SESSION 1:INTRODUCTION TO
COOPERATIVE LEARNING“KEY ELEMENTS”
Learning Support Services
“SMART”GROUPS
When conditions are “RIGHT” students educate one another and end up
knowing more than they would have working alone.
7 Studies: Law/TIMSS/House/Bowen/Gillies/Mueller & Fleming/Battistich, Solomon, & Delucchi
Higher Levels ofAcademic Learning & Retention
Self-Esteem, Social Skills
Groups Gone WrongLion’s share done by “Worker Bees”
Gopher’s Hitchhiker’s
Bickering , Arguing, off task, lack of communication, unproductive
Goal
Design and Guide Effective Groups
SMART GROUPS
Six Key Elements To Cooperative Learning
Cooperative Groups Will to Cooperate Cooperative Management Skills to Cooperate Four Basic Principles Cooperative Structures
Key 1: Cooperative Groups
What is a cooperative group?
Strong, positive group identity
Four members
Endures over time
Heterogeneous
Key 1: Cooperative Groups
How are groups formed?
Variety of methods
Friendships or interests
Random groups
Teacher assigns students to groups
Heterogeneous - maximize the probability of peer tutoring and improving cross-race and cross-sex relations
Key 1: Cooperative Groups
What is the best way to form groups?
Teacher assignment groups
Can be held together for a long time
Students form a strong group identity
Groups learn to learn together
Key 1: Cooperative Groups
What are some problems with other methods?
Random: The luck of the draw can put four low achievers in the same groups
Friends Choose: Classroom management problems, leaving someone out
Key 1: Cooperative Groups
How big should groups be?
Four members per group
Allows pair work
Groups of more than four do not lend themselves to enough participation and they are harder to manage
Key 2: Will to Cooperate
Three ways in which the will to cooperate is created and
maintained:Teambuilding
Classbuilding
Use of cooperative task and reward structures, including recognition systems
Concept 2: Will to Cooperate
Teambuilding and Classbuilding
Activities for group and classbuilding provide unique learning experiences not afforded by traditional exclusive emphasis on academic
content.
Found in workplace - should be in classrooms too
Key 2: Will to Cooperate
Task and Reward Structures
Cooperative Task Structures - A Group Product
Grading problems?
Improvement Scoring
Group Scores as a recognition system, not a report card
Key 3: Cooperative Management
Room Arrangement Quiet Signal Teacher and Student Modeling Manageable Noise Level Efficient Distribution of Materials Class Rules and Procedures
Key 4: Skill to Cooperate
Developing Social Skills
Modeling
Defining
Role-playing
Key 5: Basic Principles
Four Basic Principles to Cooperative Learning
Positive Interdependence
Individual Accountability
Equal Participation
Simultaneous Interaction
Key 5: Basic Principles
Simultaneous Interaction
Distribute Supplies: Materials Monitor from each group distributes materials to group members
Discuss Topic: All students discuss views in pairs
Form Teams: Students simultaneously look for names on tables
Share Answers: All students engage in choral response
Receive Help: Students ask a group member and receive immediate help
Key 5: Basic PrinciplesPositive Interdependence
Weak Forms:
The success of each group member is likely to contribute to success of others
The success of groups is likely to be facilitated by success of individual members
Intermediate Forms:
The success of each group member contributes to success of all group members, but a group member could succeed on own
The success of a group is facilitated by the success of each member, but cooperative group could succeed without success or contribution of every member
Key 5: Basic Principles
Positive Interdependence
Strong Forms:
The success of every group member is not possible without success/contributions of each
The success of a group is not possible without success or contribution of each member
Key 5: Basic Principles
Individual Accountability
Students can be made individually accountable by having each student receive a grade on his/her portion of the group project
Each student responsible for a unique portion of a group learning product
Whatever the form of individual accountability, the contribution of each individual is made known to the group
“Release of Responsibility Mode”
Focus Lesson
Guided Instruction
“I Do It”
“We Do It”
“You Do It Together”
“You Do It Alone”
Student Responsibility
Teacher Responsibility
Collaborative Learning
