Cooperative learning examples
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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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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
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.
Marzano’s strategy cooperative learning
The document describes four cooperative learning strategies: Think-Pair-Share, Jigsaw, Tea Party, and Round Robin. Think-Pair-Share involves students thinking individually, discussing in pairs, and sharing with new partners. Jigsaw splits students into expert groups to learn topics and home groups to teach topics. Tea Party has students discussing in rotating partner pairs. Round Robin has students taking turns discussing a question in small groups. The strategies are examples of cooperative learning approaches described in Marzano's research.
Formal coaching contract
1. Formal coaching involves the coach working directly with classroom teachers and students to improve instruction and increase learning. It occurs over a set period of time through modeling lessons, co-teaching, and providing feedback.
2. The process includes pre-conferences to plan lessons focused on student outcomes, observing or co-teaching the lesson, and post-conferences to reflect on success and plan next steps.
3. The coach will document the effectiveness of formal coaching through teacher self-assessments before and after, benchmarking selected students, and reflective journaling on successes and areas for improvement.
Learning models of mind mapping, make a
Mind mapping allows students to communicate ideas easily and recall information by brainstorming concepts through visual branches. While complex maps can be difficult for others to understand, mind mapping facilitates understanding relationships between ideas. Make a Match directly involves students in answering teacher-made cards to enhance creative learning in a fun way, though it can be difficult to prepare good cards or regulate learning pace. Think Pairs and Share improves communication skills through active small group discussions of any topic, but it is challenging for teachers to assist all groups and takes more time than some other strategies.
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.
Section 3
This document discusses implementing cooperative learning in ESL classrooms. It addresses:
1) Benefits of cooperative learning like increased student talk and motivation.
2) Approaches for mixed-ability classrooms like tiered tasks that appropriately challenge all students.
3) Answers frequently asked questions about cooperative learning logistics like how to form groups, manage noise levels, and keep groups engaged.
Chapter 1 summary
1) The document discusses different terms that can be used to refer to adult educators such as teacher, facilitator, instructor, and trainer. These terms are suitable for different contexts.
2) It notes that many adult educators do not have specific teaching degrees but still need training to be effective. They often teach as part of another job.
3) The goal of the textbook is to teach how to teach adults and guide readers through experiences to boost confidence and help them learn about themselves and others as educators. It encourages continuing to the next chapter for more information.
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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
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.
Marzano’s strategy cooperative learning
The document describes four cooperative learning strategies: Think-Pair-Share, Jigsaw, Tea Party, and Round Robin. Think-Pair-Share involves students thinking individually, discussing in pairs, and sharing with new partners. Jigsaw splits students into expert groups to learn topics and home groups to teach topics. Tea Party has students discussing in rotating partner pairs. Round Robin has students taking turns discussing a question in small groups. The strategies are examples of cooperative learning approaches described in Marzano's research.
Formal coaching contract
1. Formal coaching involves the coach working directly with classroom teachers and students to improve instruction and increase learning. It occurs over a set period of time through modeling lessons, co-teaching, and providing feedback.
2. The process includes pre-conferences to plan lessons focused on student outcomes, observing or co-teaching the lesson, and post-conferences to reflect on success and plan next steps.
3. The coach will document the effectiveness of formal coaching through teacher self-assessments before and after, benchmarking selected students, and reflective journaling on successes and areas for improvement.
Learning models of mind mapping, make a
Mind mapping allows students to communicate ideas easily and recall information by brainstorming concepts through visual branches. While complex maps can be difficult for others to understand, mind mapping facilitates understanding relationships between ideas. Make a Match directly involves students in answering teacher-made cards to enhance creative learning in a fun way, though it can be difficult to prepare good cards or regulate learning pace. Think Pairs and Share improves communication skills through active small group discussions of any topic, but it is challenging for teachers to assist all groups and takes more time than some other strategies.
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.
