The document provides ideas and activities for engaging students through cooperative learning. It discusses the benefits of cooperative learning, including increased achievement and motivation. Several cooperative learning activities are described, such as Three Musketeers for team building, note-taking pairs to improve notes, and Jigsaw where students become experts on parts of topics. The basic elements of cooperative learning are outlined as positive interdependence, interaction, individual accountability, interpersonal skills, and group processing.
The document discusses cooperative learning strategies and techniques. It provides an overview of cooperative learning, including its definition and principles. Some key principles discussed are heterogeneous grouping, collaborative skills, group autonomy, simultaneous interaction, equal participation, individual accountability, and positive interdependence. The document also outlines several cooperative learning strategies and techniques, such as jigsaw, think-pair-share, round robin, and focused listing. It emphasizes that cooperative learning involves students working together in groups to maximize their own and each other's learning.
Cooperative learning is a teaching strategy where small teams of students work together on learning activities to improve their understanding of a subject. It originated from philosophers like John Dewey who believed in progressive education to create responsible democratic citizens, and psychologists like Morton Deutsch who saw cooperation as building trust and relationships. Cooperative learning structures provide different roles for students and specialized expertise to promote positive interdependence and accountability. Implementing cooperative learning effectively involves forming heterogeneous teams, developing students' teamwork skills, and having groups reflect on their process.
This document summarizes a workshop on teaching reading using a workshop model. It discusses the goals of implementing a reading workshop, including using a balanced approach with both overt instruction and situated practice. Key elements of the reading workshop model are explored, such as modeling, coaching, scaffolding, articulation, reflection and exploration. Structures to support reading development, such as read alouds, guided reading, conferring and strategy groups are also outlined.
CLL is an instructional approach that uses cooperative learning activities in small groups. It is based on the idea that language learning is a social process that occurs through interaction. The key aspects of CLL include positive interdependence among group members, individual accountability, appropriate group roles and structures, and a focus on developing critical thinking and communicative skills through group work. The teacher takes on the role of facilitator by structuring collaborative tasks and monitoring groups.
The document discusses cooperative learning, which involves organizing students into groups where they work together to maximize their own and each other's learning. It is defined as learning that is dependent on information sharing between group members, with each student accountable for their own learning and that of others. Benefits include improved achievement for all students, positive social and psychological development, and replacing competition with cooperation. Key aspects are positive interdependence, individual accountability, appropriate group formation, and social skills. The teacher's role is to structure lessons, tasks and the environment for cooperative work, facilitate learning, and provide support and feedback rather than direct instruction.
Cooperative Learning in Special EducationKapil Rathi
Cooperative learning involves students working in small groups to accomplish shared learning goals. There are various types including formal, informal, and group-based learning. Effective cooperative learning incorporates positive interdependence, individual accountability, face-to-face interaction, interpersonal skills, and group processing. Common techniques are Jigsaw, Think-Pair-Share, Three-Step Interview, and Numbered Heads. Cooperative learning benefits students by ensuring attention and adding meaning, and results in higher academic achievement compared to traditional learning techniques.
John Dewey promoted building cooperation into classrooms as traditional models favored competition. Collaborative language learning (CLL) uses group work and is considered a form of cooperative learning. It provides opportunities for natural language acquisition through pair and group work while developing learning strategies. CLL relies on positive interdependence among group members, individual accountability, and social skills to structure cooperative activities and maximize language practice.
Current methods of learning and teaching trabajo definitivorosamariasaor
Cooperative learning and task-based language teaching are approaches to promote meaningful language learning. Cooperative learning involves dividing students into groups with different abilities where they must learn from and help each other. It has five basic elements: positive interdependence, interaction, individual accountability, interpersonal skills, and group processing. Kagan structures provide cooperative learning structures for language classes based on principles like positive interdependence and individual accountability. Task-based language teaching uses authentic tasks to engage students in meaningful language use. It involves pre-task, task, and post-task activities where students complete tasks individually and in groups focused on comprehending and producing language. Both approaches aim to make language learning more communicative, interactive, and meaningful for students.
The document discusses cooperative learning strategies and techniques. It provides an overview of cooperative learning, including its definition and principles. Some key principles discussed are heterogeneous grouping, collaborative skills, group autonomy, simultaneous interaction, equal participation, individual accountability, and positive interdependence. The document also outlines several cooperative learning strategies and techniques, such as jigsaw, think-pair-share, round robin, and focused listing. It emphasizes that cooperative learning involves students working together in groups to maximize their own and each other's learning.
