Cooperative Learning Workbook

8/2/2019 Cooperative Learning Workbook

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COOPERATIVE LEARNING

Module 3.2 Curriculum a nd Instruc tion

Co op erative Lea rning Strate gies (CL)

Student Workbook

BUILDING

CONNECTIONS


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MODULE

ALIGNMENT

Competency 001

The teacher designs instruction appropriate for all students that reflects an

understanding of relevant content and is based on continuous and

appropriate assessment

The beg inning tea cher will:

Know and understand the imp lications of students de velopmenta lcharac teristics for p lanning approp ria te instruc tion Including:

o the rationale for ap propria te g rad e-level educ a tion a nd howsc hools a re struc tured to address the c ha rac teristics and

needs of young adolesc ents the young adolesc ent years as a

transitiona l sta ge in whic h stud ents ma y exhib it c ha rac teristics

of bo th older and younger child ren a nd the impo rtanc e ofthose yea rs for deve lop ing c ruc ia l skills and a ttitude s ( e.g.,

working a nd g ett ing a long w ith others, respec ting d iversity,

ma king a c ommitment to c ontinued sc hooling)

different ap proa ches to lea rning tha t students ma y exhibit andwha t mo tivates students to b ec ome a c tive, enga ged lea rners;

Competency 002

The teacher creates a classroom environment of respect and rapport thatfosters a positive climate for learning, equity, and excellence.

The beg inning tea cher will:

use strateg ies to ensure tha t interac tions among stud ents a re p olite,respec tful, and cooperative Inc luding: encourag ing c oope ra tion

and sharing , tea c hing c hild ren to use langua ge a pprop ria tely to

express the ir fee lings, using know led ge o f the unique c ha rac teristics

and need s of stud ents to esta b lish a positive, prod uc tive c lassroo m

environment. (e.g., p roviding op portunities to c ollaborate w ith

pee rs, p rom ot ing

student awa reness of ho w their ac tions and a ttitudes a ffec t o thers)

how to o rga nize student g roups to fac ilitate coope ra tion a ndprod uc tivity in various set tings (e.g ., p rob lem-solving tea ms, group

projec ts, resea rch g roups, skits, stud ent -crea ted multimed ia

presentations)


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UNDERSTANDING

COOPERATIVE LEARNING

There is a d ifference b etw een simp ly having students wo rk in a group andstructuring groups of students to work cooperatively. A group of students

sitting a t the same tab le d oing their own work, but free to ta lk with eac h

other as they work, is not a cooperative group. For a group to be

considered a cooperative group, several elements must exist within the

group . Each member of the group m ust have a sense of ind ividua l

ac c ountability. Eac h memb er must pe rceive they a re an imp ortant

contributo r to the group, and , without their interac tion a nd pa rtic ipa tion,

the group would be unlikely to succeed . That means tha t all students

need to know the material for the whole group to be successful.

Putting students into groups does not necessarily gain a cooperative

relationship ; it has to b e struc tured and m ana ge d b y the tea cher. It takes

work. It s the instruc tiona l use of small g roups so tha t stud ents work

tog ethe r to maximize their ow n and ea c h other's lea rning. It s an ac tivity

involving a sma ll g roup of lea rners who w ork tog ethe r as a tea m to solve a

problem, complete a task, or ac comp lish a comm on goa l. It s

develop ing a ta sk for group d iscussion and resolution. It req uires fac e-to-

fac e interac tion, an a tmosphere o f coope ration a nd mutua l helpfulness,

and individual ac c ountability.

Desc ribing w hat c ooperative lea rning is c an be very d iffic ult. Som etimes,

it is ea sier to c onsider wha t coo perative lea rning is not! It is not ha ving

students sit side-by-side at the same table and talk with each other as

they do the ir ind ividua l assignments. It is not ha ving stud ents do a task

individua lly with instruct ions tha t those who finish first a re to help the slower

stud ents. It is not assigning a rep ort to a group w here one stud ent does a ll

of the work and the others put their names on the report. And, it is not

a lwa ys using the same group ing stra teg ies bec ause, it w orked last

week.

