LAC

1. LAC SESSION 4
Edcel SJ. Sales
March 27, 2023
4:00-5:00 pm

2. Cooperative
Teaching Strategies

4. You’re Great!
COLLABORATIVE
GROUP
COMMON GOAL
SHARED IDEAS
TEAMWORK
INTERACTION

5. • It is a method of instruction that has students
working together in groups, usually with the
goal of completing a specific task. This
method can help students develop leadership
skills and the ability to work with others as a
team.
• Students work as heterogeneous teams in an
inclusive learning environment, with each
student’s task important for team goal
achievement. (Dyson Grineski, 2001)

6. • It promotes
achievement,
enhances retention,
increases
motivation,
develops social
skills, and builds
self-esteem.
• Students work
together to help
one another learn.

7. Collaborative vs Cooperative learning

8. 10 Cooperative
Teaching
Strategies

9. 1. Mix Freeze Pair
2. Popcorn Share
3. Circle the Sage
4. Give One, Get One
5. 5 Whys
6. Text Rendering
7. Three-Stay One-Stray
8. Go Fish!
9. Commit and Toss
10.Corners – Vocabulary Style

10. Mix-Freeze-Pair
Grouping of Students:
No groups necessary for the start of
this activity
Materials Needed:
No materials necessary
Teacher should have questions
prepared that can be answered with a
number

11. Direction“:
1. students begin by walking quietly while music is
playing.
2. After about 10 seconds, the teacher stops the
music and says, “Freeze.”
3. When everyone is still, the teacher will say,
“Pair.”
4. The students will pair up with whoever is
closest to them.
5. The teacher will announce the topic or question
then given think time and discussion time.
6. Then, after everyone has had time to discuss,

13. Popcorn Share
Grouping: no grouping strategy is needed;
the entire class will participate in this
cooperative learning strategy.
Materials: the students will need writing
utensils and paper to take notes on the
information.
Directions: This is a very short and simple
strategy that can be implemented in a variety

14. direction:
1. The teacher poses a question or problem with multiple
answers.
2. The teacher then gives the class time to think about the
problem.
3. When the teacher calls “Popcorn,” the students quickly and
voluntarily pop up from their chairs one at a time to share an
answer.
4. Seated students write responses and mark incorrect answers.
5. Inaccurate information is discussed at the conclusion of the
activity.

15. Circle the Sage
Grouping of Students:
Teams of 3-5
Materials Needed:
Pencil/pen
Paper (for taking notes)

16. direction:
1. Teacher polls the class to see who has special
knowledge/experiences that would benefit the class.
2. Those students are the “sages”. They stand and spread out in the
room.
3. The remaining students are placed in teams of 3-5.
4. Each member of a team goes to a different sage (students will
surround or “circle” the sages).
5. No two members of the same team go to the same sage.

17. 6. The sage then shares his/her knowledge/experiences
with the students that surround him/her.
7. The students ask questions, listen, and take notes.
8. After a designated period of time, students return to
their teams.
9.Each student shares what he/she learned from the sage
with the team.
10. The team members compare notes.
11. If there is a disagreement within a group, that team
will stand. Disagreements are discussed with the class and
resolved.

18. Give One, Get One
Groupings:
Students wander the classroom in this
activity
and pair up randomly multiple times.
Materials:
One piece of folded paper, pencil/pen/etc.

19. direction:
1.) Have students get out a piece of paper and fold it
lengthwise.
2.) Instruct students to open the paper and draw a line down
the folded center. On the top of the left side, they should write
“Give One”. At the top of the right side, they should write “Get
One”.
3.) Pose a question or topic with multiple answers.
4.) Tell the students to write as much as they know about the
topic in the “give one” column. Set a time limit for this part
(Example: 1 minute).
5.) Alert students that time is up.

20. 6.) Tell students to stand, put a hand up, and find a
partner.
7.) Have students greet their partner.
8.) Partner A will then read a statement off of his/her
“Give One” list. If Partner B has this on his/her “Give
One” list, he/she places a check next to it. If he/she
does not have this information already, he/she will write
it in the “Get One” list. Partners A and B will then
reverse roles and repeat the process. When they are
done, they say goodbye, put their hands back up, and
find a new partner.
9.) The activity continues until the teacher decides
when time is up.

21. 5 Why’s
Grouping:
Pair: A&B
Materials:
strip paper with questions
Pen

22. direction:
1. Have students partner up.
2. Assign roles of partner A and B.
3. Provide students with a question.
4. Have partner A answer the question and partner
B ask Why ___? (the blank represents what
partner A said).
5. Then partner A has to give a thoughtful answer.
Then partner B follows partner A’s answer with
Why _____? 4 more times.
6. Then they switch roles.

23. Text Rendering
Grouping:
3 members for each group
Materials:
Short strip paper
Medium strip paper
Long strip paper
pen

24. direction
1. Provide each cooperative learning group with three strips
of paper, one long, medium, and short strip.
2. After a lesson, have each group write a sentence
summary on a long strip, a phrase on a medium strip, and
a word on the shortest strip.
3. Then have groups share their strips and the thinking
behind their choices. If desired, post the strips (sentences
together, phrases together, and words together on their
own chart paper) for students to view via a gallery walk.

25. Three Stay, One-Stray
Grouping:
3-5 members for each group
Materials:
Playing cards
Notebook/Pen

26. direction:
1. Give each group playing cards (Ace, One, Two,
Three for instance).
2. Ask each a question and have each group
discuss together.
3. Then call one of the playing cards (such as the
aces) to rotate to a different group. When they
arrive at their new group, they will share what
answer their group came up with and why.
4. Pose a new question and repeat.

27. Go Fish
Grouping:
no standard numbers of member
Materials:
Box filled with questions

28. direction
1. Provide each group with lunch paper bags filled with
questions (or facts for fun!) about the topic you’re
learning.
2. Every 10 minutes or so, stop and tell the groups to “Go
Fish!” (You can pick someone to draw [most pets,
brightest shirt] or they can pick.)
3. The group discusses the question or fact- if it wasn’t
covered yet, they just return it to the bag and draw
another one. If desired, have students share
occasionally.

29. Commit and Toss
1. Students write down a summary, opinion or
idea on a piece of paper (they don’t write
their names).
2. They wad up the paper and toss it multiple
times until the teacher says to stop.
3. Students then pick up one wad of paper near
them, open it, and reads it.
4. Students then discuss it and share.

30. Corners- Vocabulary
Style
1. We have all heard of the 4 corners game, but in this
one, each group member goes to a corner to learn
about a concept or vocabulary word. (The teacher
tapes or places information in the corner ahead of
time).
2. The students in that corner take notes and then
return to their group to teach that information.

32. References:
• http://cooperativelearningstrategies.pbworks.com/w/changes
• http://edtech.kennesaw.edu/intech/cooperativelearning.htm
• https://www.eduhk.hk/aclass/Theories/cooperativelearning.pdf
• https://theowlteacher.com/cooperative-learning-
strategies/#:~:text=Go%20Fish!,%5D%20or%20they%20can%20pick.)
• Vygotsky, L. S. (1978). Mind in society: The development of higher
psychological processes. Massachusetts: Harvard University Press.