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Cooperative Strategies.


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Cooperative Strategies.

  1. 1. Cooperative Strategies. Add some slides as you like and fill this preso with pairing strategies and accountability structures that you have found.
  2. 2. Three Step Interview (Paton and Kristine) <ul><li>BASICS: </li></ul><ul><li>Each member of a team chooses another member to be a partner. During the first step individuals interview their partners by asking clarifying questions. During the second step partners reverse the roles. In the third step, members share their partner's response with the team.  </li></ul><ul><li>Why it is useful: </li></ul><ul><li>This activity can be used as a team builder, and also for generating questions, predictions, opinions, and evaluation. It allows students to work together and learn from one another.   </li></ul>
  3. 3. Keep every student accountable, call on people randomly to give answers.  Start them working together on little things like, after a video clip turn to your table and tell each other two things you learned and write them down.  TIPS to get Students Working Then have the students remember two facts and have them share them with someone next to them.
  4. 4. Centers <ul><li>1) divide class into small groups (your method) 2-3 students </li></ul><ul><li>2) each group moves to a location around the room. </li></ul><ul><li>3) each location will have a dedicated project/ activity </li></ul><ul><li>4) this is open to any subject and or project  </li></ul><ul><li>5) examples-   </li></ul><ul><ul><li>  pre written worksheets </li></ul></ul><ul><ul><li>  read beginning of a short story then write the end </li></ul></ul><ul><ul><li>story prediction – both students write a short story, and their partner predicts what will happen next. </li></ul></ul><ul><ul><li>  shared reading, in groups of teammates alternate reading one page of the story at a time  </li></ul></ul><ul><ul><li>compound words – one student leads the game, the remaining students try to put face down cards with the signal word of the compound together by memorizing the location of its matching word                      </li></ul></ul>
  5. 5. PMI (Molly and Amber) <ul><li>A PMI ( P lus,  M inus,  I ntriguing) is used for affective processing to talk about the pluses, minuses and intriguing points felt about a lesson, concept or issue. </li></ul>What I liked Pluses (+) What I didn’t like Minuses (-) What I thought was intriguing Questions or thoughts
  6. 6. Writearound (Molly and Amber) <ul><li>For creative writing or summarization, give a sentence starter (for ex. If you give an elephant a cookie, hes going to ask for...). Ask all students in each team to finish that sentence. Then, they pass their paper to the right, read the one they received, and add a sentence to that one. After a few rounds, four great stories or summaries emerge. Give children time to add a conclusion and/or edit their favorite one to share with the class. </li></ul>
  7. 7. Deck of Cards <ul><li>Play music & participants wander until I stop it.  </li></ul><ul><li>When they stop, I call things like find: </li></ul><ul><li>&quot;someone with the same color card </li></ul><ul><li>...same color suit </li></ul><ul><li>...different... </li></ul><ul><li>odd numbers with odds, even with even... </li></ul><ul><li>This is kind of a think-pair-share strategy, it just mixes up who they are talking with </li></ul>
  8. 8. Think, Pair, Share, and Blog it! <ul><ul><li>THINK- about the big question (How big were the dinosaurs?) </li></ul></ul><ul><ul><li>PAIR- Students pair up and discuss their hypothesis </li></ul></ul><ul><ul><li>SHARE- One students presents the hypothesis to the class </li></ul></ul><ul><ul><li>BLOG IT!- The other student blogs it </li></ul></ul>
  9. 9. Melanie and Lydia's page :)  <ul><ul><li>A student from an older class and a student from a younger class pair up, the older peer reads to the younger peer, the older peer does an activity with the younger peer.  </li></ul></ul><ul><ul><li>It teaches the older peer to think  </li></ul></ul>
  10. 10. Individual & Group Accountability <ul><ul><li>Keeping the size of the group small. The smaller the size of the group, the greater the individual accountability may be. </li></ul></ul><ul><ul><li>Giving an individual test to each student. </li></ul></ul><ul><ul><li>Randomly examining students orally by calling on one student to present his or her group's work to the teacher (in the presence of the group) or to the entire class. </li></ul></ul><ul><ul><li>Observing each group and recording the frequency with which each member-contributes to the group's work. </li></ul></ul><ul><ul><li>Assigning one student in each group the role of checker. The checker asks other group members to explain the reasoning and rationale underlying group answers. </li></ul></ul><ul><ul><li>Having students teach what they learned to someone else. </li></ul></ul><ul><li> </li></ul><ul><li>  </li></ul>