It is a tea ching strategy that requires ca refu l p lanning. It req uires thought

in d eve lop ing the cooperative learning g roup s. And, it requires substantial

effort and consideration for developing an assessment tool that promotes

group interac tion as well as individua l accounta b ility.

COOPERATIVE LEARNINGBUILDING BACKGROUND KNOWLEDGE


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Johnson and Johnson, two pioneers in the development and promotion

of c oope ra tive learning ha ve d eveloped as set o f elements they believe

should be incorporated into every lesson. These elements inc lude:

1. Clea rly perce ived positive interdepend enc e

2. Conside rable promotive (face-to-fac e) interac tion

3. Clearly pe rceived individua l a cc ountability and persona l

responsib ility to achieve the group s goa ls

4. Freq uent use o f the releva nt interpe rsona l and sma ll-g roup skills

5. Freq uent a nd regular group p roc essing o f current func tioning to

imp rove the g roup s future e ffec tiveness

All hea lthy c oo perat ive relationships have these five basic elements. This is

true o f peer tutoring, partner lea rning, peer mediation, adult work group s,

families, and other c oo perat ive relationships. These five essent ial elements

are the founda tion that should define a ny coope ra tive rela tionship.

Cooperation is working together to accomplish shared goals. Within

cooperative activities individuals seek outcomes that are beneficial to

themselves and beneficial to all other group members. Cooperative

learning is the instructional use of small groups so that students work

tog ethe r to ma ximize the ir ow n and ea ch othe r's lea rning. The ide a is

simp le, but, to b e e ffec tive, there a re many things tha t must be ta ken into

account.

Class members are organized into small groups after receiving instruction

from the tea c her. They then wo rk throug h the assignment until all g roup

members successfully understand and complete it. Cooperative effortsresult in participants striving for mutual benefit so that all group members

ga in from ea ch o ther's efforts, rec og nizing tha t a ll group memb ers share a

common fate - we all sink or swim together here yet each is held

individually accountable is one of the most powerful learning tools

ava ilable to teac hers.

In cooperative learning situations there is a positive interdependence

am ong students' goal a ttainments; students pe rc eive that they c an rea c h

their learning goals if and only if the other students in the learning group

also reach their goals. No one group member will possess all of theinformation, skills, or resources nec essary fo r the highest p ossible qua lity

presentation.

Cooperative learning is a teaching tool and should be used as a tool, not

as the b asis for how you teac h. It is one too l in your rep ertoire o f tea c hing

strategies, like brainstorming, or chaining, or mind-maps, that you can

selec t from . It s imp ortant that you have a la rge rep ertoire of tea ching


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tools. But, it is just as important to know which too l or instruct iona l strategy

to use for each situa tion.

There a re three basic wa ys students c an interac t w ith each other as they

lea rn. They c an com pete to see who is "best," they c an wo rk

individualistically toward a goal without paying attention to otherstudents, or they can work cooperatively with a vested interest in each

other's learning as well as the ir ow n.

An interpersonal, competitive situation is characterized by negative goal

interdependence where, when one person wins, the others lose; for

example, spelling bees or races against other students to get the correct

answe rs to a m ath p rob lem o n the blac kbo ard.

In individualistic learning situations, students are independent of one

another and are working toward a set criteria where their successdepends on their own performance in relation to an established criteria.

The suc c ess or fa ilure of other stud ents does not a ffec t their score. For

example, in spelling, with all students working on their own, any student

who correc tly spells 90% or more words passes.

In a cooperative lea rning situa tion, interac tion is charac terized by positive

goal interdependence with individual accountability. Positive goal

interdep endenc e requires ac cep tanc e b y a group tha t they "sink or swim

together." A cooperative spelling class is one where students are working

together in small groups to help each other learn the words in order to

take the spelling test individua lly on a nothe r da y. Each student s score onthe test is inc reased by bonus points if the group is suc cessful. In a

cooperative learning situation, a student needs to be concerned with

how he or she spells and how well the other students in his or her group

spell. This cooperative umbrella c an a lso be extend ed ove r the e ntire

class if bonus points are awarded to each student when the class can

spell mo re w ords than a reasona b le, but d emanding, c riteria set b y the

Of the three interaction patterns, competition is presently the most

dom inant. Resea rc h indica tes tha t a vast m ajority o f students in the United

Sta tes view sc hoo l as a com petitive ente rp rise whe re one tries to dobetter than o ther students. This com petitive expec ta tion is a lrea dy

widespread when students enter school and grows stronger as they

prog ress through school. While many times teacher p lac e stud ents into

groups and call it cooperative learning, the focus continues to be

competitive rather than cooperative.