Cooperative learning is a teaching strategy where small teams of students work together on learning activities to improve their understanding of a subject. It originated from philosophers like John Dewey who believed in progressive education to create responsible democratic citizens, and psychologists like Morton Deutsch who saw cooperation as building trust and relationships. Cooperative learning structures provide different roles for students and specialized expertise to promote positive interdependence and accountability. Implementing cooperative learning effectively involves forming heterogeneous teams, developing students' teamwork skills, and having groups reflect on their process.
This document summarizes a workshop on teaching reading using a workshop model. It discusses the goals of implementing a reading workshop, including using a balanced approach with both overt instruction and situated practice. Key elements of the reading workshop model are explored, such as modeling, coaching, scaffolding, articulation, reflection and exploration. Structures to support reading development, such as read alouds, guided reading, conferring and strategy groups are also outlined.
CLL is an instructional approach that uses cooperative learning activities in small groups. It is based on the idea that language learning is a social process that occurs through interaction. The key aspects of CLL include positive interdependence among group members, individual accountability, appropriate group roles and structures, and a focus on developing critical thinking and communicative skills through group work. The teacher takes on the role of facilitator by structuring collaborative tasks and monitoring groups.
The document discusses cooperative learning, which involves organizing students into groups where they work together to maximize their own and each other's learning. It is defined as learning that is dependent on information sharing between group members, with each student accountable for their own learning and that of others. Benefits include improved achievement for all students, positive social and psychological development, and replacing competition with cooperation. Key aspects are positive interdependence, individual accountability, appropriate group formation, and social skills. The teacher's role is to structure lessons, tasks and the environment for cooperative work, facilitate learning, and provide support and feedback rather than direct instruction.
Cooperative Learning in Special EducationKapil Rathi
Cooperative learning involves students working in small groups to accomplish shared learning goals. There are various types including formal, informal, and group-based learning. Effective cooperative learning incorporates positive interdependence, individual accountability, face-to-face interaction, interpersonal skills, and group processing. Common techniques are Jigsaw, Think-Pair-Share, Three-Step Interview, and Numbered Heads. Cooperative learning benefits students by ensuring attention and adding meaning, and results in higher academic achievement compared to traditional learning techniques.
John Dewey promoted building cooperation into classrooms as traditional models favored competition. Collaborative language learning (CLL) uses group work and is considered a form of cooperative learning. It provides opportunities for natural language acquisition through pair and group work while developing learning strategies. CLL relies on positive interdependence among group members, individual accountability, and social skills to structure cooperative activities and maximize language practice.
Current methods of learning and teaching trabajo definitivorosamariasaor
Cooperative learning and task-based language teaching are approaches to promote meaningful language learning. Cooperative learning involves dividing students into groups with different abilities where they must learn from and help each other. It has five basic elements: positive interdependence, interaction, individual accountability, interpersonal skills, and group processing. Kagan structures provide cooperative learning structures for language classes based on principles like positive interdependence and individual accountability. Task-based language teaching uses authentic tasks to engage students in meaningful language use. It involves pre-task, task, and post-task activities where students complete tasks individually and in groups focused on comprehending and producing language. Both approaches aim to make language learning more communicative, interactive, and meaningful for students.
The document discusses cooperative and collaborative language learning, describing it as group learning where students are responsible for their own learning as well as helping others learn. It contrasts traditional teacher-centered language instruction with cooperative approaches that emphasize student interaction and communication. Key elements of cooperative learning identified include positive interdependence, individual accountability, and the teacher taking the role of facilitator rather than primary instructor.
Collaborative learning is a teaching method where students work together in small groups to solve problems, complete tasks, or create a product. It is based on the idea that learning happens naturally through social interaction. Some key aspects of collaborative learning are positive interdependence among group members, individual accountability, face-to-face interaction, development of collaborative skills, and self-assessment. When implemented effectively in small groups, it allows students to share knowledge, improve weaker skills, develop interpersonal skills, and engage more with the learning process.
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.
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, promotive interaction, and group processing. Major researchers like Johnson, Slavin, and Sharan are discussed and their models explained. Research shows cooperative learning leads to higher test scores, self-esteem, social skills, and content comprehension compared to competitive and individual learning.