Section 3
This document discusses implementing cooperative learning in ESL classrooms. It addresses:
1) Benefits of cooperative learning like increased student talk and motivation.
2) Approaches for mixed-ability classrooms like tiered tasks that appropriately challenge all students.
3) Answers frequently asked questions about cooperative learning logistics like how to form groups, manage noise levels, and keep groups engaged.
Chapter 1 summary
1) The document discusses different terms that can be used to refer to adult educators such as teacher, facilitator, instructor, and trainer. These terms are suitable for different contexts.
2) It notes that many adult educators do not have specific teaching degrees but still need training to be effective. They often teach as part of another job.
3) The goal of the textbook is to teach how to teach adults and guide readers through experiences to boost confidence and help them learn about themselves and others as educators. It encourages continuing to the next chapter for more information.
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The document provides instructions for teachers to plan an inquiry-based learning (IBL) lesson. It instructs teachers to form groups and choose an upcoming lesson to revise using IBL. It lists points for the groups to consider when planning the revised lesson, including learning goals, assessment, student engagement, groupwork organization, and challenging questions. The instructions state that groups will present their IBL lesson plans to each other and receive feedback. Teachers are then asked to implement the lesson with students and reflect on it in a journal.
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This document discusses cooperative learning and Kagan structures. It begins by outlining the objectives of introducing Kagan structures to broaden teaching methods and improve student engagement. It then defines cooperative learning as students working in small teams to complete tasks and help each other learn. The document contrasts traditional and group work strategies with Kagan's approach, which ensures equal participation. It provides descriptions and examples of 16 specific Kagan structures to actively engage all students, such as Numbers Heads Together, Round Robin, and Jigsaw. The goal is to improve academic achievement, social skills, and thinking through cooperative learning.
Städfirma stockholm
Städfirma Shahin är en av de ledande städfirma i Stockholm för hem, företags och butiksstädning. Vi erbjuder kvalitétsgaranti till ett rimligt pris.
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1) Having in-depth knowledge of the subject to inspire students and help them delve deeply into the material.
2) Understanding effective teaching methods, strategies, and techniques that are learner-centered, subject-specific, and innovative.
3) Having strong communication skills that are clear, explicit, audible, and meaningful.
4) Continually updating one's knowledge through publications, websites, workshops and other resources.
5) The importance of effective evaluation through tools like CCE, preparing different types of questions, and knowing assessment best practices.
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The document discusses research on the benefits of cooperative learning in classrooms. It finds that when students work in groups, they are more motivated, feel greater social cohesion, can personalize learning by addressing difficulties with peers, and think through ideas more cognitively. Two key elements for effective cooperative learning are establishing group goals and ensuring individual accountability. The document also provides examples of techniques teachers can use to implement cooperative learning, such as peer evaluation of homework, student reporters, and assigning students to help peers who have not learned the material.
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Innovative lesson plan
This lesson plan outlines a 45-minute class on joint Hindu family businesses. The teacher will begin with an introductory discussion using pictures to engage students. They will then read a story about a joint family business and break into groups to discuss key features. The class will participate in paper roll and ball passing games to learn about the topic in an interactive way. At the end, the teacher will review important concepts like the meaning of a joint Hindu family business, who the Karta is, and who are co-parceners before setting follow up writing activities.
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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.
Ali akbar rafsanjani 3h (113060004) numbered heads together
The document describes the "Numbered Heads Together" teaching method. It involves placing students into groups of four and assigning each student a number. The teacher poses a question and the students discuss it within their group. Each student thinks of an answer individually and writes it down before sharing with the group. The teacher then randomly calls a number and that student must present the group's agreed upon answer. This encourages full participation and helps ensure that every student understands the material.
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2. After observing, the student deduced the lesson objective but then asked Mr. Samudio for the actual written objective to compare. This showed that lesson objectives in practice do not always match those planned.