Independent Tasks
SESSION 2:INCORPORATING COOPERATIVE
STRUCTURES
Cooperative Framework
Focus LessonGuided Instruction
Collaborative LearningIndependent Tasks
Assessment
Role of Teacher in Group Work
Establish PurposeModel
QuestionProvide Resources
“Release of Responsibility Mode”
Focus Lesson
Guided Instruction
“I Do It”
“We Do It”
“You Do It Together”
“You Do It Alone”
Student Responsibility
Teacher Responsibility
Collaborative Learning
Independent Tasks
5 PHASES
1) Clarify goals
2) Organize cooperative groups and roles
3) Facilitate cooperative group activities
4) Coach and Assess
5) Recognize group & individual efforts
The 3 instructional goals of cooperative learning are:
1. Academic achievement, 2. Development of social skills3. Tolerance and acceptance of diversity,
and
Phase 1: Clarify Goals
Organize materials, learning experiences and small group activities by paying attention to 4 key features:
1. Form heterogeneous groups2. How students will work together in small
groups (Student Teams, Jigsaw, Group Investigation, Think-Pair-Share)
3. How behavior and results will be recognized or rewarded
4. Realistic time estimate
Phase 2: Organize Cooperative Groups & Roles
Four- and Six-Cluster Seating Arrangements
Jigsaw Cooperative Groups
Group recorder Materials
collector Reporter Final copy
scribe Illustrator
Timekeeper Cheerleader/
Facilitator Monitor Messenger
Cooperative Learning Roles May Include …
Help with TransitionsTeach Cooperation
Task Interdependence Social Skills
Sharing Skills Participation Skills
Communication Skills Group Skills
Team Building Teaching Social and Group Skills
Phase 3: Facilitate learning, social skills & cooperative
learning
Test Academic Learning Assess Cooperation Grade Cooperative Learning Recognize Cooperative Effort
Phase 4: Coach & Assess Throughout and/or with
Presentations
Scoring Procedures for Jigsaw
Quiz Score Sheet for Jigsaw
Rubric for Cooperation and Collaboration
Find ways to highlight group presentations by displaying results prominently in room.
Maybe invite guests to hear final reports.
Consider summarizing results through newsletters or other forums.
Each individual makes some kind of unique contribution – highlight those.
Phase 5: Recognize Group & Individual Efforts
Teacher Tools to Construct Learning
Key 6: Cooperative Learning Strategies
Cooperative Structures: Effective Instructional Model
1
• Focus• Strategy:
2
• Construction• Strategy:
3
• Assessment• Strategy:
Cooperative StructuresFocus-Assessment
Agreement Circles
Students stand in a large circle, then step to the center in proportion to their agreement with a statement by a student or teacher.
Cooperative StructuresAssessment
Blind Sequencing
Students sequence all pieces without peeking at the pieces of group members.
Cooperative StructuresConstruction
Circle-the –Sage
Students who know, stand to become sages; group members each gather around a different sage to learn.
Students return to groups to compare notes.
Cooperative StructuresFocus-Assessment
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.
Cooperative StructuresConstruction-Assessment
Fan-N-Pick
Played with higher-level thinking Q cards. #1 fans, #2 picks, #3 answers, #4 praises. Students then rotate roles.
Cooperative StructuresFocus
Find My Rule
The teacher places items in a frame (two boxes, Venn, on a line); students induce the role. Two Box Induction What’s My Line Crack My Venn
Cooperative StructuresConstruction
Find Someone Who
Students circulate, finding others who can contribute to their worksheet. People Hunt: Students circulate,
finding others who match their own characteristics.
Fact Bingo: Find someone who played on bingo worksheet.
Cooperative StructuresConstruction
Find the Fib
Group members try to determine which of three statements is a fib. Fact or Fiction: group members try to
determine if a statement is true or false.
Cooperative StructuresConstruction
Flashcard Game
Flashcards in pairs, with rounds progressing from many to no clues
Cooperative StructuresFocus
Formations
Students stand together as a class to form shapes.
Cooperative StructuresFocus
Four “S” Brainstorming
Sultan of Silly, Synergy Guru, Sergeant Support, and the Speed Captain play their roles as they
quickly generate many ideas which are recorded by Synergy Guru.
Think Pad Brainstorming: No roles. Students generate items on think pad slips, announcing them to teammates and placing them in the center of the
table.