This document discusses cooperative language learning. It defines cooperative learning as group learning where students work together to help each other learn. The benefits include raising all students' achievement, developing positive relationships, and promoting healthy social and cognitive development. Key aspects of cooperative language learning are students working interactively in pairs and groups, taking on roles like tutors or recorders, and learning communication strategies. The teacher's role is to facilitate learning, provide guidance and feedback, and structure cooperative lessons and tasks.
The document discusses inquiry circles, a student-centered approach to learning where students work in small groups to discuss texts and questions. It describes the inquiry process as having four stages: immerse, investigate, coalesce, and go public. The goal is to engage students, promote deeper comprehension, and foster higher-order thinking skills. Benefits include collaborative learning, differentiation for diverse learners, and preparing students for work requiring teamwork.
This document outlines a workshop on developing critical reading skills. It describes activities used in the workshop including having students annotate a poster as they read to document their reactions, questions, and summaries. Students then vote on the main ideas and best title for the article through sticky dots. The workshop is aimed to gradually release responsibility to students using strategies like reciprocal teaching. It encourages independent practice of critical reading skills beyond the workshop.
The document discusses strategies for effective small group teaching and learning. It provides examples of small group structures like rounds, buzz groups, and fishbowls. It also addresses the environments small groups can function in, like classrooms, online, and other locations. Time scales are discussed, noting that initial tasks may be brief but can expand over a semester depending on the learning goals. Qualities of effective small groups include balanced membership and clear roles and expectations.
This document discusses various cooperative and collaborative learning techniques. It describes think-pair-share, where students individually think about a question, discuss their answers with a partner, and share with the class. The jigsaw technique divides a lesson into parts and assigns one part to each student to teach peers. Collaborative learning involves groups working together on a project through different stages from forming to performing. The learning circle is a highly interactive structure where students build and share knowledge through open dialogue and reflection to achieve a shared outcome. These techniques increase student engagement and help develop social skills.
Cooperative learning involves students working in small teams to help each other learn. Key aspects include positive interdependence where students rely on each other to succeed, individual accountability, interpersonal skills like communication, face-to-face interaction to teach each other, and evaluating their teamwork. Effective cooperative groups have all students contribute, participate in decision making, trust each other, communicate respectfully, contribute ideas and ask questions. Benefits include more student engagement and motivation to learn as well as developing important collaboration skills.
The document discusses cooperative learning strategies and their connection to Invitational Education. It describes three approaches to teaching - competitive, individual, and cooperative learning. It provides examples of cooperative learning strategies like Think-Pair-Share, Jigsaw, and Say Something. It discusses the history of cooperative learning and Invitational Education, noting they promote collaboration, positive relationships, and bringing out the best in students.
The document discusses various collaborative learning activities and higher order thinking skills (HOTS) activities that can be used in the classroom. It provides descriptions and step-by-step instructions for implementing different group activities like round robin, numbered heads together, pairs check, three step interview, and think pair share. These activities encourage cooperation among students and hold individuals accountable for contributing to the group. The document also briefly defines creative learning and HOTS, noting that they develop skills like problem solving, creativity, and building knowledge through creative instructional techniques rather than memorization.
This document discusses collaborative learning and cooperative learning. It defines collaborative learning as situations where two or more people work together on a common task and build knowledge through active interaction. Cooperative learning is structured to organize classroom activities into academic and social learning experiences where students work in groups to achieve goals. Some benefits listed are that collaborative and cooperative learning allow students to learn from diverse perspectives, develop social skills, and receive more personalized feedback.
The document discusses cooperative learning, which is an instructional strategy where small groups of students work together to maximize individual and collective learning. It describes key principles of cooperative learning including positive interdependence, promotive interaction, accountability, and group processing. Several specific cooperative learning techniques are outlined, such as jigsaw, group investigation, think-pair-share, and numbered heads together. Benefits of cooperative learning include improved achievement and development of social skills, while creating a more relaxed classroom environment.
1. Quantum learning is a method that aims to accelerate learning by making it engaging and fun. It is based on principles of cognitive psychology rather than quantum physics. 2. The method focuses on meaningful interactions between students and quality learning experiences. It emphasizes developing both academic and life skills. 3. Key aspects of quantum learning include creating an effective learning environment, presenting material in a natural way, demonstrating concepts, and celebrating achievements. The overall goal is to sharpen understanding and memory in a rewarding process.