3. Through this experience, the student learned that clearly stating objectives at the beginning of the lesson and ensuring they remain the focus is important but that objectives can sometimes shift as the lesson develops organically. Well-formulated objectives are a useful guide but may need flexibility.
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The document discusses strategies for teaching and learning. It defines strategy as a plan to reach goals with uncertainty, and learning as acquiring new knowledge, behaviors, and skills. Learning strategies help students understand information and solve problems, while strategy instruction teaches students how to learn and apply knowledge. An example is provided of a teacher beginning a class by introducing a learning strategy of previewing and skimming a reading passage using think-aloud modeling. Benefits of learning strategy training include continued learning after formal study, while disadvantages can include students feeling distressed about understanding every word.
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This document provides an overview of topics to be covered in a teacher training workshop, including:
1. Familiarizing participants with the online platform being used and warming up activities.
2. Presenting inputs on different models of teacher training, including the craft model, applied science model, and reflective model.
3. Explaining the activity cycle as a framework for planning and running activities in workshops, including introducing topics, giving instructions, monitoring activities, concluding activities, and providing feedback.
4. Asking participants to reflect on what they found most useful from the workshop and how they will apply ideas in their own teaching.
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1. The document discusses teacher as a reflective practitioner and the importance of reflective practices. It outlines various reflective strategies that teachers can use such as keeping a teaching journal, video recording lessons, and collaborating with peers.
2. Reflective practices have benefits like increased learning, deep learning, and identifying strengths and areas for improvement. However, there are also limitations like taking time and feeling uncomfortable critiquing one's own teaching.
3. Specific reflective strategies discussed include concept mapping, portfolio writing, brainstorming, journaling, and problem solving. These strategies allow teachers to reflect on their lessons and continuously develop their teaching practice.
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The document discusses the benefits and components of daily lesson planning for teachers. It outlines several benefits of lesson planning, including improving reflective teaching, preparing teachers for their lessons, and helping teachers set and achieve objectives. The document also describes key components of effective lesson plans such as dividing class time into sections, designing activities for each section, considering timing and alternative activities, and specifying aims, aids/materials, and interaction patterns. Reflection on lesson plans before and after teaching is emphasized as important for improving future lesson planning.
Literacy in the content areas
This document provides information on establishing an effective reading workshop structure and strategies for increasing student retention and learning through repetition. It discusses:
- The structure of a reading workshop, which includes a mini-lesson, reading time, and group share.
- The "stickiness principles" for effective teaching - teaching what students are ready to learn, engaging students, using physical representations, and repetition.
- Specific strategies like using stories, gestures, anchor charts, and a predictable mini-lesson structure to incorporate the stickiness principles into instruction.
La banda de patio 3 b
This document discusses cooperative learning techniques used by a student group called "La Banda del Patio". It outlines their group organization, objectives, tasks, and roles. It also provides details on various cooperative learning methods like base groups, expert groups, team-assisted individualization, peer tutoring, jigsaw, investigation groups, and team-game tournaments. These techniques are meant to help students learn from each other through shared work divided based on interests, skills, and levels of understanding.
COOPERATIVE LEARNING
Introduction
Objectives
Cooperative Learning
Cooperative Learning Principles
Strategies of Cooperative Learning
Cooperative Learning Techniques
Interactiveness in Cooperative Learning
Advantages of Cooperative Learning
Summary
Activities
Self Assessment Questions
References
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Planning an IBL chemistry lesson
The document provides instructions for teachers to plan an inquiry-based learning (IBL) lesson. It instructs teachers to form groups and choose an upcoming lesson to revise using IBL. It lists points for the groups to consider when planning the revised lesson, including learning goals, assessment, student engagement, groupwork organization, and challenging questions. The instructions state that groups will present their IBL lesson plans to each other and receive feedback. Teachers are then asked to implement the lesson with students and reflect on it in a journal.