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Cooperation among students-who celebrate each others successes,

encourage each other to do homework, and learn to work together

regardless of ethnic backgrounds or whether they are male or female,

bright or strugg ling , disab led or not, is still ra re.

Even though these three interaction patterns, competitive learning,ind ividua listic lea rning, and co op erative lea rning, are not equa lly

effective in helping students learn concepts and skills, it is important that

stud ents learn to interac t effec tively in ea c h of these ways. Stud ents will

face situations in which all three interaction patterns are operating and

they w ill need to b e a b le to be e ffec tive in ea ch. They a lso should b e

ab le to select the a pp rop ria te interac tion p atte rn suited to the situation.

There is a long history of resea rc h on c ooperative, com petitive, and

individua listic efforts. Since the first resea rch stud y in 1898, nea rly 600

studies have b een c onduc ted . The multip le outc omes studied c an beclassified into three major categories: achievement/productivity, positive

rela tionships, and p sycholog ic a l hea lth. The resea rch c learly indica tes

that cooperation, compared with competitive and individualistic efforts,

typically results in (a) higher achievement and greater productivity, (b)

more caring, supportive, and committed relationships, and (c) greater

psycholog ica l health, soc ia l comp etence, and self-esteem. The positive

effects that cooperation has on so many important outcomes makes

coope ra tive learning o ne o f the m ost va luab le tools ed uca tors have .

As educators, we often fool ourselves when we thank that directives to

"work together," "cooperate," and "be a team," will be enough to createcooperative efforts among group members. Placing students in groups

and telling them to work together does not result in cooperation. Not all

groups a re c oo perative. Sitting in groups, for exam ple, ca n result in

com petition a t c lose quarters or ind ividua listic effort w ith ta lking.

However, when a true cooperative group is formed, and cooperative

learning is taking place, the positive outcomes for the student and you,

the teacher, ca n be substantial.

Cooperative learning is a successful teaching strategy in which smallteams, typically with students of different levels of ability, use a variety of

lea rning a c tivities to improve the ir understand ing o f a sub jec t. Each

member of a team is responsible not only for learning what is taught but

a lso for helping teammates learn. This c rea tes an a tmosphere of

achievement. Students wo rk throug h the assignment until a ll g roup

memb ers successfully understand and com plete it.


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Cooperative efforts result in participants striving for mutual benefit so that

a ll group me mb ers:

gain from ea ch o ther's efforts; rec og nize tha t a ll group members share a c ommon fate; know that each members performance is the result of their

individual effort a nd the e ffort of the group; strives to reach success, and, celebrates when a member reaches

suc cess; and

are held accountable for individual success in addition to groupsuc c ess.

Significant num bers of resea rch p rojec ts have demonstra ted a positive

relationship between cooperative learning and student outcomes.

Coop erative lea rning, when imp lemented effec tively:

promotes student learning a nd a c ad emic ac hievement ;

increases student retention of information; enhances student satisfaction with their learning experience and

with the teacher;

helps stud ents develop skills in ora l communica tion; develops students' social and conflict resolution skills; promotes student self-esteem; and helps to promote positive relationships with diverse ethnic,

ac ad emic , and soc ia l groups.


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WORKING CLASSROOM

We have estab lished a w orking c lassroo m w ith twe lve stud ents. These stud entsa ll have va ried b ackground s, skill sets, com petenc ies, and lea rning need s. They

rep resent the types of stud ents you w ill have in your classroo m.

