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Cooperative Learning
HYIS
http://www.youtube.com/watch?
v=kn8faeuQjE0
Cooperative Learning
Research-Based Strategies for
Increasing Student Achievement
Compiled from:
Classroom Instruction That Works!
By: Robert J. Marzano, Debra J. Pickering & Jane E.
Pollock
Classroom Instruction That Works!
Facilitator’s Manual
By: McREL
Classroom Instruction That Works!
Participant’s Manual
By: McREL
Curriculum & Staff Development
Center
Training Outcomes
Participants will:
 learn the elements of cooperative
learning
 Learn what is takes for students to
work successfully in cooperative
groups
 Identify ways to implement
Cooperative Learning strategies
into the classroom
Discussion Question
Table Talk Activity:
Think about your own experiences
with cooperative learning as both a
learner and as a teacher. Discuss
with your table mates the pros and
cons of using this strategy.
Record your responses on paper.
Category Ave.
Effect
Size (ES)
Perce
ntile
Gain
No. of
ESs
Identifying Similarities and
Differences
1.61 45 31
Summarizing & Note Taking 1.0 34 179
Reinforcing Effort and Providing
Recognition
.80 29 21
Homework & Practice .77 28 134
Nonlinguistic representations .75 27 246
Cooperative
Learning
.73 27 122
Setting Objectives & Providing
Feedback
.61 23 408
Generating & Testing
Hypotheses
.61 23 63
Questions, Cues, and Advance
Organizers
.59 22 1,251
Four Planning Questions for Instruction
What knowledge
will students
learn?
Which strategies
will provide
evidence that
students have
learned that
knowledge?
Which strategies
will help students
practice, review,
and apply that
knowledge?
Which strategies
will help students
acquire and
integrate that
knowledge?
Four Planning Questions for Instruction
What knowledge will
students learn?
Which strategies
will provide
evidence that
students have
learned that
knowledge?
Which strategies
will help students
practice, review,
and apply that
knowledge?
Which strategies
will help students
acquire and
integrate that
knowledge?
Cooperative Learning
Generalizations from the Research
on Cooperative Learning
1. Organizing groups based on
ability levels should be done
sparingly.
2. Cooperative learning groups
should be rather small in
size.
3. Cooperative learning should
be used consistently and
systemically, but should not
be overused.
Recommendations for Classroom Practice:
Cooperative Learning
1. Use a variety of criteria to
group students.
2. Use informal, formal and
base groups.
3. Keep the groups to a
manageable size.
4. Combine cooperative
learning with other
classroom structures.
Recommendation # 1
Use a variety of criteria to group students.
Recommendation # 2
Use informal, formal and base groups.
FORMAL GROUPS:
Basic Components of Cooperative Learning
1. Positive Interdependence
Sense of “sink or swim” together
2. Face-to-Face Promotive interaction
Helping each other learn, applauding efforts
and success
3. Individual and group accountability
Each of us has to contribute to the group
achieving its goal
4. Interpersonal and small group skills
Communication, trust, leadership, decision
making, conflict resolution
5. Group processing
Reflecting on how well the team is functioning
and how to function even better
Rubric for Effective Interpersonal Skills
4 I actively help the group work together. I join
group activities without being asked. I say what I
think in a way that respects what others feel and
know.
3 I join group activities without being asked. I say
what I think in a way that respects what others
feel and know.
2 I only join group activities when someone asks.
Sometimes I say what I think in a way that hurts
others’ feelings.
1 I do not join group activities, even when someone
asks me. Or, I say what I think in a way that hurts
others’ feelings.
Recommendation # 3
Keep the groups to a
manageable size.
Recommendation # 4
Combine cooperative learning with other
classroom structures.
TABLE ACTIVITY
How does the list of pros and
cons about using cooperative
learning that the group
generated at the beginning of
this training reflect the
generalizations from research
and the recommended
classroom practices?
Key Point # 1
Cooperative Learning is a
flexible and powerful
instructional strategy that
should be used consistently
and systematically, but is
should not be overused.
Key Point # 2
Teachers should ensure that the tasks they assign
to formal cooperative learning groups address
the five components of cooperative learning:
1. Positive interdependence
2. Face-to-face promotive interaction
3. Individual and group accountability
4. Interpersonal and small group skills
5. Group Processing
Key Point # 3
• Teachers should use a
variety of criteria for grouping
students and a variety of
grouping structures (i.e.,
informal, formal and base
groups).
Key Point # 4
To ensure that cooperative learning is not
misused or overused, teachers should:
 provide students with well structured
cooperative tasks
 continually monitor how well students are
working in cooperative groups
 what effects cooperative learning activities are
having students’ learning
 what feedback needs to be given to help
students throughout the entire process,
especially those who are not working well in
their groups.
Major Works for Math:
https://www.teachingchannel.org/videos/comm
on-core-state-standards-elementary-school
Formative Assessment – TEXT ME
http://www.polleverywhere.com/
Reflection on Learning
1. What have you learned about
cooperative learning?
2. What questions do you have
about cooperative learning?