Cooperative learning and some kagan structures
This document discusses cooperative learning and Kagan structures. It begins by outlining the objectives of introducing Kagan structures to broaden teaching methods and improve student engagement. It then defines cooperative learning as students working in small teams to complete tasks and help each other learn. The document contrasts traditional and group work strategies with Kagan's approach, which ensures equal participation. It provides descriptions and examples of 16 specific Kagan structures to actively engage all students, such as Numbers Heads Together, Round Robin, and Jigsaw. The goal is to improve academic achievement, social skills, and thinking through cooperative learning.
Städfirma stockholm
Städfirma Shahin är en av de ledande städfirma i Stockholm för hem, företags och butiksstädning. Vi erbjuder kvalitétsgaranti till ett rimligt pris.
Five Point Formula for Students
The document outlines a five point formula for students presented by the principal of Hamdard Public School. The five points are: 1) see school as a place of boundless opportunity, 2) make studying your top priority and do so sincerely, 3) discipline yourself through self-imposed rather than forced discipline, 4) have big dreams and work systematically to achieve them, and 5) calculate your achievements each day before sleeping. The document also provides extra tips such as organizing oneself, setting attainable goals, focusing on priorities, reviewing performance, and persevering. The overall message is that students should make the most of their potential through dedication to studying, self-discipline, goal-setting, and self-reflection.
Week 3 Individual Presentation
This document discusses using cooperative learning techniques in the classroom to benefit diverse learners. It describes several techniques: jigsaw learning, learning together, and business partners. With these techniques, students work in groups on projects, with roles that change to allow different strengths. When implemented properly with consideration for student needs and abilities, cooperative learning encourages participation, responsibility, and interpersonal skills while appealing to multiple intelligences and learning styles. Careful group composition and management are keys to success.
Five Point Formula for Teachers
The document outlines a five point formula for effective teaching:
1) Having in-depth knowledge of the subject to inspire students and help them delve deeply into the material.
2) Understanding effective teaching methods, strategies, and techniques that are learner-centered, subject-specific, and innovative.
3) Having strong communication skills that are clear, explicit, audible, and meaningful.
4) Continually updating one's knowledge through publications, websites, workshops and other resources.
5) The importance of effective evaluation through tools like CCE, preparing different types of questions, and knowing assessment best practices.
Specialist assessment ch. 6 efa ppt
The document discusses research on the benefits of cooperative learning in classrooms. It finds that when students work in groups, they are more motivated, feel greater social cohesion, can personalize learning by addressing difficulties with peers, and think through ideas more cognitively. Two key elements for effective cooperative learning are establishing group goals and ensuring individual accountability. The document also provides examples of techniques teachers can use to implement cooperative learning, such as peer evaluation of homework, student reporters, and assigning students to help peers who have not learned the material.
Chapter 15
Thomas Gordon designed Teacher Effectiveness Training which identifies three types of relationships between teachers and students: teaching and learning time, student-owned problem time where the student addresses issues, and teacher-owned problem time where the teacher addresses issues. The training is based on the assumptions that students are motivated to do good, helped by being accepted, and capable of rationally solving their own problems.
Week 5 discussion
This document discusses plans for employing reflective teaching practices at different levels to improve student learning and professional growth. It explains how reflective practice helps teachers systematically think about their work and learn from experiences, as outlined in NBPTS Core Proposition 4. The document recommends implementing reflective practices at the individual, partner, small group, schoolwide level. Doing so will help teachers meet expectations for continuous learning and improvement of their craft.
Math Coach Request
The document provides information about how a math coach can support teachers in improving their math instruction. It describes the coaching model where the coach works with teachers on planning, modeling lessons, co-teaching, and observing lessons. The focus is on improving student achievement. It lists several areas teachers may want coaching support, such as problem solving lessons, assessment, questioning techniques, and differentiating instruction. Teachers are asked to identify a specific student learning goal for their initial coaching meeting. The document also includes a form for teachers to request coaching support.
