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Carrie Thornthwaite, profile picture
Uploaded byCarrie Thornthwaite
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Cooperative Learning

1. The document discusses cooperative learning, which is a teaching method where students work in small groups to prepare and present topics to the whole class, with an emphasis on student choice, division of labor, and presentation methods. 2. Cooperative learning has six key characteristics: students work in small groups of 2-5 on a learning activity; they must work cooperatively to accomplish tasks; members are interdependent and accountable for their own work; and the teacher introduces the activity and monitors the groups. 3. The document provides five examples of cooperative learning activities and strategies, including interviewing partners, roundtable discussions, assigning group roles, comparing favorite artists, and peer questioning after a lecture.

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Cooperative Learning•
Cooperative Learning Definition Characteristics Why Use cooperative learning? Example 1 Teaching Strategies for Secondary Schools: Glossary Example 3 Beware! Example 4 Example 5 Example 2
Definition Method where teams work to prepare and present a topic to the whole class. Emphasis is on student choice of: Topics Division of labor Methods of presentation Partners (Dr. T. usually avoided this) Return to start
Six Characteristics Students work together on learning activity Small groups of 2 - 5 members Cooperative behavior to accomplish tasks Positively interdependent Individually accountable or responsible for their work or learning Teacher responsible for introduction, constant monitoring of the groups, and final closure Return to start
Why use this method? Motivates students to learn material Ensures students construct own knowledge Formative* feedback Develops social/group skills essential in today’s workplace Promotes positive interaction between different cultural or economic groups Return to start *see glossary at end of presentation
Example 1: Interview/ Icebreaker Groups of 2 initially A interviews B for specified minutes, with predetermined questions At signal, B interviews A At signal, groups of four formed with introductions to four As time, class introductions Return to start
Example 2: Roundtable Faculty poses question ( e.g. What was the primary cause of the Civil War?) One piece of paper/pen per group 1st student writes one response and reads it aloud, then passes paper to next student Continue around the group until time called Give students short time to summarize One student per group presents to class Return to start
Example 3: Structured Learning Leader - responsible for keeping group on task & involved Recorder - writes group files/suggestions Reporter - gives oral presentation to class at end Monitor - serves as timekeeper & responsible that area left clean at end Wildcard (if group of 5) - serves as assistant to leader
Example 4: Favorite Artist/Musician Each student in group writes top five favorite artists from a teacher selected list of artists Names are read in each group to find an artist that was on each list When an artist is agreed on, the group will submit the name to teacher First group to submit a name will be responsible for a class presentation of that artist Continued on next slide
Example 4: Favorite Artist (cont.) 1 2 3 4 Team Name
Example 5: Peer Questioning Faculty conducts a brief (10-15 min.) lecture on a topic Instructor then gives students a set of generic question stem* Each student individually writes his/her own questions based on the material The group then picks a question for discussion
Beware! Do proper preparation Don’t let students pick groups Don’t let high achievers dominate group Don’t let low achiever remain passive…. Get everyone involved! Have faith in the process Be willing to be a good “juggler” Don’t overuse this technique Return to start
Related Terms/ Glossary Return to start Formative - ongoing, immediate assessment Summative - assessment done after the instruction Generic Question Stems: What is the main idea of…? What if…? How does… affect…? What is a new example of…? Explain why or how…? How does this relate to what I learned before? What conclusions can I draw? How are… & … similar? How would I use… to…? What is the best… and why? What is the difference between… & ….? What are the strengths & weakness of…?