Cooperative learning
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The document describes how a teacher plans to organize students into groups and use cooperative learning techniques in a unit plan. Specifically: - Students will be organized into groups of three for the first activity and groups of four for the second. - For the first technique, "jigsaw cooperative learning", each group member will research a different social order in the Middle Ages and become an expert to share findings and create a group presentation. - For the second technique, "1-2-4 cooperative learning", students will answer a question individually, then share with a partner to improve the answer before sharing with the other group pairs to develop a final group response.
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Module 2 task 2 laura vilar
The document describes how a class will be organized and two cooperative learning techniques that will be used in a unit plan. The class will initially work as a whole group and then be split into pairs and groups of four. For the first technique, called Circumlocution, students will work in pairs to describe logos to each other without saying the logo name. For the second technique, which combines Think-Pair-Share and Numbered Heads Together, students will work first individually and then in groups of four to design a logo for a simulated company based on provided conditions.
Thinking routine laura vilar
This document describes the "Creative Questions" thinking routine which is used to generate questions about a logotype or company image. Students will judge a professional logotype and come up with questions about it. Their questions will then be used to transform and improve upon the original logotype design. Each student will select one question and redesign one of the logotypes to answer that question. Finally, the class will come together to reflect on the results and see if students applied what they learned. This routine is meant to increase student curiosity, motivation, and confidence by giving them the opportunity to improve upon a professional work and apply their skills.
Cooperative learning examples
The document provides guidance for using cooperative learning techniques in a unit plan. It describes organizing students into pairs, groups of 3-4, or the whole class. Two cooperative learning techniques are proposed:
1. Team Pair Solo for a total training session, where students first work as a team, then pairs, then individually to develop fitness skills.
2. Jigsaw technique for a warm up session, where students are assigned topics in expert groups and must teach their original group, with a focus on aerobic, mobility, strength, speed and flexibility exercises.
Carousel
This document provides instructions for an activity called a carousel. It outlines a 3 step process where students are initially split into expert groups to research a topic, then regrouped to share their findings, and finally come back together as a class to discuss insights and questions. Students become experts in their initial groups before reforming as teachers to their new groups to explain what they learned.
Module 2 activity cooperative learning
The document describes how to incorporate cooperative learning techniques into a unit plan. It recommends organizing students into groups of four. Two cooperative learning techniques are described: jigsaw technique and small group discussion/whole group. For the jigsaw technique, each student researches a different part of the topic and then shares their expertise with their home group. The small group discussion technique has student groups discuss and debate the truth of several statements and then share their conclusions with the whole class.
Module 2 activity cooperative learning
The document describes how cooperative learning techniques will be used in a unit plan. It indicates that students will be organized into groups of four and the class may also work as a whole group. The first cooperative learning technique that will be used is Jigsaw, where students will research different aspects of atomic structure and particles in expert groups and then share their findings. The second technique is Ready, Set, Recall, where students will take turns listing everything they remember about different energy sources to generate a shared list.
Module 2 activity cooperative learning_raquel serrano
The document describes how a teacher plans to organize students into groups of four and sometimes pairs to incorporate cooperative learning techniques into a unit plan. The teacher will use the 1-2-4 technique where students first complete an exercise individually, then compare answers with a partner, then in groups. The task involves identifying different bodies of water from pictures. The second technique is team mind mapping, where students work together to fill in a mind map by taking turns selecting words from a word bank to fill gaps and explaining their choices to their group. The task here has students completing a mind map about changes in the state of water.
Module 2 cooperative learning monica rojo
This document describes how a teacher plans to incorporate cooperative learning techniques into a unit plan. The teacher will organize students into whole class, groups of 3-5, and pairs depending on the activity. For one activity, students will work in pairs with one worksheet to fill gaps and identify true/false statements about farming, requiring them to discuss answers. A second activity will use "jigsaw" with home groups reading different texts on industries, expert groups sharing information, and home groups teaching each other.
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The document describes how a class will be organized and two cooperative learning techniques that will be used in a unit plan. The class will initially work as a whole group and then be split into pairs and groups of four. For the first technique, called Circumlocution, students will work in pairs to describe logos to each other without saying the logo name. For the second technique, which combines Think-Pair-Share and Numbered Heads Together, students will work first individually and then in groups of four to design a logo for a simulated company based on provided conditions.
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This document describes the "Creative Questions" thinking routine which is used to generate questions about a logotype or company image. Students will judge a professional logotype and come up with questions about it. Their questions will then be used to transform and improve upon the original logotype design. Each student will select one question and redesign one of the logotypes to answer that question. Finally, the class will come together to reflect on the results and see if students applied what they learned. This routine is meant to increase student curiosity, motivation, and confidence by giving them the opportunity to improve upon a professional work and apply their skills.
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The document provides guidance for using cooperative learning techniques in a unit plan. It describes organizing students into pairs, groups of 3-4, or the whole class. Two cooperative learning techniques are proposed:
1. Team Pair Solo for a total training session, where students first work as a team, then pairs, then individually to develop fitness skills.
