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.