1. The document discusses various cooperative learning strategies that can be used in the classroom to help students learn from each other in groups. 2. Some of the strategies described include think-pair-share, numbered heads together, and jigsaw problem solving where students work in teams to combine information. 3. Cooperative learning is said to develop skills like cooperation, increase idea generation, and exhibit less competitive behavior compared to traditional whole-class teaching. Using groups allows the teacher to work with other students simultaneously.

1. Principles of Teaching

2. Makes use of a classroom
organization where students work
in groups or teams to help each
other learn

3.  Round Robin
◦ Student in teams take turn talking
 Think-Write-Round Robin: Students
think, then write before the Round Robin.

4.  Corners
◦ Students pick a corner, write its number,
go there, interact with others with same
corner choice in a Rally Robin or Timed
Pair Share.

5.  Match Mine
◦ Receivers arrange objects to match those
of Senders whose objects are hidden by
a barrier.
 Draw-What-I-Say: Receiver draws what
sender describes.
 Build-What-I-Write: Receiver constructs
what Sender has described in writing.

6.  Numbered Heads Together
◦ The teacher ask a question, Students
consults to make sure all can respond, then
one student is called to answer
 .

7.  Color –coded /Co-op Cards
students memorize facts using flash cards.
The game is structured so that there is
maximum probability of success at each
step, moving from short to long term
memory. Scoring is based on improvement.

8.  Pairs Check / Praise Check
◦ Students work first in pairs each doing a
problem and receiving coaching and
praise from their partner; then pairs
check and celebrate after every two
problems.

9.  Three-Step Interview
◦ Students share with a partner, the
partner shares with them, and then they
Round Robin share their partner’s
response with the other teammates.

10.  Think-Pair-Share
◦ Students think to themselves on a topic
provided by the teacher, they pair up
w/another student to discuss it, then they
share their thoughts w/ the class

11.  Team Word-Web
◦ Students write the topic in the center, Round Table
core concepts, then free-for-all supporting
elements, and bridges. Students each use a
different color pen or marker for individual
accountability and to ensure equal participation.
 Team Mind Map: Students draw and label the central
image, brainstorm, draw, and label main ideas
radiating out of the central image, and finally add
details using colors, images, branches and key
words.

12.  Inside/Outside Circle
◦ Students in concentric circles rotate
to face a partner to answer the
teacher’s questions or those of the
partner.

13.  Jigsaw Problem Solving
◦ Each teammate has part of the answer or
a clue card; teammates must put their info
together to solve the team problem.

14.  Partners
◦ Pairs work to prepare a presentation, then
present to the other pair in their team.

15.  Round Table
◦ Students in teams take turns writing,
drawing, pasting. (1 paper, 1 pencil per
team)
 Rotating Recorder: Students take turns
recording team responses.
 Simultaneous Round Table: Round Table with
more than one recording sheet passed at once.
(4 papers, 4 pencils per team)

16.  Co-Op Co-Op
◦ Students form groups based on a
commonality.

17. 1. Interdependent relationship is strengthened
& reinforced when group cooperation is rewarded.
2. Group work develops friendliness, willingness to
assist & the more worthwhile
value of caring & sharing.
3. Cooperation in groups promotes maximum
generation & exchange of ideas, tolerance &
respects for other people’s point of view.

18. 4. Cooperative learning groups exhibit less
competitive behavior compared to whole
class teaching classrooms.
5. The group members gain skills of
cooperation & collaboration through
experience.

19.  Peer tutoring / Peer Teaching
A. Instructional Tutoring
B. Same Age Tutoring
C. Monitorial Tutoring
D. Structural Tutoring
E. Semi Structured Tutoring

20. 1. The tutees receive individualized instruction.
2. The tutees receive more instruction.
3. Rapport between tutor & tutee may be
established.
4. The teacher is free at the same time to do
other classroom chores while the members are
handled by tutors.

21. 5. This kind of arrangement reduce large class
into smaller working groups.
6. Discipline problems are lessened because there
are more assistants looking after small groups.
7. The spirit of cooperation, camaraderie &
reciprocity are highlighted.
8. The tutors stand to gain more since teaching is
an excellent learning situation.
9. The tutors can likewise improve their own self
concept.

22. 1. Care in selecting tutors to assist the rest must
be strictly exercised.
2. The teachers must go around & observe how the
members of the groups are interacting w/ one
another.
3. Tap students who possess leadership qualities.
4. Explain well the benefits of this form of
arrangement to avoid resentment since both
tutor & tutees are classmates.

23. 5. the tutor must confer w/ teacher regarding the
nature & extent of assistance they are
expected to provide.
6. Prepare both tutor & tutees regarding the role
each will play in teaching-learning situation to
avoid confusion.
7. Make sure the tutor exhibits teaching
competence as to the depth & breadth of the
subject.

24. 8. the tutors must employ a variety of
techniques in reaching the tutees since
they are more alike in tastes, skills &
habits.
9. Instant evaluation by way of performance
& oral responses serves as feedback
that can indicate progress in tutorial
situation.

25.  Learning with partner. A student chooses
partner from his/her classmates. “Study
buddy” students became responsible for
each others learning, each student is
accountable for his/her own learning.

26. 1. To prevent your students from
socializing about unrelated topics ,
give them time & specific prompt for
discussion.
2. Give students less time than you
think they actually need.