The students we selec ted for this mo dule a re m idd le schoo l aged . Stra teg ies

you w ould c onsider for eleme nta ry or sec ond ary will typ ica lly wo rk we ll with

middle school students.

READING THE PROFILE

Each p rofile has been b roken into four ma jor area s:

A Demog raphics desc ribes the ir gender, ag e, e thnic ity, and SES sta tus;

B/ C Ac ademic Information desc ribes how the student d id on standard ized

tests. The CAT score is the g rade / month the stud ent tested a t. 8.0 would

be average for an 8th grader.

Beha viora l Information desc ribes the number of o ffice refe rra ls in the

past 24 months.

D Spec ial Information Spec ific informa tion tha t would b e found in thepermanent fo lder, their spec ia l ed uca tion records, or notes from othe r

teachers.

SAMPLE, JANE DEMOGRAPHIC INFORMATIONGender: F Age: 15 Ethnic ity: White

Parent(s): Jill Johnson (Grandmother) SES - Free Lunch: (Yes)

ACADEMIC INFORMATIONTAKS ENGLISH (Passed) TAKS SCIENC E (Failed)

TAKS MATH (Failed) TAKS WRITING (Passed)

GPA: 2.1 CAT: 7.3BEHAVIORAL INFORMATIONOffice Referrals: 12

SPECIAL INFORMATIONJane is a first year stud ent a t Samp le ISD. She has bee n served in the

spe c ial ed uca tion program for the p ast five yea rs, and wa s exited from

spec ial ed uc at ion in 2008. Jane struggles with c omprehe nsion and nee ds

to sit nea r the front o f the room with limited distrac tions. When Jane

be c omes frustrated , she w ill bec ome d isrupt ive.

COOPERATIVE LEARNINGSAMPLE CLASSROOM

A

B

C

D


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BANKS, ALISHA DEMOGRAPHIC INFORMATIONGender: F Age: 15 Ethnic ity: White

Parent(s): Jill Johnson (Grandmother) SES - Free Lunch: (Yes)



GPA: 2.1 CAT: 7.3

BEHAVIORAL INFORMATIONOffice Referrals: 12

SPECIAL INFORMATIONAlic ia is an 8th grad e student w ho is ea sily distrac ted . She c an sta y foc used

for short periods of time, but when a lengthy assignment is given she will

fad e o ut and not c omp lete it. She is not a be havior problem. When Alic ia is

assigned 20 math p roblem s she w ill usua lly stop a t te n. How ever, she show s

ma stery of the ma terial with tho se 10 prob lems. When g rad ed for 20

prob lems she w ill fail be c ause she w ill only have only complete d 50%. Her

grade will not reflec t that Alic ia has met the stand ard.

CASPER, JACOB DEMOGRAPHIC INFORMATIONGender: M Age: 14 Ethnicity: OtherParent(s): Elroy and Salima Casper) SES - Free Lunc h: (No)

ACADEMIC INFORMATIONTAKS ENG LISH (Passed) TAKS SCIENCE (Passed)

TAKS MATH (Passed) TAKS WRITING (Passed)

GPA: 3.2 CAT: 8.2


SPECIAL INFORMATIONJac ob is a d ilige nt, hard wo rker who se g rades ma tter very muc h to him. He

sta ys foc used and on-ta sk, but many times he c anno t finish the wo rk in the

time allotted . He unde rstand s the ma terial well, but whe n grade d on workc omp leted in a spe c ific time pe riod it will app ea r he ha s not ma stered the

stand ard. Jacob tend s to get in trouble when he gets frustrate d. Jacob

has be en ide ntified with ADHD.

ESPAN, HECTOR DEMOGRAPHIC INFORMATIONGender: M Age: 14 Ethnicity: Hispanic

Parent(s): Maria Espan SES - Free Lunc h: (Yes)

ACADEMIC INFORMATIONTAKS ENG LISH (Failed) TAKS SCIENCE (Passed)

TAKS MATH (Passed) TAKS WRITING (Failed)


SPECIAL INFORMATIONIt s hard for Hec tor to c onc entrate when the te ac her is giving d irec t

instruction in front of the room. He nee ds to b e doing something ac tive to

sta y foc used . Hec to r wa s served in a Bilingua l c lassroom throug h fourth

grad e, and an ESL c lassroom for the p ast three years. This is his first ye ar in a

trad itional c lassroo m.