This document discusses strategies for promoting critical thinking in teaching. It advocates for cooperative and collaborative learning approaches over traditional lecture-based methods. Some key points:
- Cooperative learning is effective when students rely on each other through positive interdependence and individual accountability. Face-to-face interaction and collaborative skills are important.
- Classroom debates and discussions encourage independent and dynamic thought by having students critically analyze conflicting information. Different types of debates structure interaction.
- Both teacher and student questions are valuable for learning, with teachers aiming for deeper understanding and students seeking clarity. Formative and summative assessments evaluate individual and group work. Performance-based assessments clearly define scoring criteria.
Cooperative learning involves organizing students into small groups to work together on learning activities. When implemented effectively with the right support structures, it has been shown to improve academic achievement, ethnic relations, and social skills while reducing achievement gaps. The document outlines nine effective cooperative learning strategies and discusses how to structure groups, choose strategies, and facilitate success.
The document discusses cooperative and collaborative language learning, describing it as group learning where students are responsible for their own learning as well as helping others learn. It contrasts traditional teacher-centered language instruction with cooperative approaches that emphasize student interaction and communication. Key elements of cooperative learning identified include positive interdependence, individual accountability, and the teacher taking the role of facilitator rather than primary instructor.
Collaborative learning is a teaching method where students work together in small groups to solve problems, complete tasks, or create a product. It is based on the idea that learning happens naturally through social interaction. Some key aspects of collaborative learning are positive interdependence among group members, individual accountability, face-to-face interaction, development of collaborative skills, and self-assessment. When implemented effectively in small groups, it allows students to share knowledge, improve weaker skills, develop interpersonal skills, and engage more with the learning process.
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.
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, promotive interaction, and group processing. Major researchers like Johnson, Slavin, and Sharan are discussed and their models explained. Research shows cooperative learning leads to higher test scores, self-esteem, social skills, and content comprehension compared to competitive and individual learning.
This document discusses cooperative language learning. It defines cooperative learning as group learning where students work together to help each other learn. The benefits include raising all students' achievement, developing positive relationships, and promoting healthy social and cognitive development. Key aspects of cooperative language learning are students working interactively in pairs and groups, taking on roles like tutors or recorders, and learning communication strategies. The teacher's role is to facilitate learning, provide guidance and feedback, and structure cooperative lessons and tasks.
The document discusses inquiry circles, a student-centered approach to learning where students work in small groups to discuss texts and questions. It describes the inquiry process as having four stages: immerse, investigate, coalesce, and go public. The goal is to engage students, promote deeper comprehension, and foster higher-order thinking skills. Benefits include collaborative learning, differentiation for diverse learners, and preparing students for work requiring teamwork.
This document outlines a workshop on developing critical reading skills. It describes activities used in the workshop including having students annotate a poster as they read to document their reactions, questions, and summaries. Students then vote on the main ideas and best title for the article through sticky dots. The workshop is aimed to gradually release responsibility to students using strategies like reciprocal teaching. It encourages independent practice of critical reading skills beyond the workshop.
The document discusses strategies for effective small group teaching and learning. It provides examples of small group structures like rounds, buzz groups, and fishbowls. It also addresses the environments small groups can function in, like classrooms, online, and other locations. Time scales are discussed, noting that initial tasks may be brief but can expand over a semester depending on the learning goals. Qualities of effective small groups include balanced membership and clear roles and expectations.
This document discusses various cooperative and collaborative learning techniques. It describes think-pair-share, where students individually think about a question, discuss their answers with a partner, and share with the class. The jigsaw technique divides a lesson into parts and assigns one part to each student to teach peers. Collaborative learning involves groups working together on a project through different stages from forming to performing. The learning circle is a highly interactive structure where students build and share knowledge through open dialogue and reflection to achieve a shared outcome. These techniques increase student engagement and help develop social skills.
Cooperative learning involves students working in small teams to help each other learn. Key aspects include positive interdependence where students rely on each other to succeed, individual accountability, interpersonal skills like communication, face-to-face interaction to teach each other, and evaluating their teamwork. Effective cooperative groups have all students contribute, participate in decision making, trust each other, communicate respectfully, contribute ideas and ask questions. Benefits include more student engagement and motivation to learn as well as developing important collaboration skills.