2. Jigsaw technique for a warm up session, where students are assigned topics in expert groups and must teach their original group, with a focus on aerobic, mobility, strength, speed and flexibility exercises.
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Module 2 activity cooperative learning
The document describes how to incorporate cooperative learning techniques into a unit plan. It recommends organizing students into groups of four. Two cooperative learning techniques are described: jigsaw technique and small group discussion/whole group. For the jigsaw technique, each student researches a different part of the topic and then shares their expertise with their home group. The small group discussion technique has student groups discuss and debate the truth of several statements and then share their conclusions with the whole class.
Module 2 activity cooperative learning
The document describes how cooperative learning techniques will be used in a unit plan. It indicates that students will be organized into groups of four and the class may also work as a whole group. The first cooperative learning technique that will be used is Jigsaw, where students will research different aspects of atomic structure and particles in expert groups and then share their findings. The second technique is Ready, Set, Recall, where students will take turns listing everything they remember about different energy sources to generate a shared list.
Module 2 activity cooperative learning_raquel serrano
The document describes how a teacher plans to organize students into groups of four and sometimes pairs to incorporate cooperative learning techniques into a unit plan. The teacher will use the 1-2-4 technique where students first complete an exercise individually, then compare answers with a partner, then in groups. The task involves identifying different bodies of water from pictures. The second technique is team mind mapping, where students work together to fill in a mind map by taking turns selecting words from a word bank to fill gaps and explaining their choices to their group. The task here has students completing a mind map about changes in the state of water.
Module 2 cooperative learning monica rojo
This document describes how a teacher plans to incorporate cooperative learning techniques into a unit plan. The teacher will organize students into whole class, groups of 3-5, and pairs depending on the activity. For one activity, students will work in pairs with one worksheet to fill gaps and identify true/false statements about farming, requiring them to discuss answers. A second activity will use "jigsaw" with home groups reading different texts on industries, expert groups sharing information, and home groups teaching each other.
The chart about cooperative learning - Module 2
The document provides instructions for a unit plan using cooperative learning techniques. It describes organizing students into whole groups, pairs, and groups of three. For pairs, students will discuss possible aid needs for basic requirements and who could provide that aid. For groups of three, each group will read a short case and answer questions about it, using a dictionary to define vocabulary. They will then need to decide how to present their case to the other groups.
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Module 2. COOPERATIVE LEARNING
The document describes how a teacher will organize students into groups of four and use two cooperative learning techniques in a unit on plants. The first technique is Jigsaw, where students in expert groups will read different texts on plants and report back to their original groups. The second technique is Round Robin, where each student in a group of three will take turns sharing something new about plants, describing different flowers and where they can be found. The goal of these techniques is to have students learn from each other.
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This document discusses various group learning strategies that teachers can use, including cooperative and collaborative learning. It describes strategies like jigsaw learning, where students become experts on different topics and teach their groupmates. Another strategy discussed is Think-Pair-Share, where students first think individually, then discuss in pairs, and finally share with the class. The document provides examples of how these strategies can be implemented in classroom activities focused on math problems. It emphasizes that group work allows socialization and helps develop students' cognitive and emotional skills.
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Module 2 activity cooperative learning. ferran barba padrós.
The document describes how a teacher will organize students into groups and use cooperative learning techniques in a unit plan. Specifically:
- Students will be organized into 7 groups of 3 and 1 group of 4 to complete tasks.
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This lesson plan outlines how to teach 4th grade students about identifying prime numbers using the SlideShare presentation tool. The teacher will ask introductory questions and have students work in groups to define and identify prime numbers. They will then share their answers with the class. Students will work on problems to practice identifying prime numbers and understand the concept. The objectives are to define, identify, and recognize prime numbers through class discussion and working on problems. The lesson concludes that grouping numbers by their factors is key to determining if a number is prime or composite.
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This document provides guidance on using a "4 Cs map" to design effective instruction. The 4 Cs map divides instruction into four sections: Connections, Concepts, Concrete Practice, and Conclusions. The map is meant to be used as a visual guide during teaching. Several example activities are provided that can be used within each section of the map, such as discussion questions, games, and group projects. Learners are encouraged to create their own 4 Cs map for an upcoming class and try some of the suggested activities.
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The document provides instructions for a unit plan using cooperative learning techniques. It describes organizing students into whole groups, pairs, and groups of three. For pairs, students will discuss possible aid needs for basic requirements and who could provide that aid. For groups of three, each group will read a short case and answer questions about it, using a dictionary to define vocabulary. They will then need to decide how to present their case to the other groups.
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This document provides instructions for using cooperative learning techniques in a unit plan for teaching students about healthy food. Students will be organized into groups of 3-4. They will use the jigsaw technique where each student becomes an expert on a different topic and shares their knowledge with their home group. They will also work as "poster makers" where each student takes responsibility for a task like writing, finding images, or design. The goal is for students to work together to create a poster with advice about healthy eating.
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1. The document outlines a two-week physical education unit plan focused on using cooperative games to teach sustainability.
2. The unit plan aims to have students relate the cooperative games to real-life scenarios and discuss issues of sustainability, culture, and diversity. Games are intended to put issues into simple scenarios for students to solve together rather than through lectures.