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FLEM, MATTHEW DEMOGRAPHIC INFORMATIONGender: M Age: 14 Ethnic ity: White

Parent(s): Jill and Jim Flem (mom / dad) SES - Free Lunc h: (No)

ACADEMIC INFORMATION

TAKS ENGLISH (Passed) TAKS SCIENC E (Passed)TAKS MATH (Failed) TAKS WRITING (Passed)

GPA: 2.9 CAT: 8.9


SPECIAL INFORMATIONMa tthew is a student w ith a visual impa irme nt who has d iffic ulty read ing

trad itional text. Ma tthew has mo ved three time s in the p ast two ye ars.

Although not identified as homeless, many suspect he is.

FLICK, DONNA DEMOGRAPHIC INFORMATION

Gender: F Age: 14 Ethnicity: African AmericanParent(s): Donna and Dan Flick (mom / dad) SES - Free Lunc h: (No)

ACADEMIC INFORMATIONTAKSM ENGLISH (Passed) TAKSM SCIENCE (Passed)

TAKSM MATH (Passed) TAKSM WRITING (Passed)

GPA: 3.5 CAT: 4.4


SPECIAL INFORMATIONDonna , is a student w ho is seve rely develop me nta lly delayed and is fully

included in mo st c lassrooms. Donna has d ifficulty processing information

and usually ta kes muc h longer tha n her peers.

HATCH, TERRI DEMOGRAPHIC INFORMATIONGender: F Age: 15 Ethnicity: White

Parent(s): Sally and Mark Klinger (mom /dad) SES - Free Lunc h: (No)

ACADEMIC INFORMATIONTAKS ENG LISH (Passed) TAKS SCIENCE (Failed)


GPA: 2.1 CAT: 7.3


SPECIAL INFORMATIONTerri, a student with lea rning d isab ilities. Terri ha s d ifficulty p roc essing

informa tion into long -term memory. Terri wo rks hard to overco me her

d isab ility, often skipp ing sports p rac tice to sta y for tuto ria ls.


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HERNANDEZ, IDA DEMOGRAPHIC INFORMATIONGender: F Age: 14 Ethnic ity: Hispanic

Parent(s): Selina Gonzaga (Grandma) SES - Free Lunc h: (No)

ACADEMIC INFORMATIONTAKS ENGLISH (Passed) TAKS SCIENC E (Passed)



SPECIAL INFORMATIONIda mo ved to the d istric t three ye ars ag o from Ca lifornia w ith her

grand mo ther. Grand mo ther is the lega l gua rd ian. Ida is a quick learner

and loves to rea d b ooks. Ida is in the ba nd b ut doe s not ap pe ar to be

friends with the other ba nd m embers. Ida is shy and does not sit w ith

anyone during lunch.

JONES, ZACH DEMOGRAPHIC INFORMATIONGender: M Age: 13 Ethnicity: African American

Parent(s): Jill and Bill Jones (mom / dad) SES - Free Lunch: (No)



GPA: 3.2 CAT: 8.1


SPECIAL INFORMATIONZac h has is a po pula r student w ith ma ny friends. He is often the c ente r of

at tention. Zac h has be en known to p ick on other students, but is neve r

d isrespe c tful. Zac h is a good student who c ould do signific ant ly be tter if

he ap p lied himself mo re. Ac ade mics a re natural for Zac h.

LOPEZ, SARAH DEMOGRAPHIC INFORMATIONGender: F Age: 14 Ethnicity: Hispanic

Parent(s): Janet Lopez (mom) SES - Free Lunch: (Yes)

ACADEMIC INFORMATIONTAKS ENG LISH (Failed) TAKS SCIENC E (Passed)


GPA: 2.1 CAT: 7.7


SPECIAL INFORMATIONSarah has grea t d ifficulty with writte n assignments. When asked t o

de mo nstrate by w ritten work, her rea ding c omp rehension o f the c ontent

ma terial, Sarah w ill not d o it. How eve r she is very verba l and whe n a sked to

tell ab out w hat she ha s rea d, she respond s articulate ly and shows

c om prehension of t he m aterial. Sarah is a lso very artistic and c rea tive.

