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Cooperative Learning

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Used exclusively for ED3512 class

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Cooperative Learning

  1. 1. Cooperative Learning Definition Characteristics Why Use cooperative learning? Example 1 Teaching Strategies for Secondary Schools: Glossary Example 3 Beware! Example 4 Example 5 Example 2
  2. 2. Definition <ul><li>Method where teams work to prepare and present a topic to the whole class. Emphasis is on student choice of: </li></ul><ul><li>Topics </li></ul><ul><li>Division of labor </li></ul><ul><li>Methods of presentation </li></ul><ul><li>Partners (Dr. T. usually avoided this) </li></ul>Return to start
  3. 3. Six Characteristics <ul><li>Students work together on learning activity </li></ul><ul><li>Small groups of 2 - 5 members </li></ul><ul><li>Cooperative behavior to accomplish tasks </li></ul><ul><li>Positively interdependent </li></ul><ul><li>Individually accountable or responsible for their work or learning </li></ul><ul><li>Teacher responsible for introduction, constant monitoring of the groups, and final closure </li></ul>Return to start
  4. 4. Why use this method? <ul><li>Motivates students to learn material </li></ul><ul><li>Ensures students construct own knowledge </li></ul><ul><li>Formative* feedback </li></ul><ul><li>Develops social/group skills essential in today’s workplace </li></ul><ul><li>Promotes positive interaction between different cultural or economic groups </li></ul>Return to start *see glossary at end of presentation
  5. 5. Example 1: Interview/ Icebreaker <ul><li>Groups of 2 initially </li></ul><ul><li>A interviews B for specified minutes, with predetermined questions </li></ul><ul><li>At signal, B interviews A </li></ul><ul><li>At signal, groups of four formed with introductions to four </li></ul><ul><li>As time, class introductions </li></ul>Return to start
  6. 6. Example 2: Roundtable <ul><li>Faculty poses question ( e.g. What was the primary cause of the Civil War?) </li></ul><ul><li>One piece of paper/pen per group </li></ul><ul><li>1st student writes one response and reads it aloud, then passes paper to next student </li></ul><ul><li>Continue around the group until time called </li></ul><ul><li>Give students short time to summarize </li></ul><ul><li>One student per group presents to class </li></ul>Return to start
  7. 7. Example 3: Structured Learning <ul><li>Leader - responsible for keeping group on task & involved </li></ul><ul><li>Recorder - writes group files/suggestions </li></ul><ul><li>Reporter - gives oral presentation to class at end </li></ul><ul><li>Monitor - serves as timekeeper & responsible that area left clean at end </li></ul><ul><li>Wildcard (if group of 5) - serves as assistant to leader </li></ul>
  8. 8. Example 4: Favorite Artist/Musician <ul><li>Each student in group writes top five favorite artists from a teacher selected list of artists </li></ul><ul><li>Names are read in each group to find an artist that was on each list </li></ul><ul><li>When an artist is agreed on, the group will submit the name to teacher </li></ul><ul><li>First group to submit a name will be responsible for a class presentation of that artist </li></ul>Continued on next slide
  9. 9. Example 4: Favorite Artist (cont.) 1 2 3 4 Team Name
  10. 10. Example 5: Peer Questioning <ul><li>Faculty conducts a brief (10-15 min.) lecture on a topic </li></ul><ul><li>Instructor then gives students a set of generic question stem* </li></ul><ul><li>Each student individually writes his/her own questions based on the material </li></ul><ul><li>The group then picks a question for discussion </li></ul>
  11. 11. Beware! <ul><li>Do proper preparation </li></ul><ul><li>Don’t let students pick groups </li></ul><ul><li>Don’t let high achievers dominate group </li></ul><ul><li>Don’t let low achiever remain passive…. Get everyone involved! </li></ul><ul><li>Have faith in the process </li></ul><ul><li>Be willing to be a good “juggler” </li></ul><ul><li>Don’t overuse this technique </li></ul>Return to start
  12. 12. Related Terms/ Glossary Return to start <ul><li>Formative - ongoing, immediate assessment </li></ul><ul><li>Summative - assessment done after the instruction </li></ul><ul><li>Generic Question Stems: </li></ul><ul><li>What is the main idea of…? </li></ul><ul><li>What if…? </li></ul><ul><li>How does… affect…? </li></ul><ul><li>What is a new example of…? </li></ul><ul><li>Explain why or how…? </li></ul><ul><li>How does this relate to what I learned before? </li></ul><ul><li>What conclusions can I draw? </li></ul><ul><li>How are… & … similar? </li></ul><ul><li>How would I use… to…? </li></ul><ul><li>What is the best… and why? </li></ul><ul><li>What is the difference between… & ….? </li></ul><ul><li>What are the strengths & weakness of…? </li></ul>

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