Classroom connections
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Encouraging Cooperative Leaning in the classroom. This is a one day workshop on classroom connection through cooperative learning.
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Classroom connections
- 1. Gioko D. Mgt. Classroom Processes Facilitator Gioko, A. D. Mgt. Event- Exploring classroom connections. Location- Mombasa, Kenya Date- 24th January 2015 All materials are © CENTER FOR STUDY OF CLASSROOM PROCESS CONCORDIA UNIVERSITY, CANADA , 2012
- 2. Gioko D. Mgt.Classroom Connections MSA- KEN 3/18/2015 1:21 PM TIME ASPECT ACTIVITY 9.00 a.m. -9.30 a.m. Preliminaries Introductions Self and topic Goal and objective sharing Essential agreements Schedule of Activities 9.00 a.m.-10.30 a.m. Session 1 Understanding Cooperative learning. What do we know about cooperative learning? What is cooperative learning? Why is it important? How do we distinguish between cooperative learning and other forms of instructions? 10.30 a.m. -11.00 a.m. HEALTH BREAK 11.00 a.m.-12.30 p.m. Session 2 Approaches to Learning and Motivation Learning Motivation 13.00 p.m. – 2.30 p.m. Session 3 A selected approach to cooperative learning. -Learning together. Delivered through Jigsaw reading Jigsaw I Jigsaw II Partner Jigsaw Within Team Jigsaw Team Jigsaw 2.30 p.m. -3.00 p.m. HEALTH BREAK 3.00 p.m. -4.00 p.m. Extension Activity Individual Education Plans –Use of Co-op Co-op 4.00 p.m. 4.15 p.m. Workshop Review Reflection -PMI
- 3. Gioko D. Mgt.Classroom Connections MSA- KEN 3/18/2015 1:21 PM Introduction • Find a colleague with matching characteristic and note their names
- 4. Gioko D. Mgt.Classroom Connections MSA- KEN 3/18/2015 1:21 PM Goal – Understanding Classroom Connections Objectives – Explore cooperative learning theoretical aspects – Unpack Approaches to learning – Implement a cooperative learning approach
- 5. Gioko D. Mgt.Classroom Connections MSA- KEN 3/18/2015 1:21 PM Preamble • Essential agreements. EXPECTATIONS Questions AHA! WOW!
- 6. Gioko D. Mgt.Classroom Connections MSA- KEN 3/18/2015 1:21 PM Time Activity Facilitators Activity Participants Activity 5 Introductions Share the topic and the Goal 10 Getting to know each other Share 10 characteristics Find colleagues with the same characteristics 5 objective and guiding questions sharing Share guiding questions Read the questions Develop individual question 5 Essential agreements Ask for essential agreements on how to operate Share essential Agreements 5 Schedule of Activities Calendar of Activities
- 7. Gioko D. Mgt.Classroom Connections MSA- KEN 3/18/2015 1:21 PM • What do we know about classroom connections? • How might we rethink classroom connections? • What should we do differently? • What will the different approach lead to? Your Own Personal Inquiry Question
- 8. Gioko D. Mgt.Classroom Connections MSA- KEN 3/18/2015 1:21 PM
- 9. Gioko D. Mgt.Classroom Connections MSA- KEN 3/18/2015 1:21 PM Our Perspectives
- 10. Gioko D. Mgt. Definition Cooperative learning is an instructional strategy in which students work together in teams that are carefully designed to promote positive interdependence. This positive interdependence is coupled with individual accountability so that students are responsible for learning and contributing to the team task. Classroom Connections MSA- KEN 3/18/2015 1:21 PM
- 11. Gioko D. Mgt. Everyone is talking about cooperative learning because… Complete the Sentence
- 12. Gioko D. Mgt. PURPOSE • Considers the social relationships among students and using them to promote learning. • enjoyment of team sports has led some educators to wonder how teams can be used in classrooms to motivate students in their search for knowledge. • The success of multidisciplinary project teams in scientific research has led others to consider the benefits of groups in which students of different talents and abilities work together productively. • Group methods are showing business and industry new ways to increase productivity and worker satisfaction. • The evolving theories of human resource management and social psychology have demonstrated the importance of social factors in adapting to a rapidly changing society.