Sarah ha s ma ny friend s. She is kind to other stud ents.


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MATA (SILL), BETH DEMOGRAPHIC INFORMATIONGender: F Age: 14 Ethnic ity: White

Parent(s): Mary and Guadalupe Mata SES - Free Lunc h: (No)



GPA: 2.3 CAT: 6.8


SPECIAL INFORMATIONBeth is a stud ent with Deve lopme nta l Disab ilities. She is fully inc luded in

ge neral educ at ion c lasses, but is unab le to grasp a ll the c onc ep ts req uired

in her math c lass. Beth ha s a large m ultic ultural fam ily inc lud ing tw o step

brothers and a step sister.

MATA, MARIA DEMOGRAPHIC INFORMATIONGender: F Age: 14 Ethnicity: Hispanic

Parent(s): Mary and Guadalupe Mata SES - Free Lunc h: (No)



GPA: 3.9 CAT: 9.2


SPECIAL INFORMATIONMa ria is an a c tive memb er of the Jr. Nat ional Honor Soc iety and has been

identified as GT (Gifted a nd Talented). She ha s bee n an honor roll stud ent

eve ry semester. Ma ria p articipa tes in afte r-sc hoo l spo rts (track and field,

c heerlead ing, drill tea m). Ma ria is very pop ula r and seem s we ll adjusted .

Ma ria ha s a large multicultura l extend ed fam ily inc lud ing tw o b rothe rs, and

a ste p siste r.

ORTIZ, KAREN DEMOGRAPHIC INFORMATIONGender: F Age: 14 Ethnicity: Other

Parent(s): Stephanie and D. Nguyen SES - Free Lunch: (No)



GPA: 1.9 CAT: 7.7


SPECIAL INFORMATIONKaren has ADHD and has serious prob lems sta ying foc used and on-task.

She w ill be gin a ta sk, but ve ry quickly will lose he r focus and be c ome

d isrup tive. When her beha vior is po inted o ut to he r, she c an red irec t her

at tention and c ontinue with the task Karen often dresses in Go th .

Stud ents often c a ll her Emo . Karen see s a p syc holog ist for eat ing

d isorders and dep ression. In 7th grad e, Karen brought a w ea po n to sc hool

and wa s telling stud ents she w as go ing to end her life.


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SE C TI O N

N O TE SUse the spa ce b elow to take no tes as you comp lete eac h sec tion o f this

module.

SECTION 1 (LEARNING STRATEGIES):

Key Points: Nine essentia l strateg ies. What the y a re, how to use, and

whe n to use.

SECTION 2 (COOPERATIVE LEARNING OVERVIEW):Key Points: Competitive Learning, Individual Learning, Cooperative

Learning

COOPERATIVE LEARNINGSTUDENT WORKBOOK


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SECTION 3 (ELEMENTS OF COOPERATIVE LEARNING):

Key Points: Essent ial elem ents tha t must be mastered for coop erative

lea rning to be effec tive

SECTION 4 (IMPACT OF COOPERATIVE LEARNING):

Key Points: Coop erative lea rning stra teg ies tha t ca n be emp loyed w ith

different learning communities


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SECTION 5 (IMPLEMENTATION):

Key Points: Six princ ipa ls of imp leme nta tion. Spec ifica lly, matc hing

curriculum to stra teg y and eng aging a ll students.

SECTION 6 (STRATEGIES):

Key Points: Being ab le to selec t the right strategy for the right situa tion.

SECTION 7 (TAKE WITH YOU):

Key Points: Classroom, Teacher Exams, Interview .


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A C TI V I TY 1

B U I L D I N G U N D E R STA N D I N GUse the space b elow to a nswer eac h of the follow ing q uestions.