Prof.ed.4
This document provides tips and techniques for managing classroom time effectively. It discusses defining objectives for each class, allowing flexibility to adapt lesson plans, estimating task times accurately, keeping activities time-bound, and assessing time demands such as reviewing materials and allowing for questions. Sample classroom time management games are also described, such as having students move to music or copy hand clapping patterns, to help engage students and maximize the time spent in class.
Innovative lesson plan
This lesson plan outlines a 45-minute class on joint Hindu family businesses. The teacher will begin with an introductory discussion using pictures to engage students. They will then read a story about a joint family business and break into groups to discuss key features. The class will participate in paper roll and ball passing games to learn about the topic in an interactive way. At the end, the teacher will review important concepts like the meaning of a joint Hindu family business, who the Karta is, and who are co-parceners before setting follow up writing activities.
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.
Ali akbar rafsanjani 3h (113060004) numbered heads together
The document describes the "Numbered Heads Together" teaching method. It involves placing students into groups of four and assigning each student a number. The teacher poses a question and the students discuss it within their group. Each student thinks of an answer individually and writes it down before sharing with the group. The teacher then randomly calls a number and that student must present the group's agreed upon answer. This encourages full participation and helps ensure that every student understands the material.
Episode2
1. The student observed their Resource Teacher, Mr. Glen Samudio, teach an English lesson at Saint Francis of Assisi College to 7th grade students.
2. After observing, the student deduced the lesson objective but then asked Mr. Samudio for the actual written objective to compare. This showed that lesson objectives in practice do not always match those planned.
3. Through this experience, the student learned that clearly stating objectives at the beginning of the lesson and ensuring they remain the focus is important but that objectives can sometimes shift as the lesson develops organically. Well-formulated objectives are a useful guide but may need flexibility.
Methodpoint intan
The document discusses strategies for teaching and learning. It defines strategy as a plan to reach goals with uncertainty, and learning as acquiring new knowledge, behaviors, and skills. Learning strategies help students understand information and solve problems, while strategy instruction teaches students how to learn and apply knowledge. An example is provided of a teacher beginning a class by introducing a learning strategy of previewing and skimming a reading passage using think-aloud modeling. Benefits of learning strategy training include continued learning after formal study, while disadvantages can include students feeling distressed about understanding every word.
Webinar 1 teacher training skills
This document provides an overview of topics to be covered in a teacher training workshop, including:
1. Familiarizing participants with the online platform being used and warming up activities.
2. Presenting inputs on different models of teacher training, including the craft model, applied science model, and reflective model.
3. Explaining the activity cycle as a framework for planning and running activities in workshops, including introducing topics, giving instructions, monitoring activities, concluding activities, and providing feedback.
4. Asking participants to reflect on what they found most useful from the workshop and how they will apply ideas in their own teaching.
Teacher as a reflective practitioner
1. The document discusses teacher as a reflective practitioner and the importance of reflective practices. It outlines various reflective strategies that teachers can use such as keeping a teaching journal, video recording lessons, and collaborating with peers.
2. Reflective practices have benefits like increased learning, deep learning, and identifying strengths and areas for improvement. However, there are also limitations like taking time and feeling uncomfortable critiquing one's own teaching.
3. Specific reflective strategies discussed include concept mapping, portfolio writing, brainstorming, journaling, and problem solving. These strategies allow teachers to reflect on their lessons and continuously develop their teaching practice.
Planning a lesson
The document discusses the benefits and components of daily lesson planning for teachers. It outlines several benefits of lesson planning, including improving reflective teaching, preparing teachers for their lessons, and helping teachers set and achieve objectives. The document also describes key components of effective lesson plans such as dividing class time into sections, designing activities for each section, considering timing and alternative activities, and specifying aims, aids/materials, and interaction patterns. Reflection on lesson plans before and after teaching is emphasized as important for improving future lesson planning.
Literacy in the content areas
This document provides information on establishing an effective reading workshop structure and strategies for increasing student retention and learning through repetition. It discusses:
- The structure of a reading workshop, which includes a mini-lesson, reading time, and group share.
