This is a presentation to guide teachers into implementing Cooperative Learning Protocols.

1. COOPERATIVE
LEARNING
Using “Cooperative Learning” strategies to
Increase Student Engagement and Learning

2. TODAY’S SCHEDULE
 1:15-2:00 CL: Theory and Practice
2:00-2:45 CL Across SS, Reading
2:45-3:00 BREAK / Vendor Exhibits!
3:00-4:00 CL across Science, Math
4:00-4:15 Review of Resources / Take-Aways
4:15 Dismiss!

3. MIX-PAIR-SHARE

4. MIX-PAIR-SHARE
Talk for 1 minute: (30 seconds each)
What are your plans for this
summer?

5. MIX-PAIR-SHARE
Talk for 1 minute:(30 seconds each)
What are your hobbies / talents,
and why do you enjoy them?

6. MIX-PAIR-SHARE
Talk for 1 minute: (30 seconds each)
What is the most embarrassing thing
that’s ever happened to you? 

7. MIX-PAIR-SHARE
This is your partner for our session!
+

8. TODAY’S OBJECTIVE
Today WE WILL learn, practice and
process Cooperative Learning Strategies
across the contents.

9. COOPERATIVE LEARNING…
A BRIEF HISTORY:

10. COOPERATIVE LEARNING…
… LOOK FAMILIAR?

11. HOW DOES
COOPERATIVE LEARNING
IMPROVE
INDIVIDUAL STUDENT
LEARNING?
• Research-Based Instructional Strategy
(confirmed by over 500 studies)
• Increases student achievement by 26%

12. FIRST THINGS FIRST:
WHAT IS THE DIFFERENCE
BETWEEN
“COOPERATIVE LEARNING”
AND “GROUP WORK”?
With your partner, complete the
Venn Diagram and discuss your
answers…

13. WHAT IS THE DIFFERENCE
BETWEEN
“COOPERATIVE LEARNING”
AND “GROUP WORK”?
Example: Compare benefits of
“Think Pair Share” to “Timed Pair-Share”
(Does task completion depend upon
EVERYONE’S equal effort?)

14. P.I.E.S.: The 4 Basic Principles of
Cooperative Learning

15. (Let’s use muscle memory to help us recall!)
P: Positive Interdependence (fingers locking)
I: Individual Accountability (Everyone performs,
takes risks) (point at self)
E: Equal Participation: Equal Time / Turns (horizontal
arms rotating)
S: Simultaneous Interaction (100% engagement)
(opposing hands with wiggling fingers)
P.I.E.S.: The 4 Basic Principles of
Cooperative Learning

16. BENEFITS OF
COOPERATIVE LEARNING
• INTERPERSONAL functions:
• Class Building (1 x week)
• Team Building (2 x week)
(Social skills, character, emotional intelligence, communication,
and decision-making)
• “Brain breaks” also support academic functions;
• Integrate every 10 minutes for max benefit

17. BENEFITS OF
COOPERATIVE LEARNING
Think–Write-Round-Robin
1. Teacher poses a problem to which there are multiple possible responses or solutions, and
provides think time.
2. After think time, each student independently writes down their answer.
3. Students take turns stating responses or solutions (one problem or solution each time around per
student).
• Question: What social skills could be developed
through cooperative learning?

18. BENEFITS OF
COOPERATIVE LEARNING
Social Skills Developed through Cooperative Learning:
Accepting a compliment, compromising (finding win/
win), apologizing, appreciating others’ talents, building
on others’ ideas, communicating effectively, developing
compassion, disagreeing respectfully, expressing an
opinion, helping, leading, making friends, developing
patience, etc. …

19. BENEFITS OF
COOPERATIVE LEARNING
• ACADEMIC functions:
• Knowledge Building (L1)
• Procedure Learning (L2)
• Processing Information (L3)
• Creative & Critical Thinking (L4)
• (“Brain Breaks” support learning at each level!)
• 100% STUDENT ENGAGEMENT!

20. CHALLENGES OF
COOPERATIVE LEARNING
• Students lack the WILL or SKILL to work with others
• Teachers wonder which type of “structure” to use with
which lesson (or what part of lesson cycle)
• What else???

21. NUMBERED HEADS
TOGETHER
• Number students off in groups of 4
• Teacher poses problem
• Students WRITE their individual answers
• Students stand up and put their heads together to share
and discuss answers
• Students sit down when group is done
• Teacher calls a number and students with that number
respond using choral response or response card

22. NUMBERED HEADS
TOGETHER
• What challenges must be overcome to
integrate Cooperative Learning effectively,
~~AND~~
• What solutions can you think of to
overcome those challenges?

23. BRAIN BREAK:
KNOCK, KNOCK
A derivative of “Patty-Cake,” Knock, Knock
works like this:
• Knock, Knock
This, This
• Knock, Knock
That, That
• Knock This, Knock That,
Knock This That

24. COOPERATIVE LEARNING
ACROSS THE CONTENT AREAS
Social Studies
Reading
Science
Math

25. SS: TEAM INTERVIEWS
 Students are seated in teams of four
 The teacher assigns an interview topic: MISD LEADERS
 The first student stands up and, for a pre-determined time period,
teammates ask the person interview questions in the role of a character.
 Each teammate has a turn standing and being interviewed by
teammates.
 Team interview is a strong structure for engaging the interpersonal
intelligence while exploring the content.