The document discusses cooperative learning strategies and their connection to Invitational Education. It describes three approaches to teaching - competitive, individual, and cooperative learning. It provides examples of cooperative learning strategies like Think-Pair-Share, Jigsaw, and Say Something. It discusses the history of cooperative learning and Invitational Education, noting they promote collaboration, positive relationships, and bringing out the best in students.
The document discusses various collaborative learning activities and higher order thinking skills (HOTS) activities that can be used in the classroom. It provides descriptions and step-by-step instructions for implementing different group activities like round robin, numbered heads together, pairs check, three step interview, and think pair share. These activities encourage cooperation among students and hold individuals accountable for contributing to the group. The document also briefly defines creative learning and HOTS, noting that they develop skills like problem solving, creativity, and building knowledge through creative instructional techniques rather than memorization.
This document discusses collaborative learning and cooperative learning. It defines collaborative learning as situations where two or more people work together on a common task and build knowledge through active interaction. Cooperative learning is structured to organize classroom activities into academic and social learning experiences where students work in groups to achieve goals. Some benefits listed are that collaborative and cooperative learning allow students to learn from diverse perspectives, develop social skills, and receive more personalized feedback.
The document discusses cooperative learning, which is an instructional strategy where small groups of students work together to maximize individual and collective learning. It describes key principles of cooperative learning including positive interdependence, promotive interaction, accountability, and group processing. Several specific cooperative learning techniques are outlined, such as jigsaw, group investigation, think-pair-share, and numbered heads together. Benefits of cooperative learning include improved achievement and development of social skills, while creating a more relaxed classroom environment.
1. Quantum learning is a method that aims to accelerate learning by making it engaging and fun. It is based on principles of cognitive psychology rather than quantum physics. 2. The method focuses on meaningful interactions between students and quality learning experiences. It emphasizes developing both academic and life skills. 3. Key aspects of quantum learning include creating an effective learning environment, presenting material in a natural way, demonstrating concepts, and celebrating achievements. The overall goal is to sharpen understanding and memory in a rewarding process.
This document discusses strategies for promoting critical thinking in teaching. It advocates for cooperative and collaborative learning approaches over traditional lecture-based methods. Some key points:
- Cooperative learning is effective when students rely on each other through positive interdependence and individual accountability. Face-to-face interaction and collaborative skills are important.
- Classroom debates and discussions encourage independent and dynamic thought by having students critically analyze conflicting information. Different types of debates structure interaction.
- Both teacher and student questions are valuable for learning, with teachers aiming for deeper understanding and students seeking clarity. Formative and summative assessments evaluate individual and group work. Performance-based assessments clearly define scoring criteria.
Cooperative learning involves organizing students into small groups to work together on learning activities. When implemented effectively with the right support structures, it has been shown to improve academic achievement, ethnic relations, and social skills while reducing achievement gaps. The document outlines nine effective cooperative learning strategies and discusses how to structure groups, choose strategies, and facilitate success.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2. Three Musketeers:
A TEAM Building Activity
1. Find three things that everyone on the team likes
2. Find three things that everyone on the team dislikes
3. Find one thing that is unique to each of the team
members
4. Decide on a team name that has something to do with
your collective likes and dislikes
5. Write your TEAM name on your “Table Tent”
4. What is a Team?
Teams differ from groups because they include
the following basic elements of cooperative
learning:
Goals are shared
Information is circulated
Roles are assigned
Materials are managed
Teammates depend on each other to complete tasks
successfully
Students gain respect for each other’s contributions to the
team
5. Goal Setting: Why are we here today?
– Think about what your expectations are for the
professional development session today
– Pair with another team member to discuss
expectations
– Share as a team your expectations
– Set 3 goals your team wishes to accomplish
during our session today
– Write those 3 goals on the back of your team’s
table tent
7. We Learn:
• 10% of what we read
• 20% of what we hear
• 30% of what we see
• 50% of what we both see and hear
• 70% of what is discussed with others
• 80% of what we experience personally
• 95% of what we teach someone else
William Glasser
8. Expectations in the Workplace:
How have things Changed?