3. What changes might you make
in your practice related to
cooperative learning?
4. What support might you need to
make these changes?

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Cooperative_Learning_(1).ppt

  • 2. Cooperative Learning Research-Based Strategies for Increasing Student Achievement Compiled from: Classroom Instruction That Works! By: Robert J. Marzano, Debra J. Pickering & Jane E. Pollock Classroom Instruction That Works! Facilitator’s Manual By: McREL Classroom Instruction That Works! Participant’s Manual By: McREL Curriculum & Staff Development Center
  • 3. Training Outcomes Participants will:  learn the elements of cooperative learning  Learn what is takes for students to work successfully in cooperative groups  Identify ways to implement Cooperative Learning strategies into the classroom
  • 4. Discussion Question Table Talk Activity: Think about your own experiences with cooperative learning as both a learner and as a teacher. Discuss with your table mates the pros and cons of using this strategy. Record your responses on paper.
  • 5. Category Ave. Effect Size (ES) Perce ntile Gain No. of ESs Identifying Similarities and Differences 1.61 45 31 Summarizing & Note Taking 1.0 34 179 Reinforcing Effort and Providing Recognition .80 29 21 Homework & Practice .77 28 134 Nonlinguistic representations .75 27 246 Cooperative Learning .73 27 122 Setting Objectives & Providing Feedback .61 23 408 Generating & Testing Hypotheses .61 23 63 Questions, Cues, and Advance Organizers .59 22 1,251
  • 6. Four Planning Questions for Instruction What knowledge will students learn? Which strategies will provide evidence that students have learned that knowledge? Which strategies will help students practice, review, and apply that knowledge? Which strategies will help students acquire and integrate that knowledge?
  • 7. Four Planning Questions for Instruction What knowledge will students learn? Which strategies will provide evidence that students have learned that knowledge? Which strategies will help students practice, review, and apply that knowledge? Which strategies will help students acquire and integrate that knowledge? Cooperative Learning
  • 8. Generalizations from the Research on Cooperative Learning 1. Organizing groups based on ability levels should be done sparingly. 2. Cooperative learning groups should be rather small in size. 3. Cooperative learning should be used consistently and systemically, but should not be overused.
  • 9. Recommendations for Classroom Practice: Cooperative Learning 1. Use a variety of criteria to group students. 2. Use informal, formal and base groups. 3. Keep the groups to a manageable size. 4. Combine cooperative learning with other classroom structures.
  • 10. Recommendation # 1 Use a variety of criteria to group students.
  • 11. Recommendation # 2 Use informal, formal and base groups.
  • 12. FORMAL GROUPS: Basic Components of Cooperative Learning 1. Positive Interdependence Sense of “sink or swim” together 2. Face-to-Face Promotive interaction Helping each other learn, applauding efforts and success 3. Individual and group accountability Each of us has to contribute to the group achieving its goal 4. Interpersonal and small group skills Communication, trust, leadership, decision making, conflict resolution 5. Group processing Reflecting on how well the team is functioning and how to function even better
  • 13. Rubric for Effective Interpersonal Skills 4 I actively help the group work together. I join group activities without being asked. I say what I think in a way that respects what others feel and know. 3 I join group activities without being asked. I say what I think in a way that respects what others feel and know. 2 I only join group activities when someone asks. Sometimes I say what I think in a way that hurts others’ feelings. 1 I do not join group activities, even when someone asks me. Or, I say what I think in a way that hurts others’ feelings.
  • 14. Recommendation # 3 Keep the groups to a manageable size.
  • 15. Recommendation # 4 Combine cooperative learning with other classroom structures.
  • 16. TABLE ACTIVITY How does the list of pros and cons about using cooperative learning that the group generated at the beginning of this training reflect the generalizations from research and the recommended classroom practices?
  • 17. Key Point # 1 Cooperative Learning is a flexible and powerful instructional strategy that should be used consistently and systematically, but is should not be overused.
  • 18. Key Point # 2 Teachers should ensure that the tasks they assign to formal cooperative learning groups address the five components of cooperative learning: 1. Positive interdependence 2. Face-to-face promotive interaction 3. Individual and group accountability 4. Interpersonal and small group skills 5. Group Processing
  • 19. Key Point # 3 • Teachers should use a variety of criteria for grouping students and a variety of grouping structures (i.e., informal, formal and base groups).
  • 20. Key Point # 4 To ensure that cooperative learning is not misused or overused, teachers should:  provide students with well structured cooperative tasks  continually monitor how well students are working in cooperative groups  what effects cooperative learning activities are having students’ learning  what feedback needs to be given to help students throughout the entire process, especially those who are not working well in their groups.
  • 21. Major Works for Math: https://www.teachingchannel.org/videos/comm on-core-state-standards-elementary-school
  • 22. Formative Assessment – TEXT ME http://www.polleverywhere.com/
  • 23. Reflection on Learning 1. What have you learned about cooperative learning? 2. What questions do you have about cooperative learning? 3. What changes might you make in your practice related to cooperative learning? 4. What support might you need to make these changes?