Cooperative StructuresConstruction-Assessment
Idea Spinner
Spin Captain “Shares an Idea” or “Quizzes a Pal” to Summarize, Evaluate, Explain, or Predict.
Cooperative StructuresConstruction-Assessment
Inside/Outside Circle
Students in concentric circles rotate to face a partner to answer the teacher’s questions or those of the partner.
Cooperative StructuresConstruction
Jigsaw Problem Solving
Each cooperative group member has part of the answer or a clue card; group members must put their info together to solve the group problem.
Cooperative StructuresFocus-Construction
Line Ups
Students line up by characteristics, estimates, values, or assigned items. Value Lines: Students line up as the
agree or disagree with a value statement.
Folded & Split Line Ups: Students fold the Line Up or Split and Slide it to interact with someone with a different point of view, characteristic, or estimate.
Cooperative StructuresAssessment
Lyrical Lessons
Students write and/or sing songs based on curriculum, often to familiar tunes
Cooperative StructuresConstruction-Assessment
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.
Cooperative StructuresConstruction
Mix-Freeze-Group
Students rush to form groups of a specific size, hoping not to land in “lost and found.”
Cooperative StructuresFocus-Assessment
Mix-Pair-Discuss
Students pair with classmates to discuss question posed by the teacher.
Cooperative StructuresConstruction
Mix-N-Match
Students mix, then find partners with the matching card. Snowball: Students toss crumpled
papers over imaginary volleyball net, stop, pick up a snowball, then find the person with the matching “snowball.”
Cooperative StructuresConstruction
Numbered Heads Together
Students huddle to make sure all can respond, a number is called, the student with that number responds. Paired Heads Together: Students in
pairs huddle to make sure they both can respond, an “A” or “B” is called, the student with that letter responds.
Cooperative StructuresConstruction
One Stray
The teacher calls a number; students with that number “stray” to join another group, often to share. Two Stray: Two students stray to
another group, often to share and to listen.
Three stray: Three students stray to another group, often to listen to the one who stayed to explain a group project.
Cooperative StructuresConstruction
Pairs 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.
Cooperative StructuresConstruction
Pairs Compare
Pairs generate ideas or answers, compare their answers with another pair, and then see if working together they can come up with additional responses neither pair alone had.
Cooperative StructuresAssessment
Paraphrase Passport
Students can share their own ideas only after they accurately paraphrase the person who spoke before them.
Cooperative StructuresConstruction
Partners
Pairs work to prepare a presentation, then present to the other pair in their cooperative group.
Cooperative StructuresConstruction
Poems for Two Voices
Partners alternate reading “A” and “B” lines of a poem, and read “AB” lines together in unison. Songs for Two Voices: Partners
alternate singing “A” and “B” lines of a song, and sing “AB” lines together in unison.
Cooperative StructuresFocus
Q-Spinner
Students generate questions from one of 36 prompts produced by spinners.
Cooperative StructuresFocus-Construction
Rally Robin
Students in pairs take turns talking. Rally Toss: Partners toss a ball (paper
wad) while doing Rally Robin.
Cooperative StructuresFocus-Construction
Rally Table
Students in pairs take turns writing, drawing, pasting. (2 papers, 2 pencils per group) Pass-N-Praise: Students in pairs take
turns writing and hand their paper to the next person only after receiving praise.
Cooperative StructuresConstruction
Reading Boards
Students manipulate game pieces relating to the song as they sing along.
Cooperative StructuresConstruction-Assessment
Rotating Review
Cooperative Groups discuss topic; chart their thoughts; rotate to the next chart to discuss and chart their thoughts. Rotating Feedback: Groups discuss,
then chart their feedback to another group’s product; then rotate to do the same with the next group.
Cooperative StructuresFocus-Construction-Assessment
Round Robin
Student in groups take turn talking Turn Toss: Students toss a ball (paper
wad) while doing Round Robin. Think-Write-Round Robin: Students
think, then write before the Round Robin.