STATEMENT YOUR RESPONSE

PART 1

Question 1

When would you use

a g raphic organizer?

Question 2

Why is set ting and

explaining your

objective important?

Question 3

Name three ways you

c an ha ve students

take notes

PART 2

Question 4

Use the Inte rnet, a

d ic tionary, or other

resource to d efine the

following:1)c oop erative lea rning2) competitive learning

3) ind ividua l lea rning

Question 5Desc ribe three

learning situa tions

that you think

c oop erative learning

would b e an effec tive

strategy.


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A C TI V I TY 2

S K I L L S E T S

For this ac tivity use the sample c lass inc luded in the packet. In the space

below, develop a list of skill sets you would need to teach your class

be fore imp lementing coope ra tive lea rning. Desc ribe how you would

teach the skill.

COOPERATIVE LEARNING SKILLSSkill Strategy for teaching the skill


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A C TI V I TY 3

K N O W I N G Y O U R STU D E N TS

In the spa ce b elow, deve lop c oop erative lea rning g roups by p lac ing the

names of stud ents (from the samp le classroo m) in the b ox. The ob jec tive

you are trying to meet listed a bo ve the box. You dec ide how many

students should be in each group and how many groups should bec rea ted . There is space for four group s, but a ll four do not need to be

utilized.

FOCUS: Cultural Diversity

COOPERATIVE LEARNING GROUPS

Member

N

ames

Group 1 Group 2 Group 3 Group 4

FOCUS: Peer Tutoring


Member

Names


FOCUS: Info rmal Group for Testing Theories


Member

Names



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A C TI V I TY 4

L E V E L SUse the spac e to rec ord which c oop era tive lea rning strate gy you would

use for the following situations, why you would use the strategy, whowould be a key member of the group, and how you would assess the

learning.

BEGINING COOPERATIVE LEARNING

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

DIFFICULT CONCEPT OR SKILL (ONE TIME)

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

BUILD EXCITEMENT IN A NEW TOPIC

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


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A C TI V I TY 5

STR A TE G I E S Y O U C A N U SE

Use this form to develop a set of strategies you can use to in your

classroom (base this on your certification) to help all students reach

success while in a c ooperative lea rning group .

INSTRUCTIONAL STRATEGIES

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ASSESSMENT STRATEGIES

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COMMUNICATE IN AN INTERVIEW

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REFERENCES

The fo llow ing sources were used in the d evelop ment o f this mod ule. For moredeta iled information about c ooperative lea rning, c onsider investiga ting these

sources.

Cobb, George (1992), "Tea ching Sta tistics," in Heeding the Ca ll for Cha nge:

Suggestions for Curricular Ac tion, ed . L. Steen, MAA Notes, No. 22.

Dietz, E. J. (1993), "A C ooperative Lea rning Ac tivity on Metho ds of Selec ting a

Samp le," The Am erican Sta tistic ian, 47, 104-108.

Johnson, D., Johnson, R., and Smith, K. (1991), Coop erative Lea rning: Increa sing

Colleg e Faculty Instruc tiona l Produc tivity, ASHE-ERIC Higher Educ a tionReport No. 4, Washington, DC: The Ge orge Wa shington University.

McKeachie, W., Pintrich, P., Yi-Guang, L., and Smith, D. (1986), Tea ching a nd

Lea rning in the Co lleg e Classroo m: A Review of the Resea rch Literature,

Ann Arbor: Reg ents of the University of Michigan.

David and Roger Johnson. "Co op erat ive Lea rning." [Online] 15 Oc tober 2001.

.

David and Roger Johnson. "An Overview of Cooperative Learning." [Online] 15

October 2001. .

Howard Community College's Teaching Resources. "Idea s on Cooperative

Lea rning a nd the use of Small Group s." [Online] 15 Oc tober 2001.

.

Kagan, S. Kagan Structures for Emot iona l Inte lligenc e. Kagan Online Magazine.

2001, 4(4). http://www.kaganonline.com/Newsletter/index.html

COOPERATIVE LEARNINGREFERENCES

Cooperative Learning Workbook

Documents

Transcript of Cooperative Learning Workbook