective cooperative group?

19. Dr. Kagan and the Research

21. In the book EQ + IQ Best Leadership Practices for Caring and Successful Schools Knoll & Patti write “Cooperative learning strategies are vehicles for learning social-emotional skills and positive values.” (Edited by Elias, Arnold, Hussey 2003, p. 43)

23. Eleven Principles of Effective Character Education Principle 7 Strives to foster students’ self motivation. Principle 8 Engages the school staff as a learning and moral community that shares responsibility for character education and attempts to adhere to the same core values that guide the education of students. Principle 9 Fosters shared moral leadership and long range support of the character education initiative. Principle 10 Engages families and community members as partners in the character-building effort. Principle 11 Evaluates the character of the school, the school staff’s functioning as character educators, and the extent to which students manifest good character. Source: Character Education Partnership 2003 Principle 1 Promotes core ethical values as the basis of good character. Principle 2 Defines "character" comprehensively to include thinking, feeling, and behavior. Principle 3 Uses a comprehensive, intentional, proactive, and effective approach to character development. Principle 4 Creates a caring school community. Principle 5 Provides students with opportunities for moral action. Principle 6 Includes a meaningful and challenging academic curriculum that respects all learners, develops their character, and helps them to succeed.

24. Pairs Squared Using your handout, briefly review the Eleven Principles of Effective Character Education . With a partner, discuss and circle the principles that you think can be addressed through cooperative learning. Find another pair and compare your responses.

25. In Hearts and Minds: A Biological Brain in the Cultural Classroom, Robert Sylwester says, “We're inherently a cooperative species." (Sylwester, 2000, p. 2)

27. Say Something Select a partner. Use the handout to silently read the following quote. Each partner will say something after the quote is read (a question, comment, key point, personal connection, interesting idea).

28. The Caines explain in Making Connections: “ We have a brain-based drive to belong to a group and to relate to others. Hence educators need to support and consolidate social relationships and a sense of community. Friendship and companionship are both intrinsically important to us and contribute to safety, security, and relaxed alertness because a genuinely supportive group helps reduce threat .” (Caines 1994 p.125)

31. “ Ancess (2000) discovered that much learning occurs in teachers when they examine their own practices with particular students in mind. Student-centered reflection results in improved student outcomes. The improved student outcomes in turn persuade other teachers to adopt the pedagogical and organizational innovations.” (Hinde 2003 p. 9) What Research Says About Student-Centered Reflection

35. ” What really matters for achieving the complex goals of character education? According to Michael Fullan (1993), what matters for anything of significance are new skills, creative thinking, internal motivation, and commitment to take action.” (DeRoche and Williams 2001 p.94)

36. And in closing…