Cooperative StructuresFocus-Construction-Assessment
Round Table
Students in groups take turns writing, drawing, pasting. (1 paper, 1 pencil per team) Rotating Recorder: Students take
turns recording group responses. Simultaneous Round Table: Round
Table with more than one recording sheet passed at once. (4 papers, 4 pencils per team)
Cooperative StructuresConstruction
Sages Share
Students Think Pad Brainstorm ideas, and each initial those ideas they can explain. Then students take turns interviewing the “sages” – those who can explain an idea they don’t understand.
Cooperative StructuresAssessment
Same – Different
Students try to discover what’s the same and different in two pictures, but neither student can look at the picture of the other.
Cooperative StructuresConstruction
Send-A-Problem
Groups members make problems which are sent around the class for other groups to solve. Trade-A-Problem: Group members
make problems which are traded with another groups to solve.
Cooperative StructuresConstruction
Showdown
Group members each write an answer, then there is a “showdown” as they show their answers to each other. Group members verify answers.
Cooperative StructuresFocus-Assessment
Similarity Groups
Students form groups based on a commonality.
Cooperative StructuresConstruction-Assessment
Spend-A-Buck
Each student has four quarters to spend on two, three, or four items. The item with the most quarters is the group choice.
Cooperative StructuresAssessment
Spin-N-Think
Students follow a thinking trail (Read Q, Answer Q, Paraphrase & Praise, & Discuss). At each point on the trail a student is randomly selected to perform after all students have had think time. Spin-N-Review: Students review
questions by following a trail (Read Q, Answer Q, Check Answer, Praise or Help).
Cooperative StructuresConstruction
Stir-the-Class
Groups stand in circle around room, huddle to discuss a question from the teacher, stand shoulder to shoulder when they have their answers, rotate to next group when their number is called to share their answer, and join the new group for next question.
Cooperative StructuresFocus-Assessment
Talking Chips
Students place their chip in the center each time they talk; they cannot speak again until all chips are in the center and collected. Gambit Chips: Like Talking Chips but
chips contain gambits (things to say or do): For examples, Affirmation Chips contain praisers; Paraphrase Chips contain gambits for paraphrasing.
Response Mode Chips: Like Talking Chips but chips contain response modes: For examples, Summarizing, Giving an Idea, Praising an Idea.
Cooperative StructuresConstruction-Assessment
Cooperative Group Chants
Groups come up with words and phrases related to the content, then come up with a rhythmic chant often with snapping, stomping, tapping, and clapping.
Cooperative StructuresFocus-Assessment
Cooperative Group Interview
Students are interviewed, each in turn, by their group members.
Cooperative StructuresConstruction
Cooperative Groups Consult
For each of a series of questions, students place pens in cup, share and discuss their answers, and then pick up pens to write answer in own words.
Cooperative StructuresConstruction
Group-Pair-Solo
Students solve problems first as a group, then as a pair, finally alone.
Cooperative StructuresConstruction
Group Stand-N-Share
All groups stand. Cooperative groups share ideas and record ideas from other groups. Groups sit when all ideas are shared and continue to record until all groups sit.
Cooperative StructuresAssessment
Cooperative Group Statements
Students think, discuss in pairs, write an individual statement, Round Robin individual statements, and then work together to make a group statement they can all endorse more strongly than their individual statements.
Cooperative StructuresConstruction-Assessment
Cooperative Group 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. Group 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.
Cooperative StructuresConstruction
Telephone
One student leaves the room. The teacher teaches the remaining students. The absent student returns and is taught by group members, and later takes a quiz.
Cooperative StructuresFocus-Assessment
Think-Pair-Share
Students think about their response to a question, discuss answers in pairs, and then share their own or partner’s answer with the class. Think-Pair-Square: Same except
students share their answers with group members rather than with the class.
Cooperative StructuresFocus-Assessment
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 group members.
Cooperative StructuresAssessment
Timed Pair Share
Students share with a partner for a predetermined amount of time and then the partner shares with them for the same amount of time.
Cooperative StructuresFocus-Construction-Assessment
Who Am I?
Students attempt to determine their secret identity (taped on their back) by circulating and asking “yes/no” questions of classmates. They are allowed three questions per classmate (or unlimited questions until they receive a no response). They then find a new classmate to question. When the student guesses his/her identify, he/she becomes a consultant to give clues to those who have not yet found their identity.