Cooperative learning presentation
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The document outlines the responsibilities, objectives, and timeline for a cooperative learning group project on travel. Vanesa will edit documents, Rania will correct English, Tania will create the PowerPoint, and María will control time. Their group objectives are to help members develop weaknesses and listen to all ideas. Personal objectives include improving concentration, participation, and self-control. The timeline details preparation dates and responsibilities for tasks like decision making, investigations, and the final project correction.
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Cooperative learning
This document discusses cooperative learning techniques used in classrooms. It describes forming base teams that are heterogeneous and stable, as well as sporadic teams for specific tasks. Rules for cooperative learning include respecting others, sharing, accepting decisions, asking for help, working silently, and participating. Techniques discussed include team-assisted individualization where students work on the same topic at their own pace; peer tutoring with a tutoring relationship; jigsaw where topics are divided into puzzle pieces; and group investigation where groups research subtopics and present findings. The document emphasizes the importance of celebration and appreciation for team and class achievements.
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This document discusses Kagan Cooperative Learning and some structures used in a 6th grade classroom. It describes how Kagan provides opportunities for student engagement and academic success through group work. Students are formed into heterogeneous academic groups. Three Kagan structures are highlighted - Rally Coach, Talking Chips, and Match Mine - which are used to enhance learning through peer teaching, structured discussions, and matching math facts. The teachers comment that Kagan has benefits like improved classroom management, cooperation, and creating equal opportunities for students of all academic abilities.
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Cooperative learning involves students learning together in groups, with an emphasis on collaboration rather than competition. The teacher's role is to design meaningful tasks requiring participation from all students, facilitate group work, and provide feedback. Students have designated roles within groups such as organizer, recorder, and encourager. Key elements of cooperative learning include positive interdependence, interaction, accountability, social skills, and group processing. Techniques include think-pair-share, jigsaw, and STAD. Cooperative learning can be used across subjects and levels but requires practice in group work skills and culture. Limitations include potential confusion from variations, over-reliance on the approach, and issues with peer evaluations.
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This material is very important, because is a propouse by Dr. Spencer Kagan, in which one treat about how important is work with the student in group, but in this group, je put more enphasis in all memeber have to work for to get the same goal in his group.
Cooperative learning
Cooperative learning involves students working together in small groups to help each other learn. It is not focused on individual work or competition between students. For cooperative learning to be effective, groups need members who view their roles as contributing to the whole team, interact with each other, are accountable both individually and as a group, and have interpersonal and leadership skills. Cooperative learning provides learning benefits and can be used across content areas, though groups must remain small to stay balanced.
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Cooperative learning involves students working in heterogeneous groups to complete academic tasks, with an incentive structure and cooperative tasks. Groups are self-managed and composed of mixed-ability students who provide feedback on the group process. The approach leverages high-achieving students to tutor others and furniture is arranged so groups can easily work together, while ensuring each group understands expectations.
Cooperative learning
Cooperative Learning is “instructional use of small groups through which students work together to maximize their own and each other's learning.”
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Cooperative learning
This document discusses cooperative learning techniques used in classrooms. It describes forming base teams that are heterogeneous and stable, as well as sporadic teams for specific tasks. Rules for cooperative learning include respecting others, sharing, accepting decisions, asking for help, working silently, and participating. Techniques discussed include team-assisted individualization where students work on the same topic at their own pace; peer tutoring with a tutoring relationship; jigsaw where topics are divided into puzzle pieces; and group investigation where groups research subtopics and present findings. The document emphasizes the importance of celebration and appreciation for team and class achievements.
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This material is very important, because is a propouse by Dr. Spencer Kagan, in which one treat about how important is work with the student in group, but in this group, je put more enphasis in all memeber have to work for to get the same goal in his group.
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Cooperative learning involves students working in heterogeneous groups to complete academic tasks, with an incentive structure and cooperative tasks. Groups are self-managed and composed of mixed-ability students who provide feedback on the group process. The approach leverages high-achieving students to tutor others and furniture is arranged so groups can easily work together, while ensuring each group understands expectations.
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This document discusses cooperative learning techniques. It defines cooperative learning as a teaching strategy where small teams with students of varying abilities work together on learning activities. This creates an environment where students help each other learn and are responsible for their own and their teammates' understanding. The document outlines problems that can arise with cooperative learning like noise and lack of motivation, and the teacher's role in addressing these issues. It also discusses the importance of cooperative learning for promoting academic achievement, satisfaction, and social skills. Key elements of cooperative learning are identified along with classroom activities and advantages of the approach.
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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.
3) Effective cooperative learning relies on positive interdependence, individual accountability, promotive interaction, developing social skills, and group processing of what was learned.