- 13. Gioko D. Mgt. COOPERATIVE LEARNING VS. THE REST Differentiate
- 14. Gioko D. Mgt. Work individually Work competitively Individualistic Structure Student work interdependently Positive interdependence Share resources Work towards a common goal Depend on one another Cooperative Structure All students are involved
- 15. Gioko D. Mgt. Whole-class instruction conducting direct instruction managing students. setting the academic objectives controlling all classroom functions Students adopt roles as -listeners. -note takers. Work Individually
- 16. Gioko D. Mgt. Setting of academic and social objectives is often done in conjunction with the students The role of the teacher during group work is one of observer and facilitator. students become -active problem solvers. -contributors -more talk. -more noise.
- 17. Gioko D. Mgt. Students are -listeners -note takers Students are -active problem solvers. -contributors -more talk. -more noise.
- 18. Gioko D. Mgt. Different types of communicators Facilitate communication among students by encouraging, and giving feedback Lecturing Presenting information, Disciplining Giving instructions All Knowing Experts Direct instruction
- 19. Gioko D. Mgt.Classroom Connections MSA- KEN 3/18/2015 1:21 PM
- 20. Gioko D. Mgt.Classroom Connections MSA- KEN 3/18/2015 1:21 PM I used to think … Now I think …
- 21. Gioko D. Mgt.Classroom Connections MSA- KEN 3/18/2015 1:21 PM
- 22. Gioko D. Mgt.GEC Preparation KSM- KEN 3/18/2015 1:21 PM
- 23. Gioko D. Mgt.Classroom Connections MSA- KEN 3/18/2015 1:21 PM Time Activity Facilitators Activity Participants Activity 50 Approaches to learning What is learning, What are the major theoretical approached to learning and motivators What is my approach to learning and motivation and how might that influence the use of cooperative learning. Team Pair Solo Discuss the question per table Find a partner and discuss further Respond to the question individually 30 Presentation Individual Presentation Select an individual from each table to give a five minutes presentation. 10 Reflection Ask the whole group to make a circle. Story telling loop…Today… Continue the reflective story
- 24. Gioko D. Mgt.Classroom Connections MSA- KEN 3/18/2015 1:21 PM
- 25. Gioko D. Mgt. • What is learning? • What are the major theoretical approached to learning and motivators • What is my approach to learning and motivation and how might that influence the use of cooperative learning. Classroom Connections MSA- KEN 3/18/2015 1:21 PM
- 26. Gioko D. Mgt.Classroom Connections MSA- KEN 3/18/2015 1:21 PM Story telling loop
- 27. Gioko D. Mgt.Classroom Connections MSA- KEN 3/18/2015 1:21 PM
- 28. Gioko D. Mgt.GEC Preparation KSM- KEN 3/18/2015 1:21 PM
- 29. Gioko D. Mgt.Classroom Connections MSA- KEN 3/18/2015 1:21 PM Time Activity Facilitators Activity Participants Activity 45 Using cooperative learning in the classroom. Number the participants from each table. Use Normal Jigsaw Five groups each with a topic to discuss as expert groups then in home groups. 1. First Steps 2. Selecting appropriate tasks 3.Adapting Materials 4. Trouble shooting 5. Dealing with Diverse Students Jigsaw Normal Meet in the original group. Discuss with group leader.(10) Expert met discuss the material and also how they will share with the rest. Set two questions. .(20) Back to the original Group to discuss (15) 20 Individual Test Checking interdependence and Answer the 10 Questions 15 Working together in Professional development Read the hand out and discuss how you can make it practical in your institution. Three-Step Interview Ask question in turns then share with the team 10 Reflection Two stars and a wish Share a star and a wish
- 30. Gioko D. Mgt. Home Groups Classroom Connections MSA- KEN 3/18/2015 1:21 PM First Steps Selecting appropriate materials Adapting materialsTrouble Shooting Dealing With Diverse Students 55 Min. 50 Min. 45 Min. 40 Min. 35 Min. 30 Min. 25 Min. 20 Min. 15 Min. 10 Min. 1 Hour 4 Min. 3 Min. 2 Min. 1 Min. 50 Sec. 45 Sec. 30 Sec. 20 Sec. 15 Sec. 10 Sec. 5 Min. Close Clock
- 31. Gioko D. Mgt.Classroom Connections MSA- KEN 3/18/2015 1:21 PM Adapting materials Selecting appropriate materials First Steps 55 Min. 50 Min. 45 Min. 40 Min. 35 Min. 30 Min. 25 Min. 20 Min. 15 Min. 10 Min. 1 Hour 4 Min. 3 Min. 2 Min. 1 Min. 50 Sec. 45 Sec. 30 Sec. 20 Sec. 15 Sec. 10 Sec. 5 Min. Close Clock