Organizational Effectiveness Reading
Problem Solving Teamwork
Interpersonal Skills Writing
Computation Listening
Creative Thinking Leadership
Oral Communication
Career Development/Motivation
9. According to Fortune 500 Companies:
The Top Skills sought by employers
1970
3. READING
2. COMPUTATION
1. WRITING
2000
3. INTERPERSONAL
SKILLS
2. PROBLEM SOLVING
1. TEAMWORK
10. Thinking about the subject or
subjects you teach
(Knowing the skills that are in demand in the workplace today)
What jobs or careers are you
preparing your students to hold?
(Use chart paper to share some examples)
12. A History of Cooperative Learning
Cooperative learning is not a new idea.
The Talmud clearly states that in order to learn you must have a
learning partner.
In the first century, Quintillion argued that students could benefit from
teaching one another.
The Roman philosopher, Seneca advocated cooperative learning
through such statements as, "Qui Docet Discet" (when you teach, you
learn twice).
Johann Amos Comenius (1592-1679) believed that students would
benefit both by teaching and being taught by other students.
13. A History of Cooperative Learning
In the late 1700s Joseph Lancaster and Andrew Bell made extensive
use of cooperative learning groups in England, and the idea was
brought to America when a Lancastrian school was opened in New
York City in 1806.
Within the Common School Movement in the United States in the
early 1800s there was a strong emphasis on cooperative learning.
In the last three decades of the 19th Century, Colonel Francis Parker
brought to his advocacy of cooperative learning enthusiasm, idealism,
practicality, and an intense devotion to freedom, democracy, and
individuality in the public schools. Parker's advocacy of cooperation
among students dominated American education through the turn of
the century.
14. A History of Cooperative Learning
John Dewey promoted the use of cooperative learning
groups as part of his famous project method in instruction.
In the late 1930's, however, interpersonal competition
began to be emphasized in schools
In the late 1960s, individualistic learning began to be
used extensively.
In the 1980s, schools once again began to use
cooperative learning.
15. What is Cooperative Learning?
Cooperative Learning refers to a set of
instructional methods in which students work
in small, mixed-ability learning teams.
The students in each team are responsible not
only for learning the material being taught,
but also for helping their teammates learn.
16. Cooperative learning is the instructional use of small
groups so that students work together to maximize their
own and each other's learning (Johnson, Johnson, & Holubec, 1993).
Within cooperative learning groups students discuss the
material to be learned with each other, help and assist
each other to understand it, and encourage each other to
work hard.
17. Cooperative learning groups may be used to teach specific
content (formal cooperative learning groups), to ensure
active cognitive processing of information during a
lecture or demonstration (informal cooperative learning
groups), and to provide long-term support and assistance
for academic progress (cooperative base groups) (Johnson, Johnson,
& Holubec, 1993).
Any assignment in any curriculum for any age student can be
done cooperatively.
18. Benefits of Cooperative Learning
Increased Achievement
Increase in Positive Relationships
Greater Intrinsic Motivation
Higher Self-Esteem
More “On-Task” Behavior
Better Attitudes Toward Teachers and School
19. Additional Benefits of Cooperative
Learning…
Students take responsibility for their own
learning
Students translate “teacher talk” into “student
speak” for their peers
Students engage in “cognitive collaboration.”
They must organize their thoughts to explain
ideas to classmates
Students have FUN learning
Students social nature is used to their
advantage
20. Bonuses for High Achievers
Higher levels of achievement
Even greater retention of information due to
“cognitive rehearsal”
Development of key skills:
Social
Leadership
Communication
Decision Making
Problem Solving
Conflict Resolution
21. Basic Elements of Cooperative
Learning
Positive Interdependence
Face-to- Face Interaction
Individual Accountability
Interpersonal And Small Group Skills
Group Processing
Taken from: Circles of Learning: Cooperation in the Classroom (Revised Edition) D.W.