- The "stickiness principles" for effective teaching - teaching what students are ready to learn, engaging students, using physical representations, and repetition.
- Specific strategies like using stories, gestures, anchor charts, and a predictable mini-lesson structure to incorporate the stickiness principles into instruction.
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Ali akbar rafsanjani 3h (113060004) numbered heads together
Ali akbar rafsanjani 3h (113060004) numbered heads together
Similar to Cooperative learning examples
La banda de patio 3 b
This document discusses cooperative learning techniques used by a student group called "La Banda del Patio". It outlines their group organization, objectives, tasks, and roles. It also provides details on various cooperative learning methods like base groups, expert groups, team-assisted individualization, peer tutoring, jigsaw, investigation groups, and team-game tournaments. These techniques are meant to help students learn from each other through shared work divided based on interests, skills, and levels of understanding.
COOPERATIVE LEARNING
Introduction
Objectives
Cooperative Learning
Cooperative Learning Principles
Strategies of Cooperative Learning
Cooperative Learning Techniques
Interactiveness in Cooperative Learning
Advantages of Cooperative Learning
Summary
Activities
Self Assessment Questions
References
32 teaching strategies in math
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.
32 teaching strategies in math
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.
32 teaching strategies in math
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, how cooperative learning differs from collaborative learning, and examples of implementing the Jigsaw Method and Think-Pair-Share in a classroom.
Cooperative Learning
Cooperative learning involves students working in small groups to help each other learn. It has several benefits: it raises achievement for all students, builds positive relationships, and supports social and emotional development. Effective cooperative groups have five defining characteristics - members strive for a shared goal, hold each other accountable, work face to face, are taught social skills, and reflect on their effectiveness. For cooperation to be successful, lessons must incorporate positive interdependence, individual accountability, promotive interaction, teaching of social skills, and group processing.
Module 2 activity cooperative learning. Araceli gómez
The document discusses using cooperative learning techniques in a unit plan, including assigning students to heterogeneous groups and using jigsaw and Kagan structures. For the jigsaw technique, students will be split into expert groups to learn about the five senses and then teach their peers. The Kagan structure involves students being dealt cards about the digestive system and taking turns reading questions, answering, paraphrasing answers, and rotating roles.
Cooperative learning
Cooperative learning involves students working in small groups to help one another learn. It has several key elements:
1) Students work in diverse groups on tasks and problems to improve their understanding of a subject. Group members help each other learn.
2) It promotes higher achievement, develops social skills like cooperation, and creates a more positive learning environment compared to competitive settings.
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Cooperative learning
This document discusses cooperative learning strategies that can be used in education. It defines cooperative learning as students working in small teams with mixed abilities to improve their understanding of a subject. Each member is responsible for helping their teammates learn. Successful cooperative learning relies on positive interdependence, face-to-face interaction, individual accountability, interpersonal skills building, and group processing. Several specific cooperative learning activities are described, including jigsaw, think-pair-share, three-step interviews, three-minute reviews, and partnerships. The benefits of cooperative learning for students are also outlined.
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Student led learning
The document outlines a session on student-led learning. It provides tasks for participants to discuss in groups what student-led learning means, benefits, and why it is important. Participants are asked to read information, share findings in a press conference, develop their own student-led learning activity idea, and provide feedback on each other's ideas. The objective is for participants to understand, plan for, and use student-led learning activities where students take responsibility for exploring topics themselves.
Cooperative Learning rpkps
The document discusses cooperative learning and its benefits. It outlines five essential components of cooperative learning: positive interdependence, individual accountability, interpersonal skills, group processing, and face-to-face interaction. Various techniques are described for structuring learning groups to promote these components, including assigning roles, assessing individual effort, and having students reflect on their work.