- 32. Gioko D. Mgt. Home Groups Classroom Connections MSA- KEN 3/18/2015 1:21 PM First Steps Selecting appropriate materials Adapting materialsTrouble Shooting Dealing With Diverse Students 55 Min. 50 Min. 45 Min. 40 Min. 35 Min. 30 Min. 25 Min. 20 Min. 15 Min. 10 Min. 1 Hour 4 Min. 3 Min. 2 Min. 1 Min. 50 Sec. 45 Sec. 30 Sec. 20 Sec. 15 Sec. 10 Sec. 5 Min. Close Clock
- 33. Gioko D. Mgt.Classroom Connections MSA- KEN 3/18/2015 1:21 PM 1. How do you increase your chance of successfully starting cooperative learning? 2. What preparations do you need to make before attempting to implement cooperative learning? 3. Explain two ways in which a teacher can ensure each individual in a group learns? 4. What are the different challenges you would encounter when using cooperative learning? 5. Outline some strategies of controlling noise during cooperative learning? 6. Explain how would maximize space while using cooperative learning? 7. Explain how you would adapt a design material to be used in cooperative activities in a class? 8. Discuss what you would consider when constituting a team? 9. What do you consider in selecting an appropriate task for group work? 10. How do you evaluate an interactive group project?
- 34. Gioko D. Mgt.Classroom Connections MSA- KEN 3/18/2015 1:21 PM
- 35. Gioko D. Mgt. Use the planning guidelines to fill prepare an activity for your class Classroom Connections MSA- KEN 3/18/2015 1:21 PM
- 36. Gioko D. Mgt.Classroom Connections MSA- KEN 3/18/2015 1:21 PM • What do we know about classroom connections? • How might we rethink classroom connections? • What should we do differently? • What will the different approach lead to? Your Own Personal Inquiry Question
- 37. Gioko D. Mgt.Classroom Connections MSA- KEN 3/18/2015 1:21 PM Goal – Understanding Classroom Connections Objectives – Explore cooperative learning theoretical aspects – Unpack Approaches to learning – Implement a cooperative learning approach
- 38. Gioko D. Mgt.
- 39. Gioko D. Mgt. Facilitators’ Contacts http://www.agakhanacademies.org/mombasa giokomaina@ +254722721656 gioko1 Gioko1 anthonygioko.blogspot.com mainawagioko Maina Wagioko Gìokó, A., D. Mgt.
- 40. Gioko D. Mgt.Classroom Connections MSA- KEN 3/18/2015 1:21 PM Break Dance
Editor's Notes
- Cooperative learning has been used successfully at all educational levels, from preschool to postsecondary, and across a broad range of subjects Current research shows the positive effects of cooperative learning on achievement, In terpersonal skills, attitudes toward learning and peers, affect and self-concept. Group learning is not a new idea. At the turn of the century, John Dewey recommended that students work collaboratively on projects of relevance to their lives. Since then the developers of cooperative learning have provided methods, structures, and activities to make student groups operate more effectively. A crucial element in group learning is that all members contribute their fair share to the group. This will happen if the foundations of cooperative learning—positive interdependence and individual accountability—are well established. Whenever the success of one student increases another’s chance of success, there is positive interdependence. It is up to each group member to make sure that his or her actions help the group achieve its goal. Demonstrating each individual’s responsibility for his or her own learning and for helping team members achieve the group goal is individual accountability.
- Many individualized learning programs and materials have been developed to help teachers meet the unique needs of individual students. Cooperative learning, with its emphasis on teamwork, goes one step farther by considering the social relationships among students and using them to promote learning. The enjoyment of team sports has led some educators to wonder how teams can be used in classrooms to motivate students in their search for knowledge. The success of multidisciplinary project teams in scientific research has led others to consider the benefits of groups in which students of different talents and abilities work together productively. Group methods are showing business and industry new ways to increase productivity and worker satisfaction. The evolving theories of human resource management and social psychology have demonstrated the importance of social factors in adapting to a rapidly changing society. These phenomena have led to a variety of cooperative learning methods, which you can use successfully in your classroom.