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This document discusses cooperative learning, which involves students working in groups to help each other learn. Cooperative learning has two key components: a cooperative incentive structure and cooperative task structure. Students work in teams on academic tasks, are accountable for their own learning, and the group evaluates their process. Effective cooperative learning involves heterogeneous groups, social skills, clear goals and roles, and structured activities to build skills like communication, mastery of concepts, and problem-solving. Cooperative learning promotes interdependence, idea sharing, and less competition compared to individual learning.
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1) Students work in diverse groups on tasks and problems to improve their understanding of a subject. Group members help each other learn.
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This document discusses cooperative learning, which involves students working in groups to help each other learn. Cooperative learning has two key components: a cooperative incentive structure and cooperative task structure. Students work in teams on academic tasks, are accountable for their own learning, and the group evaluates their process. Effective cooperative learning involves heterogeneous groups, social skills, clear goals and roles, and structured activities to build skills like communication, mastery of concepts, and problem-solving. Cooperative learning promotes interdependence, idea sharing, and less competition compared to individual learning.
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While participating in lessons that acknowledge the common experiences and emotions of the human condition, students practice skills in empathy. The more the students practice empathy, the more they rehearse daily emotional responses that exhibit reflection and responsibility, a significant affective objective for every high school student. This is especially important for adolescents in the autistic spectrum, many of whom may struggle with academics due to chronic disorganization, inability to integrate new ideas in existing schemas, and inability to appropriately articulate needs and feelings. When the student relates to a common experience with a character in narrative, he or she simply makes objective observations in an attempt to relate them to personal experiences. Thus, narrative provides a medium for interpersonal connection that would not otherwise be made with members of the interdisciplinary team. This enhances the academic experience and incorporates values-based education and therapeutic models of intervention into the content area.
This presentation will provide a practitioner-based example that implemented interdisciplinary collaboration in a curricular project based on The Sunflower, by Simon Weisenthal. While the presenters organized a school-wide project, this plan could be implemented in classrooms or schools, regardless of size. Participants will acquire the knowledge necessary to actively engage all players involved in a child’s education by implementing a similar affective curriculum in their schools.
This presentation will include lecture, Power Point presentation, handouts, examples of student/parent/teacher blog entries, and a cooperative learning activity to encourage active, participatory learning.
Cooperative learning presentation
The document discusses using cooperative learning in college classrooms. It defines cooperative learning as placing students in conditions that emphasize collaboration, prior knowledge activation, and long-term learning rather than viewing students as passive receivers of knowledge. The benefits of cooperative learning over competitive learning are outlined, and examples of implementing cooperative learning techniques like jigsaw activities and base groups are provided. The document also describes a faculty cooperative learning network used to share resources and a sample cooperative learning group assignment structure.
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1. An EATS lesson is a research-based instructional model that uses explicit instruction, modeling, guided practice, independent practice, and assessment to gradually release responsibility to students.
2. Teachers should use EATS lessons because it changes their role to a facilitator of learning and provides a predictable lesson structure for students. Students benefit from increased learning and more positive attitudes.
3. The key components of an EATS lesson are an essential question, activating background knowledge, teaching vocabulary and content, assigning silent reading with a purpose, and summarizing to assess student understanding.
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The document discusses cooperative learning and its benefits for inclusion in the classroom. Cooperative learning involves structuring students into small groups where they work together to achieve shared learning goals and help each other master assignments. When implemented properly with features like positive interdependence, individual accountability, and interpersonal skills, cooperative learning can increase academic achievement for all students, including those with disabilities.
Cooperative learning
1. Recognize that all group members share a common fate and gain from each other's efforts.
2. Feel proud and jointly celebrate when a group member is recognized for achievement.
3. Know that one's performance is mutually caused by oneself and one's team members.
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Cooperative learning is an effective instructional strategy where students work in groups to learn from each other. It requires all group members to be engaged and accountable for their individual tasks. Some advantages are that it allows for mixed-ability groups, formal or informal grouping, and repeated use of groups. Limitations include ensuring optimal group size and overuse lessening its effectiveness. When used properly by controlling for limitations, cooperative learning can be very effective for any subject area.
Cooperative Learning Powerpoint
The document discusses cooperative learning and its benefits. It defines cooperative learning as students working in teams on activities to learn about a subject. It outlines the five skills of cooperative learning - positive interdependence, face-to-face interaction, individual accountability, interpersonal/group skills, and group processing. It emphasizes the importance of developing communication, decision making, active listening, conflict management, and leadership skills through cooperative learning. Research shows students who work cooperatively achieve higher than those working alone or competitively.