Johnson, R.T. Johnson and Edythe Johnson Holubec. Englewood Cliffs, NJ: Prentice-Hall,
1986
22. Positive Interdependence
Students must feel they need each other in order to
complete the group’s task
Mutual Goals
Joint Rewards
Shared Materials and Information
Assigned Roles
24. Individual Accountability
Teams succeed when:
Every member has learned the material
Every member has helped complete tasks
Frequently teachers assess individual learning
25. Interpersonal and Small Group Skills
Communication
Leadership
Decision-making
Conflict Management
Active Listening
Challenging Ideas Not People
Compromising
26. Group Processing
Giving students the time and the procedures to
analyze how well their teams are functioning
with:
Learning tasks
Social skills
Self-assessment
27. Sample Types of Activities
Direct Instructional Activities
present information to students or demonstrate skills
Activities for Student Practice
after direct instruction
Cooperative Learning Instructional Activities
brainstorming, note-taking pairs, cooperative writing and
editing pairs
Whole Lesson Formats
involves teacher-directed and student directed strategies
without other lesson components
Movement Oriented Activities
corners
jigsaw
28. Cooperative Note-taking Pairs
Objective:
To enable students to take something from one
another’s notes to improve their own
Directions In Brief:
1. Assign or allow students to select partners.
2. Teach
3. Stop every 10 minutes for sharing of notes.
29. Cooperative Note-taking Pairs
Check - in
Directions in Brief
1. While teaching, stop periodically for a check-
in.
2. Instruct students to skim their partners’ notes
looking for:
information they missed
information partners have incorrectly noted
3. Students retrieve their own notes and make
any needed changes.
30. Objectives:
• To move students in a purposeful way
• To gather data in a quick, visual way that is engaging
Directions:
1. Identify the kind of data you want to gather.
2. Post four multiple choice responses, one in each corner.
3. Students select their responses.
4. Members of groups discuss their choices.
5. Spokespersons summarize/present group members’
thoughts.
36. THINK – WRITE – PAIR -
COMPARE
Objectives:
to give rehearsal time, engage more students, and promote
thoughtful responses
Directions:
• Present a problem, idea or question to be discussed
• Pair students randomly
• Allow time for individuals to think in silence
• Allot time for students to write responses (independently)
• Give time for partners to compare their responses
• Give the whole class time to discuss responses
37. THINK – WRITE – PAIR - COMPARE
Think of one way you could apply
4 CORNERS
in your subject area(s).
38. What are the Pros and Cons of
using 4 Corners?
PRO CON
39. Formations
Objectives: to make abstract concepts more concrete
while incorporating movement
Directions in Brief:
1. Identify an abstract concept
2. Translate it to a living model
3. Compose steps in the process of
constructing the model
4. Engage students in construction of the
model
5. Engage students in processing the concept
40. Formations
1. Meet with others in your subject area
2. Decide upon one abstract concept and
a formation that makes it concrete.
3. Be prepared to present your formation
to your colleagues in other subject areas.
Note: Every member of your group does not have
to be a part of your formation
41. Designing an 18 Week Plan
• Identify essential skills and information to be
taught using a variety of resources
– Hawaii Standards
– Curricula Frameworks from a variety of sources
– In house resources such as teacher lessons,
textbooks, etc
42. Restructuring does not mean throwing out
everything from “before block scheduling”.
Incorporate the best of the “tried and true”
methods, build adapt and reincorporate them
in the new time frame.
43. • List the most important concepts/skills you want
students to understand before the end of the course
• List effective activities now used to address each
goal
• Indicate which concepts you wish to address in
more depth
• Think of ways to contextualize each goal with reality
based activities
• Consider various strategies you might add to address
each goal
44. Design Weekly Lesson Plans
• Provide a detailed outline of activities for
each unit including possible materials,
resources, strategies
45. Design Daily Lesson Plans
Include at least three activities which allow for:
– The incorporation of movement
– The inclusion of time for whole class, individual
and group work
– Changes in media
46. Traditional Lesson Design
• Warm up/ Problem Solving 10-15
• Homework Review 10
• New Material 25-30
• Practice Activity 15-20
• Closure 10
• Writing 5-10
47. Lesson Plan With Cooperative Groups
• Warm-Up 10
• Direct Instruction 10-15
• Work in Small Groups 20-25
• Small Group Presentations 20-25
• Large Group Interaction 15
• Closure/Writing/Assignments 10
49. What is a ROTATING REVIEW?
Topic
Something I learned today. . .
Students walk around the room to
each piece of chart paper and write
something about what they learned
that day.
Sheets are posted and used as a
review.
50. • Objective:
to get students to recall, summarize or brainstorm
• Directions:
State the problem, topic or issue
Distribute one sheet of paper to each group
Give a time limit and ask students to begin to write
51. Round Table
Each person at your table should write one thing he/she has
learned about cooperative learning.