- Many individualized learning programs and materials have been developed to help teachers meet the unique needs of individual students. Cooperative learning, with its emphasis on teamwork, goes one step farther by considering the social relationships among students and using them to promote learning. The enjoyment of team sports has led some educators to wonder how teams can be used in classrooms to motivate students in their search for knowledge. The success of multidisciplinary project teams in scientific research has led others to consider the benefits of groups in which students of different talents and abilities work together productively. Group methods are showing business and industry new ways to increase productivity and worker satisfaction. The evolving theories of human resource management and social psychology have demonstrated the importance of social factors in adapting to a rapidly changing society. These phenomena have led to a variety of cooperative learning methods, which you can use successfully in your classroom.
- Cooperative learning differs from other types of group work or traditional instruction in several ways. First, in contrast to traditional classrooms, where students usually work individually or some times competitively, students are required to function interdependently in cooperatively structured classrooms. Positive interdependence can develop in several ways, including sharing resources (e.g., “Janine, pass me our sheet.”), working toward a common learning goal (e.g., “Okay, we better stop talking and get to work on our story.”), and depending on one another for acknowledgments and rewards (e.g., “Good idea, Finn!”). Second, in a cooperative structure, student? goals are positively linked. When one student attains a goal, it increases the likelihood that other students will attain the goal, whereas in a competitive structure, goals are negatively linked. When one student attains a goal, it reduces the likelihood that other students will attain the goal. In an individualistic structure, goals are not linked; one student attaining a goal has no effect on the likelihood that other students will attain their goals. Third, cooperative learning differs from traditional instruction and group work in the degree and quality of interaction. Students in traditional whole-class instruction spend most of their time working by themselves or listening to their teacher, giving them minimal opportunity to interact with their peers. Although traditional group work is more conducive to student-student interactions, the participation of students is often unequal. By con trast, cooperative learning involves all students in purposeful interaction. Finally, the teacher’s role in a classroom using cooperative learning differs from a traditional class room. With whole-class instruction, the teacher typically spends much of the day conducting direct instruction and managing students. The teacher is responsible for setting the academic objectives and controlling all classroom functions. The students adopt roles as listeners and note takers, and work individually. In a cooperative learning classroom, the setting of academic and social objectives is often done in conjunction with the students. The teacher still uses direct instruction, but the role of the teacher during group work is one of observer and facilitator, rather than that of an all-knowing expert. Desks are grouped together to allow students to interact and to work together. Students may still spend some time as listeners and note takers, but they also become more active problem solvers and contributors. There is more talk and more noise in the class room. Teachers who use cooperative learning become different types of communicators. According to Hertz-Lazarowitz and Shachar (1990) teachers in traditional classrooms engage more in lecturing, presenting information, disciplining, and giving instructions. In contrast, teachers using cooperative learning facilitate communication among students by encouraging, and giving feedback. Trying new challenges in your classroom brings up both new and old questions about teaching and learning. When you think about using cooperative learning in your classroom, many concerns may influence your choice of cooperative learning methods and design. Some instructional designers treat teachers as if they were cooks. They provide teachers with recipes and tell them that if they follow the instructions exactly their lessons will succeed. Unfortunately, even though the lessons may be followed exactly, some students may still fail to learn because their needs and tastes were not considered in creating the recipe. We see teachers more as chefs—people who create their own recipes based on their knowledge of the ingredients and how they interact to create a final product. In this book, we present the essential ingredients of cooperative learning and the various ways these ingredients can be combined to suit your students’ unique needs. As you consider implementing cooperative learn ing, ask yourself questions such as, How will my students react to cooperative group work? What types of cooperative learning are most consistent with my view of teaching and learning? How will my principal and my students’ parents react to cooperative group work? Do I have the skills and resources required to make it work? How will my students be motivated to work together? What type of interaction and learning will be taking place during group work? And, finally, What types of out comes do I want to encourage or can I anticipate? Such questions reflect some of the factors that are implicated in cooperative learning.
- Cooperative learning differs from other types of group work or traditional instruction in several ways. First, in contrast to traditional classrooms, where students usually work individually or some times competitively, students are required to function interdependently in cooperatively structured classrooms. Positive interdependence can develop in several ways, including sharing resources (e.g., “Janine, pass me our sheet.”), working toward a common learning goal (e.g., “Okay, we better stop talking and get to work on our story.”), and depending on one another for acknowledgments and rewards (e.g., “Good idea, Finn!”).
