Peer To Peer Learning 10 7 09f1


Published on

1 Comment
  • i'm very interested with this cooperative learning which is dealing the critical thinking of the students in the language learning process that acquired.
    Are you sure you want to  Yes  No
    Your message goes here
No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Heterogeneous group
  • It is important that group members know that they cannot "hitch-hike" on the work of others.
  • These skills will have to be taught just as purposefully and precisely as academic skills.
  • Between Bloom’s low and high cognitive program so that student gain a firm footing before they move into critical thinking.
  • 24 students in a class Make 6 groups Count out 1 to 6 All ones over there, two here …. Check to make sure that students know their roles. Group reward - if a group works well together and ALL members are participating – provide some type of reward for that group.
  • Peer To Peer Learning 10 7 09f1

    1. 1. Peer-to-peer learning Cooperative Learning (includes additional material) Dr. Joseph Zisk California University
    2. 2. Cooperative Learning: More Than Just Small Groups <ul><li>Research studies have shown that through cooperative learning students have improved in the areas of: </li></ul><ul><ul><li>achievement </li></ul></ul><ul><ul><li>positive attitude towards subject area </li></ul></ul><ul><ul><li>critical thinking skills. </li></ul></ul>
    3. 3. Research <ul><li>Major players in peer-group learning </li></ul><ul><ul><li>David Johnson and RogerJohnson </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><li>Robert Slavin </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><li>Spencer Kagan </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul>
    4. 4. What research indicates … <ul><li>Competitive approaches help emphasize rote learning skills </li></ul><ul><li>Peer-group approaches </li></ul><ul><ul><li>Increase student learning </li></ul></ul><ul><ul><li>enhance student self-esteem </li></ul></ul><ul><ul><li>positive impact among racial groups </li></ul></ul><ul><ul><li>increase communication skills </li></ul></ul><ul><ul><li>positive attitudes toward school </li></ul></ul>
    5. 5. Cooperative learning is not : <ul><li>Students working together at the same table and talking to each other as they do their individual assignments </li></ul><ul><li>Students doing a task individually with instruction that they help the slower students when they are finished. </li></ul><ul><li>Having one student doing all the work and the entire group getting the credit. </li></ul>
    6. 6. Active Learning <ul><li>Cooperative learning is an active form of learning. </li></ul><ul><ul><li>Students can take control of their own learning </li></ul></ul>
    7. 7. What is cooperative leaning? <ul><li>Cooperative learning methods are learning techniques that feature heterogeneous groups of students working together for a common purpose. There is emphasis placed on group and individual accountability. </li></ul>
    8. 8. Components of Cooperative Learning <ul><li>Positive interdependence </li></ul><ul><li>Face-To Face Promotive Interaction </li></ul><ul><li>Individual accountability </li></ul><ul><li>Social skills </li></ul><ul><li>Group process </li></ul>
    9. 9. Components of a cooperative lesson #1 <ul><li>Positive interdependence – </li></ul><ul><ul><li>students perceive that they are linked with group mates </li></ul></ul><ul><ul><li>cannot succeed unless their group mates also succeed. </li></ul></ul><ul><ul><li>Students must perceive that they must &quot;sink or swim together.&quot; </li></ul></ul>
    10. 10. Positive Interdependence Techniques <ul><li>Teacher assign groups </li></ul><ul><li>Expectation of group behavior clear </li></ul><ul><li>Assign roles (moderator, recorder, presenter, reference, timekeeper, question seeker) </li></ul><ul><li>Observe and question groups while they are working </li></ul><ul><li>Grade one paper from the group </li></ul><ul><li>Clear directions and 15 min activities </li></ul>
    11. 11. Components of a cooperative lesson #2 <ul><li>Face-To Face Promotive Interaction </li></ul><ul><ul><li>students orally explain to each other how to solve problems </li></ul></ul><ul><ul><li>discuss with each other the nature of the concepts and strategies being learned </li></ul></ul><ul><ul><li>teach one's knowledge to their classmates. </li></ul></ul>
    12. 12. Face-To Face Promotive Techniques <ul><li>Seating – eye to eye – knee to knee </li></ul><ul><li>Make an activity that requires all students to communicate </li></ul><ul><li>Give points (or extra credit) for groups that communicate </li></ul><ul><li>Group size 3-4 </li></ul>
    13. 13. Components of a cooperative lesson #3 <ul><li>Individual accountability </li></ul><ul><ul><li>The performance of each individual student is assessed </li></ul></ul><ul><ul><li>results are given back to the group and the individual. </li></ul></ul>
    14. 14. Individual accountability Techniques <ul><li>All work should be graded </li></ul><ul><li>Include work in student’s notebook </li></ul><ul><li>Include work on quiz and/or test </li></ul><ul><li>Individual essay </li></ul>
    15. 15. Components of a cooperative lesson #4 <ul><li>Social skills students need to be taught </li></ul><ul><ul><li>leadership </li></ul></ul><ul><ul><li>trust-building </li></ul></ul><ul><ul><li>communication </li></ul></ul><ul><ul><li>conflict-management </li></ul></ul>
    16. 16. Social skills Techniques <ul><li>Explain to student expected behavior </li></ul><ul><li>Use activities that promote team building </li></ul><ul><ul><li>Team name, team logo, etc </li></ul></ul><ul><li>Model expected behavior </li></ul><ul><li>Model how team members should disagree with each other </li></ul><ul><li>Be aware of groups’ social interaction </li></ul>
    17. 17. Components of a cooperative lesson #5 <ul><li>Group process exists when </li></ul><ul><ul><li>group members discuss how well they are achieving their goals and maintaining effective working relationships. </li></ul></ul><ul><li>Group processing clarifies and improves the members' effectiveness in contributing to the achievement of the group's goals. </li></ul>
    18. 18. Group process Techniques <ul><li>Provide the group with an opportunity to reflect on accomplishments. </li></ul><ul><li>Develop a grading rubric for group work </li></ul><ul><li>Assign a group grade (or bonus points) </li></ul><ul><li>Sample observation sheet </li></ul><ul><ul><li> </li></ul></ul>
    19. 19. Styles of cooperative learning <ul><li>Jigsaw </li></ul><ul><li>The structured Controversy Approach </li></ul><ul><li>Teams-Games Tournaments </li></ul>
    20. 20. Activity Sheets <ul><li>What is the difference between an activity sheet and a work sheet? </li></ul><ul><li>An activity sheet needs to be a careful balance between the familiar and the new. </li></ul>A worksheet usually requires students to insert or circle answers. They’ re usually low cognitive levels. An activity sheet prompts students to generate an original interpretation, encourages critical thinking and problem solving. Often students work on an activity sheet in small groups.
    21. 21. Tips for developing a peer-to peer lesson in your classroom <ul><li>Design a group activity that will help reinforce the lesson’s concepts. </li></ul><ul><li>You select who is in each group – use cards or number method to make groups </li></ul><ul><li>Use strategies to help develop positive interdependence. </li></ul><ul><li>Use a quiz (each student hands in something) for a grade (individual accountability) </li></ul><ul><li>Group reward - if a group works well together and ALL members are participating – provide some type of reward for that group. </li></ul>
    22. 22. Activity Sheet <ul><li>Contains directions to help move the group forward. </li></ul><ul><ul><li>Suggested resources </li></ul></ul><ul><ul><li>Materials to use </li></ul></ul><ul><ul><li>Group members’ roles, etc. </li></ul></ul><ul><li>Contains questions that prompts the group to discuss possible answers </li></ul><ul><li>May include students’ signature (optional) </li></ul>
    23. 23. The End