26. SS: SEQUENCING
 Deal the sequencing cards
 Sequence cards
 Discuss the sequence
 Continue sequencing
 Check sequences

27. • Pac-Man Video Game is released 1980
• First Motorola phone is introduced to the United
States 1983
• First music CD is pressed in the United States 1984
• Coke introduced "New Coke"- an utter failure
1985
• Milli Vanilli lip syncing scandal 1990
• Internet becomes available for unrestricted
commercial use 1991
• Meatloaf releases "I'll do anything for love (but I
won't do that) 1993

28. • Online auction website Ebay is founded
1995
• File sharing service Napster is created
1999
• Apple releases their iPod portable music
device 2001
• Facebook is launched 2004
• Youtube is founded 2005
• iPhone is created 2007

29. READING: INSIDE-OUTSIDE
CIRCLE ANIMAL SCHOOL
In concentric circles, students rotate to face new partners
and answer questions.
Students stand in two concentric circles, facing a partner.
The inside circle faces out; the outside circle faces in.
Students use flash cards to ask questions of their partner, or
take turns responding to teacher question(s).

30. INSIDE-OUTSIDE CIRCLE
(CONT’D)
Partners switch roles: outside circle students ask, listen, then
praise or coach.
After each question or set of questions, students in the outer or
inner circle rotate to the next partner. (Teacher may call rotation
numbers: “Rotate three ahead.”)
Topic for discussion: How do you connect to Animal School?
Does this fable have a moral?

31. READING: FAN-N-PICK
 Students play a card game to respond to questions.
 Student 1 holds question cards in a fan and says, “Pick a card, any
card!”
 Student 2 picks a card, reads the question out loud and allows five
seconds of think time.
 Student 3 answers the question.
 Student 4 restates the answer. (CONTINUED ON NEXT SLIDE)

32. READING: FAN-N-PICK
(CONT’D)
 For right or wrong answers, Student 4 checks and then either
praises or coaches.
 For higher-level thinking questions which have no right or wrong
answer, Student 4 does not check for correctness, but praises and
paraphrases the thinking that went into the answer.
 Students rotate roles one clockwise for each new round.

33. READING: BLIND
SEQUENCING
 Teams work to sequence cards in their proper order, but there is a
catch – each student holds his or her own cards, and no one else can see
what is on them.
 One student on a team will be the dealer. He equally distributes cards
among team members face down making sure no one can see what’s on
the cards.
 Students mark the back of their cards with initials, a number, letter or
geometric shape to identify them as their cards.

34. BLIND SEQUENCING
(CONT’D)
 In turn, each student describes his or her cards as well as possible to teammates
in an attempt to make it easy for the team to sequence the cards.
 After all the cards have been described, the team works together to put the cards
in the proper order. Students sequence their cards face down on the table. No card
is set on the table unless all teammates agree. If the team gets stuck, only the
original card holder can peek at the card and describe it to the team.
 Once the team thinks they have properly sequenced the cards, they flip over the
cards and check to see how they did. If the sequence is correct, they celebrate with
a team cheer. If the sequence is incorrect, they correct it and discuss what went
wrong and how they could do better next time.

35. BREAK TIME!
2:45-3:00 BREAK / Vendor Exhibits!

36. SCIENCE: SONGS FOR TWO
VOICES
 Partners alternate singing “A” and “B” lines of a song, and sing
“AB” lines together in unison.
 3rd grade “A” voice
 4th grade “B” voice
 Create movements to the song!

37. SCIENCE: OBSERVE, DRAW
RALLY ROBIN
Observe the picture (on next slide)
Draw what you see
In pairs, students alternate generating oral responses.
Teacher poses a problem to which there are multiple possible
responses or solutions.
In pairs, students take turns stating responses or solutions orally.

38. List as many observations as you can about this
picture, and their causes.

39. MATH: QUIZ, QUIZ, TRADE
Make your own card or problem.
Pair up and quiz a partner.
Have them quiz you.
Trade cards and find another partner.

40. MATH: TEAM, PAIR, SOLO
Students work in groups to begin with, to either
brainstorm ideas, share prior knowledge, discuss ways to
solve a problems, or any number of other group activities.
They, split into pairs to further refine these ideas before
working independently to create an individual response to
the task. (NEXT SLIDE FOR BACKWARDS FLIP!)

41. The process can then be reversed as Solo Pair
Team where the individual response is taken
back to the pair to be peer reviewed, discussed
and critically evaluated, up-leveled and fine
tuned, before finally being shared with the team.

42. IMPLEMENTING TIPS:
• Master ONE CL structure well before moving on
to another
• Refer to the “Structures,” “Strategies,” and
“Functions” charts to align the best CL strategy
with your lesson objective
• and interest are great for finding
more, free Cooperative Learning resources!

43. TAKE-AWAY
IMPLEMENTING TIPS…

44. ONE LAST BRAIN BREAK:
THE BALLOON BOUNCE

45. PARTING MESSAGES…
Futureme.org
Three things you want to use in your
classroom next year