- Finally, the teacher’s role in a classroom using cooperative learning differs from a traditional class room. With whole-class instruction, the teacher typically spends much of the day conducting direct instruction and managing students. The teacher is responsible for setting the academic objectives and controlling all classroom functions. The students adopt roles as listeners and note takers, and work individually. In a cooperative learning classroom, the setting of academic and social objectives is often done in conjunction with the students. The teacher still uses direct instruction, but the role of the teacher during group work is one of observer and facilitator, rather than that of an all-knowing expert. Desks are grouped together to allow students to interact and to work together. Students may still spend some time as listeners and note takers, but they also become more active problem solvers and contributors. There is more talk and more noise in the class room. Teachers who use cooperative learning become different types of communicators. According to Hertz-Lazarowitz and Shachar (1990) teachers in traditional classrooms engage more in lecturing, presenting information, disciplining, and giving instructions. In contrast, teachers using cooperative learning facilitate communication among students by encouraging, and giving feedback. Trying new challenges in your classroom brings up both new and old questions about teaching and learning. When you think about using cooperative learning in your classroom, many concerns may influence your choice of cooperative learning methods and design. Some instructional designers treat teachers as if they were cooks. They provide teachers with recipes and tell them that if they follow the instructions exactly their lessons will succeed. Unfortunately, even though the lessons may be followed exactly, some students may still fail to learn because their needs and tastes were not considered in creating the recipe. We see teachers more as chefs—people who create their own recipes based on their knowledge of the ingredients and how they interact to create a final product. In this book, we present the essential ingredients of cooperative learning and the various ways these ingredients can be combined to suit your students’ unique needs. As you consider implementing cooperative learning, ask yourself questions such as, How will my students react to cooperative group work? What types of cooperative learning are most consistent with my view of teaching and learning? How will my principal and my students’ parents react to cooperative group work? Do I have the skills and resources required to make it work? How will my students be motivated to work together? What type of interaction and learning will be taking place during group work? And, finally, What types of out comes do I want to encourage or can I anticipate? Such questions reflect some of the factors that are implicated in cooperative learning.
- In a cooperative learning classroom, the setting of academic and social objectives is often done in conjunction with the students. The teacher still uses direct instruction, but the role of the teacher during group work is one of observer and facilitator, rather than that of an all-knowing expert. Desks are grouped together to allow students to interact and to work together. Students may still spend some time as listeners and note takers, but they also become more active problem solvers and contributors. There is more talk and more noise in the class room.
- In a cooperative learning classroom, the setting of academic and social objectives is often done in conjunction with the students. The teacher still uses direct instruction, but the role of the teacher during group work is one of observer and facilitator, rather than that of an all-knowing expert. Desks are grouped together to allow students to interact and to work together. Students may still spend some time as listeners and note takers, but they also become more active problem solvers and contributors. There is more talk and more noise in the class room.
- Teachers who use cooperative learning become different types of communicators. According to Hertz-Lazarowitz and Shachar (1990) teachers in traditional classrooms engage more in lecturing, presenting information, disciplining, and giving instructions. In contrast, teachers using cooperative learning facilitate communication among students by encouraging, and giving feedback. Trying new challenges in your classroom brings up both new and old questions about teaching and learning. When you think about using cooperative learning in your classroom, many concerns may influence your choice of cooperative learning methods and design. Some instructional designers treat teachers as if they were cooks. They provide teachers with recipes and tell them that if they follow the instructions exactly their lessons will succeed. Unfortunately, even though the lessons may be followed exactly, some students may still fail to learn because their needs and tastes were not considered in creating the recipe. We see teachers more as chefs—people who create their own recipes based on their knowledge of the ingredients and how they interact to create a final product. In this book, we present the essential ingredients of cooperative learning and the various ways these ingredients can be combined to suit your students’ unique needs. As you consider implementing cooperative learning, ask yourself questions such as, How will my students react to cooperative group work? What types of cooperative learning are most consistent with my view of teaching and learning? How will my principal and my students’ parents react to cooperative group work? Do I have the skills and resources required to make it work? How will my students be motivated to work together? What type of interaction and learning will be taking place during group work? And, finally, What types of out comes do I want to encourage or can I anticipate? Such questions reflect some of the factors that are implicated in cooperative learning.