Cooperative learning rpkps
The document discusses cooperative learning and its benefits. It outlines five essential components of cooperative learning: positive interdependence, individual accountability, interpersonal skills, group processing, and face-to-face interaction. Various cooperative learning techniques are also described, including structuring tasks to promote interaction and interdependence among students.
ED345 Module 4 Cooperative learning
Cooperative learning involves students working in small groups to help each other learn. It has five key elements: positive interdependence, individual accountability, face-to-face interaction, social skills, and group processing. Researchers Roger Johnson, David Johnson, and Spencer Kagan developed models for cooperative learning that incorporate these elements and structures like assigning roles to students. Cooperative learning has been shown to improve academic achievement and develop social skills when implemented effectively.
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515d55ae3ffd8c290b29c3e1c3c1796a681c53de-1643341006688.pptx
The document discusses cooperative learning strategies and techniques. It provides an overview of cooperative learning, including its definition and principles. Some key principles discussed are heterogeneous grouping, collaborative skills, group autonomy, simultaneous interaction, equal participation, individual accountability, and positive interdependence. The document also outlines several cooperative learning strategies and techniques, such as jigsaw, think-pair-share, round robin, and focused listing. It emphasizes that cooperative learning involves students working together in groups to maximize their own and each other's learning.
Group based delivery Heath and Paul
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(671541027) lesson plan
1. The lesson plan is for a Business Studies class on organizing. It aims to help students understand the meaning and concepts of organizing like division of work and departmentation.
2. The teacher will introduce the topic of organizing through questions about planning school functions. Students will then discuss organizing steps for a hypothetical stitching unit in groups.
3. Key points about organizing that will be emphasized are that it is the process of establishing effective relationships and structure among workers, it involves dividing total work into functions, and putting similar activities into departments to improve efficiency.
Module 2 activity cooperative learning
Here there are two prepared activities to work the topic PROTEINS, using cooperative learning techniques.
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Module 2 activity cooperative learning. Araceli gómez
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Cooperative learning examples
- 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. ClassOrganization:25 students,outsideplayground,1h Cooperative LearningTechnique 1: 1. Team Pair Solo (Kagan)- Students do problems first as a team, then with a partner, and finally on their own. It is designed to motivate students to tackle and succeed at problems which initially are beyond their ability. It is based on a simple notion of mediated learning. Students can do more things with help (mediation) than they can do alone. By allowing them to work on problems they could not do alone, first as a team and then with a partner, they progress to a point they can do alone that which at first theycoulddo onlywithhelp. Task youare goingto work: TOTAL TRAINING 20’ SESSION 20’ in each of 4 SESSIONS, the restof the time we do other activities. Session 1. The whole group directed by the teacher. The teacher explain this training methodprinciplesanddirecta20 minuteslongexample. Session 2. Five groups of five members organised by fitness level. Students choose the group they want to be part depending on their fitness level and work together to plan and practice theirowntotal trainingsession. Session 3. Pairs organised by fitness level. The same as before but in pairs and in a more specificwaybasedonthe skillswhichthe twostudentsneedtoimprove the most. Session 4. Solo. Every student must be able to develop its own training session in order to getthe maximumbenefit. Cooperative LearningTechnique 2: 2. Jigsaw - Groups with five students are set up. Each group member is assigned some unique material to learn and then to teach to his group members. To help in, the learning students across the class working on the same sub-section get together to decide what is important and how to teach it. After practice in these "expert" groups the original groupsreformandstudentsteacheachother.Testsor assessmentfollows. Task youare goingto work:WARM UP Groups of 5 members.Eachmembergeta letterA,B, C,D, E. FirstSession:A membersare taughtand providedof material relatedtoaerobicactivities. B membersworkonarticularmobility C membersworkonstrengthexercises D membersworkonspeedexercises E membersworkonflexibilityexercises They must studied it and search for more useful information with feedback from the teacher.
- 2. 2 Why not CLIL? Second session. Every member comes back to the original group and teach their mates aboutthe warmup part studied.Thentheyputitinpractise.