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.

1. La banda del patio
Miriam Sánchez Bellot
Paula Yago Sanz
Pedro Blanco
Laura Sánchez Pérez
Sara García Acosta
Ilke Atican

2. Group organization (commitment, objectives and micro-task)
Guide of cooperative learning:
Group distribution.
Class organization.
Equipment plan.
Internal organization.
Evaluation in a cooperative learning.
Techniques about cooperative learning.

3. PERSONAL TASK PERSON IN CHARGE
Speaking more Miriam and Laura
Speaking in English Pedro
Speaking in English quickly Sara
Organize myself Paula
Understand more Spanish Ilke

4. OBJECTIVES PEOPLE IN CHARGE
Speaking in English Ilke
Organization Paula and Laura
Informatic learning Pedro
Learning about cooperative learning Miriam
Make a cooperative group Sara

5. MICRO-TASK PEOPLE IN CHARGE
Read the article All
Search the main ideas All
Answer the questions All
Take notes Pedro and Miriam
Make the power point Sara
Organice the power point Laura
Review and upload Paula and Ilke

6. All the classes have diversity so we have to make activities for
these differences.
The cooperative learning consists on helping each other despite
the students level. They learn to share information, knowledge ,
and abilities.

7.  Base group. (heterogeneous) is stable and it lasts for all the
course. The teacher makes the organization of dividing the
class in three columns of people based on the interests and
motivations of the students.
 Sporadic group. The students have to prepare one topic and
show it to their classmates.
 Expert group. (heterogeneous) lasts less time, the objective
of this group is to help each other to improve their learning. In
each group there are people with the same level.

8. Base teams.

9. Expert teams.

10.  Make easier the dialogue.
 The teacher is not the centre of attention.
 The teacher could see all the groups.
 The teacher could see all the groups and help then better.

11. Putting the name of all
members , objectives and the
assessment.
Reflection about cooperative
team and we improve the
objectives.
Evaluation: We evaluate
sessions each day , both in
groups as individually.

12. Take account members of the group and their roles.
Everyone has to have commitments , they are going to
change through time.
Review of the tasks days later and add or change the
commitments.
All the members have to demand the group work to get a
good mark.
Each one has to make their work like habits , with
consciousness.

13. The final evaluation will consist of
to see if the students have carried
out the objectives of the group
and wether or not each student
have worked more than other.
The note will be different
depending on the reflection that
the group have to make after
doing the work and this is very
important.

14. 1. Team assisted individualization.
2. Peer tutoring.
3. Jigsaw.
4. Investigation group.
5. Teams – game tournament.

15.  Members have an specific: task according to their skills.
 It´s a common learning but at the same time in an individual way.
 It is important to learn each other.
 INSTRUCTIONS:
 Class divided in base groups.
 Each member must have his own working plan.
 All groups work with the same contents, not necessary the same objectives.
 Each member is responsible of his work and of his classmates work.
 The group have their PlanTeam to improve the work as a team.
 If the team get the personal objectives, and they improve like team
→REWARD.
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16. o CONDITIONS:
• The pupil ( role`s teacher)
should answer the question
from his classmate.
• Questions should be
explained. Not only giving the
answer.
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o HOW TO APPLY:
• Selecting teaching pupils and learning
pupils.
• Design of the class (contents, structure)
• Constitution of “pairs”: student tutor and
tutored student.
• Tutor training
• Beginning of the sessions under teacher`s
supervision.
• Maintaining the involvement of tutors
(meetings).

17. We use this, if the content could be divided :
 Heterogeneous groups( 4-5)
 Each one prepare one part of the information.
 Each one meet with a group, everyone has the same information, they come
from different teams.
 They share their information and solve doubts.
 THEY RETURN TO THE FIRST GROUP AND EACH MEMBER SHOWS HIS
EXPLANATION ABOUT WORK.
In this method everyone has to cooperate. It is a mix of the other two techniques.
 Example of jigsaw activity

18. Each group choose a subunit from a big unit, these groups are
free election (preserving heterogeneity).
Students have to organize objectives and methodologies.
They have to make a plan.
Summarize the information to present it after ( answer
posible questions)
Evaluation between the teacher and the student.
Each student has to develop the topic and they have to
participate to prepare the task.

19. In this technique we use base teams with diversity
about capacity and each person has to learn the
content..
 Students have to study all the content
 They join in groups of people with the same efficiency.
 They play a game like “ trivial” . There are pieces with
questions. Each time that they answer correctly , they will
have a piece.
 There is a key to give points depending on the number of
pieces they get for their team.
 The winner is the team with more points.

20. http://www.ceip-nsangeles.com/nt/w_piratas/webquest/web_quest.htm

21. Pere Pujolàs Maset, “Guide of cooperative learning.” University
of Vic. Nobember, 2003.
Heather Coffey, “Cooperative learning.”
jigsaw: Example

22. The End.
By:
La Banda del Patio