Presentation on cooperative learning
Presentation on cooperative learningJaved Iqbal Student of M.S (Teacher Education) at University of Tennessee USA
This presentation discusses cooperative learning, which involves students working in small groups to maximize their own and each other's learning. It defines cooperative learning and traces its origins back to 1867. The presentation outlines the key elements of cooperative learning, including positive interdependence and individual accountability. It also discusses types of cooperative learning groups and the benefits of cooperative learning for students, such as greater academic achievement and improved social and emotional development.Cooperative Learning
This document discusses cooperative learning instructional strategies and their benefits based on research. It defines cooperative learning as students working in small teams to maximize individual and collective learning. Key aspects include positive interdependence, individual accountability, developing social skills, face-to-face interaction, and group processing. Major researchers such as Johnson, Slavin, and Sharan are discussed and their findings that cooperative learning improves academic performance, social skills, and reduces prejudice. Specific cooperative learning models developed by these researchers are also outlined.
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Cooperative learning presentation
- 2. C
- 3. RESPONSABILITIES Members Responsabilities Vanesa Pastor To edit the documents Rania Nasser To correct the English Tania Villar PowerPoint María José Bravo To control the time Javier Estringana To search for the information about the activity (LEGO)
- 4. TEAM OBJECTIVES Objectives Califications Help the other members to develop their weaknesses Listen to all the members of the team. Give ideas. Evaluate the individual work Participation.
- 5. PERSONAL OBJECTIVES Personal objectives Member Calification Control the nerve in the presentation. Tania Improve the concentration in the group. Javier Let the rest do something and self-control María José Participate more, give more ideas. Rania Improve the self-control Vanesa
- 6. Microtask Date Time Person responsible Previous preparation. 29/1/2017 2 hours EVERYONE Common set 31/1/2017 2/2/2017 7/2/2017 5 hours EVERYONE Decision making. 2/2/2017 7/2/2017 5 hours and 30 minutes EVERYONE Team Planning 2/2/2017 7/2/2017 2 hours María José Investigation 29/1/2017 31/1/2017 6/2/2017 3 hours EVERYONE Prepare the activity 2/2/2017 7/2/2017 8/2/2017 2 hours Vanesa Prepare the PowePoint 8/2/2017 4 hours and 30 minutes Tania Translation 2/2/2017 7/2/2017 2 hours Rania Make the Lego figures 7/2/2017 4 hours Javier Correction of the project 2/2/2017 7/2/2017 8/2/2017 4 hours EVERYONE
- 7. • What is cooperative Learning? • Positive interdependence • Individual accountability • Face-to face interaction for at least part of the work • Appropriate use of interpersonal skills • Group processing • Organization of the learning process • Groups formation • APPS for groups • Furniture organization • Philosophy in the classroom • Why the roles are important? • Learning techniques • Jigsaw • TGT • Self-evaluation
- 9. C
- 10. • Work groups through the method done by learning • Higher development • As a team and also the individual skills
- 11. The success of the group will depend on the confidence in each other Positive Interdependence
- 12. Individual Accountability This is the responsibility of each member.
- 14. Appropriate use of collaborative skills •Skills we use to relate to others individually and in groups •It implies the encouragement for building the collaborative Skills such as communication, leaderships, etc.
- 15. Group processing It is the co- evaluation and the self- assessment
- 16. C
- 17. Groups formation • Create heterogeneous groups • By three or four members • Diversity • There are three types of groups: • Base • Experts • Occasionals
- 18. C
- 19. TEAM MAKER
- 21. ADITTIO
- 22. WIGGIO
- 23. C
- 24. organize furniture is in the “spike” since no one is given the back and it is easier to interact with other groups and with your one.
- 25. C
- 26. •It is based in transmitting to the children some personal values •Some motivating mottos like: “we all learn from everyone” “everyone fits here” •And the group motto: “LETS GO FOR IT”
- 27. C
- 28. WHY THE ROLES ARE IMPORTANT? • Promote and enhance the individual skills
- 30. C
- 31. •The contents are divided in areas and subareas •It creates experts •It starts and finishes with the same base team •In between they move into an expert team where they share their subarea
- 32. •Form a base team and work in the same content, creates questions. • Throw questions to each group, and the answer can be reward with different points. • Evaluation by different criteria.
- 33. C self-evaluation and a co- evaluation
- 34. C
- 35. •It is based on the TAI technique •For the second year of primary education in maths area, related to geometry •OBJECTIVES: • Recognise an object from different perspectives • Classifications of lines, curves, mixed, and • polygonal figures • Recognize the number of the sides • Identify sides and vertex • Draw and construct different figures
- 36. •You will have 15 seconds to watch the figure and keep it in your mind •After this, you will have 1 minute to make the figure with your pieces of LEGO. •Once the time is out, you can check if your figure is well made with the others members of your group during another minute, when the figure is well made the person who has it will pass to the next level, on the contrary you will repeat the figure: • If your figure is well made and someone has it badly, you have to help your partner