27. Deductive- The direct method & the
demonstration method of instruction.
Inductive- The inquiry method, problem
solving method, and the project
method.

28. 1. Cove inning of the lesson. We do not need to
worry on what questions to ask to lead the
learners to generalization or conclusion.
Disadvantages of the Deductive
Method
1. It is not supportive of the principle that learning
is an active process.
2. Lesson appears uninteresting at first. We begin
our lesson at abstract w/ what learners do not
know so the outset of the lesson will look
irrelevant & uninteresting.

29. The opposite of direct method & deductive method
is the inductive method. This is also called indirect
instruction.
Advantages of the Inductive Method
1.The learners are more engaged in
teaching-learning process.
2.Learning becomes more interesting at the
outset because we begin with the
experience of the students.

30. 3. It helps the development of our learners’ higher
order thinking skills (HOTS)
Disadvantages of the Inductive
Method
1. It requires more time & so less subject matter
will be covered.
2. It demands expert facilitating skills on the part of
the teacher.

31. 1. Blended Learning- is learning that is
facilitated by the effective combination of
different modes of delivery, models of
teaching & styles of learning, and is
based on transparent communication
amongst all parties involved with a
course.

32. 2. Reflective Teaching
Students/ Teachers learn through an analysis &
evaluation of past experiences.
Guidelines for the Effective Use of
Reflective Teaching/Learning
1. Allocate sufficient time for reflection.
Time must be considered in planning the
learning activity.
2. Schedule a short briefing activity so as to
recapture the experience & think about
it.

33. 3. The teacher serves as the facilitator &
guide in developing the skill in analyzing
a past learning experience.
4. Encourage the students to recount the
experience to others, thereby
strengthening the insights gained.
5. Attend to feelings esp. the positive &
pleasant ones.
6. Evaluate the experience in the light of
the learners intent.

34. 1. Self Analysis
2. Writing Journals
3. Keeping a portfolio
3. Meta cognitive Approach
the prefix meta means beyond. An approach that
goes beyond cognition. It is an approach that
makes our students think.

35. 4. Constructivist Approach
views learning as an active process that
results from self-constructed meanings.
Instructional Characteristics
1. Teaching is not considered as merely
transmitting knowledge & information such as
facts,concepts,principles but providing students
with relevant experiences from w/c they can
construct their own meaning.

36. 2. constructivism is anchored on the assumption
that the absorption or assimilation of knowledge
is somewhat personal
3. The teachers role is to facilitate learning.
4. The instructional materials include learning
activities & events rather than fixed documents.
5. Lessons are activity centered inorder to
experience personal knowledge through active
involvement.

37. 1. Encourage students to take their own
initiative in undertaking a learning
activity.
2. Respect & accept the student’s own
ideas.
3. Ask the students to recall past
experiences, analyze & see a connection
with the new learning event.

38. 5. Integrated Approach
-is intradisciplinary, interdisciplinary &
transdisciplinary. In an integrated
approach, there are no walls that clearly
separate one subject from the rest.

39.  This is a concrete example of transdisciplinary
teaching. It is the learning that results from the
process of working toward the understanding of
the resolution of a problem.
1. Teachers & students select a topic of study based
on student interest, curriculum standards, and
local resources.
2. The teacher finds out what the students already
know & help them generate questions to explore.

40. 3. Students share their work with others in
a culminating activity. Students display the
results of their exploration & review &
evaluate the project.

41.  Introductory/ opening / initiatory activities
Below are some effective opening activities:
 KWL (know, Want to know, Learned)
 Video clip from a news story that relates to
content.
 Editorial from a current newspaper related to a
lesson.
 Posing a scientific problem & require students to
formulate a hypothesis or predict whats going to
happen next

42.  Cartoon or comic strip related to the topic
 Game
 Simulation
 Puzzle, brain teaser
 Mysterious scenario,
 Song followed by its analysis
 Picture without a caption
 Quotable quote
 Anecdote
 Compelling stories from history, literature related to
course content.

43.  Current events to introduce curricular topics
 Diagnostic Test
 Skit, role playing
 Voting
 Rank ordering
 Values continuum
 Devil’s advocate
 Conflict Story
 Brainstorming
 Buzz session
 Interactive computer games
 Question & answer

44. For Data gathering
 Interview
 Library research
 Internet research
 Reading
 Lecture –But don’t abuse it!
 Inviting new resource speaker
 Field trip
 experiment

45.  Panel discussion
 Hands on learning
 Case study
For organizing & summarizing
 using graphic organizers
 Jingles, rap, song
 Verses
 Acrostic
 Power point presentation

46.  Solving real world problems
 Performances & demonstrations of skill mastery
 Authentic projects
 Portfolios of students
 Letters to the editor
 Power point presentation
 Brochures
 Writing & performing a song, rap or musical

47.  News report for a local news program
 Television talk show
 Mock debates & mock trials
 Mock job interviews
 Personal narratives
 Cartoon, comic strips
 Organizing a symposium

48.  Finish & review the KWL chart (L means I learned,
make the students complete: I learned _______
 Passport to leave
 Journal writing at the end of the picture
 Preview coming attractions
 3/2/1 countdown
 Using analogies
 Complete unfinished sentence
 Synthesize or summarize the lesson

49. 1. Interactive
2. Innovative
3. Integrative
4. Inquiry based
5. Collaborative
6. Constructivist
7. Varied
8. Experiential
9. Metacognitive
10. reflective