3. Five lesson plans are described that involve students working in groups on tasks like crossing a river or building a tower with limited resources. The lessons assess communication, problem-solving, and understanding different viewpoints.
Physical education sustainability mini unit plan
Richard Courto created a two-week physical education unit plan focused on using cooperative games to teach sustainability. The unit aims to have students relate the games to real-life scenarios and think critically about diversity, culture and sustainability. Students will play games that simulate real-life problems to find cooperative solutions. They will be assessed through journals, discussions, and essays connecting the games to the real world. The final lesson is a survival challenge bringing the lessons of cooperation and diversity to the whole community. The unit may be limited by some students' reluctance to cooperate and sensitivity around topics discussed.
Math Teaching Strategies Presentation
presented in this power point is the list of some teaching strategies that teachers can use in teaching mathematics.
Module 2 activity cooperative learning. ferran barba padrós.
The document describes how a teacher will organize students into groups and use cooperative learning techniques in a unit plan. Specifically:
- Students will be organized into 7 groups of 3 and 1 group of 4 to complete tasks.
- The first technique, Round Robin, will be used with groups taking turns sharing about color's effect on emotions and forms, colors, and compositions in pictures.
- The second technique, Rally Robin, will have students working in pairs alternating oral responses about steps for oral presentations and describing pictures.
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This document discusses several teaching strategies for math: Lecture-Discussion Method, Cooperative and Collaborative Learning, Jigsaw Method, and Think-Pair-Share. It provides details on how each strategy works, including applying the Lecture-Discussion Method with its nine events of instruction, the emphasis of cooperative/collaborative learning, and examples of applying the Jigsaw Method and Think-Pair-Share in a classroom.
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This lesson plan outlines how to teach 4th grade students about identifying prime numbers using the SlideShare presentation tool. The teacher will ask introductory questions to engage students, then divide them into groups to discuss what prime numbers are and how to identify them. Groups will report their answers, then work on sample problems. The objectives are for students to define, identify, recognize, and discuss prime numbers, and to work on related problems. Throughout, the teacher will help students understand the concept of prime numbers.
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This lesson plan outlines how to teach 4th grade students about identifying prime numbers using the SlideShare presentation tool. The teacher will ask introductory questions and have students work in groups to define and identify prime numbers. They will then share their answers with the class. Students will work on problems to practice identifying prime numbers and understand the concept. The objectives are to define, identify, and recognize prime numbers through class discussion and working on problems. The lesson concludes that grouping numbers by their factors is key to determining if a number is prime or composite.
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This document provides guidance on using a "4 Cs map" to design effective instruction. The 4 Cs map divides instruction into four sections: Connections, Concepts, Concrete Practice, and Conclusions. The map is meant to be used as a visual guide during teaching. Several example activities are provided that can be used within each section of the map. Trainers are encouraged to fill in their map with content and details, use it as a guide during instruction, and gather feedback on their map from others. The goal of the 4 Cs map is to engage learners and help them retain information through active participation at each stage of the learning process.
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This document provides guidance on using a "4 Cs map" to design effective instruction. The 4 Cs map divides instruction into four sections: Connections, Concepts, Concrete Practice, and Conclusions. The map is meant to be used as a visual guide during teaching. Several example activities are provided that can be used within each section of the map, such as discussion questions, games, and group projects. Learners are encouraged to create their own 4 Cs map for an upcoming class and try some of the suggested activities.
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Cooperative learning
- 1. 1 Why not CLIL? TASK 2 Using Cooperative Learning in your Unit Plan. Once you have clear ideas about your topic it is time to think how are you going to teachit and workwithyour students.Complete the followingchartto introduce Cooperative Learning. You are going to describe how are you going to organize your students in the class: pairs, groupsof three or four,whole group,…… And then you have to choose two cooperative learning techniques you will introduce into your unit and tell us how you are going to work with them: what task are you going to use using them. Class Organization: I’m going to organize my students in groups of three in the first activity and in group of four inthe secondone Cooperative LearningTechnique 1: I will introduce jigsaw cooperative learning technique, a method of organizing classroom activity that makes students dependent on each other to succeed. It breaks classes into groups and breaks assignments into pieces that the group assembles to complete the jigsaw. Taskyou are going to work: Each member of the group has to search information about every social order in the Middle Agesand become an“expert”: - Serfs,peasantsandartisans - Nobility - Clergy Then, they have to share what they have found out with their peers and synthesize the informationinordertocreate a final oral presentation.
- 2. 2 Why not CLIL? Cooperative LearningTechnique 2: I will introduce 1-2-4cooperative learningtechnique. Taskyou are going to work: I'm goingto make a question:Howdidfeudalismwork? Firstly,eachstudenthasto answerthisquestionindividually.(5minutes) Secondly, they have to share and compare their answers with their "twin" and rewrite theirsolution.(5minutes) Then, they share their answer with the other pair in the group in order to make an improved solutionof the questionasked.(5minutes) Finally, a member of each group should read aloud the final answer in order to have a complete answerinthe classroom.