WEEK 6 and 8 Cooperative Learning and Concept Mapping Spring 2012[1]

7/28/2019 WEEK 6 and 8 Cooperative Learning and Concept Mapping Spring 2012[1]

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Cooperative

learning&Conceptmapping

Dr Funda Ornek

BTC, Spring 2012


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Course: TC2SCT 221

Enrollment key: tc2sct221.funda


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Cooperative learning as a teaching strategy whichinvolves students participating in small group

activities that promote specific learning outcomes andin the process, fosters synergistic interaction amonggroup members .


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Cooperative Learning enhances student learning by:

providing a shared cognitive set of informationbetween students,

motivating students to learn the material, ensuring that students construct their own knowledge,

providing formative feedback, developing social and group skills necessary for

success outside the classroom, and promoting positive interaction between members of

different cultural and socio-economic groups


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Cooperative learning groups in classrooms goesbeyond achievement, acceptance of differences, and

positive attitudes Being able to perform technical skills such as reading,

speaking, listening, writing, computing, problem-solving, etc., are valuable but of little use if the personcannot apply those skills in cooperative interactionwith other people in career, family, and communitysettings.

it helps teacher to better manage hands-on science inthe classroom


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Basic Elements of Cooperative Learning

Positive Interdependence

Face-to- Face Interaction

Individual Accountability

Interpersonal And Small Group Skills

Group Processing

Taken from: Circles of Learning: Cooperation in the Classroom (Revised Edition) D.W. Johnson,

R.T. Johnson and Edythe Johnson Holubec. Englewood Cliffs, NJ: Prentice-Hall, 1986


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Positive Interdependence

Students must feel they need each other in order to

complete the groups task

Mutual GoalsJoint Rewards

Shared Materials and Information

Assigned Roles


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Face-to-Face Interaction

Discussing

Summarizing

Explaining

Elaborating

Receiving Feedback


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Individual Accountability

Teams succeed when:

Every member has learned the material

Every member has helped complete tasks

Frequently teachers assess individual learning


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Interpersonal and Small Group Skills

Communication

Leadership

Decision-making

Conflict Management

Active Listening

Challenging Ideas Not People

Compromising


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Group Processing

Giving students the time and the procedures to analyze

how well their teams are functioning with:

Learning tasks

Social skills

Self-assessment


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Some examples of cooperative learningstrategies

JIGSAW Divide students into 5- or 6-person jigsaw groups.

The groups should be diverse in terms of gender,ethnicity, race, and ability.

Divide the day's lesson into 5-6 segments.Assign each student to learn one segment, making

sure students have direct access only to their ownsegment.

Give students time to read over their segment atleast twice and become familiar with it. There is noneed for them to memorize it.


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Form temporary "expert groups" by having one studentfrom each jigsaw group join other students assigned to thesame segment. Give students in these expert groups time

to discuss the main points of their segment and to rehearsethe presentations they will make to their jigsaw group.

Bring the students back into their jigsaw groups. Ask each student to present her or his segment to the

group. Encourage others in the group to ask questions forclarification.

Float from group to group, observing the process. If anygroup is having trouble (e.g., a member is dominating ordisruptive), make an appropriate intervention. Eventually,it's best for the group leader to handle this task. Leaderscan be trained by whispering an instruction on how tointervene, until the leader gets the hang of it.

At the end of the session, give a quiz on the material sothat students quickly come to realize that these sessionsare not just fun and games but really count.


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Think-Pair-Share

Involves a three step cooperative structure.

During the first step individuals think silently about aquestion posed by the instructor.

Individuals pair up during the second step andexchange thoughts.

In the third step, the pairs share their responses withother pairs, other teams, or the entire group.


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Objective:

to get students to recall, summarize or brainstorm

Directions:

State the problem, topic or issue

Distribute one sheet of paper to each group

Give a time limit and ask students to begin to write


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Round Table

Each person at your table should write one thing he/she has learned about

cooperative learning.


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Primary science school teachers can motivate

students to learn new words and definitions inscience using the Word Splash vocabularystrategy.

Word Splash is a teaching strategy that makes

vocabulary acquisition easier for elementaryschool students. Before beginning a new unit ofstudy, a teacher will determine the mostimportant vocabulary words for the topic.

These words are then splashed, or displayed, inthe classroom at the start of the unit.


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When the students enter the classroom and see the newwords, their interest is peaked and they are motivated tolearn what they mean and why they are there.

The teacher then invites them to try and read the wordsand guess what they mean.

These predictions help their brains to organize andassimilate the new vocabulary.

As the students read and learn about the content areatopic, they add pictures to the vocabulary words thatrepresent their definitions.

Students can also create their own word splashes on thefront of their folders or notebooks with definitions and

illustrations of the vocabulary terms. The word splash can then be used as a study aid to help

students interact with and recall the words.


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Word_splash.doc
http://localhost/var/www/apps/conversion/tmp/scratch_2/Word_splash.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Word_splash.doc


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Round robin Class is divided into small groups (4 to 6) with

one person appointed as the recorder. A question is posed with many answers and

students are given time to think aboutanswers.

After the "think time," members of the teamshare responses with one another round robinstyle.

The recorder writes down the answers of the

group members. The person next to the recorder starts and

each person in the group in order gives ananswer until time is called.


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3-step interview

Each member of a team chooses anothermember to be a partner.

During the first step individuals interview

their partners by asking clarifyingquestions.

During the second step partners reverse

the roles. For the final step, members share their

partner's response with the team.


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KWL (Know - Want to KnowLearned)

K-W-L is an introductory strategy that provides astructure for recalling what students know abouta topic, noting what students want to know, and

finally listing what has been learned and is yet tobe learned.

What is its purpose?

The K-W-L strategy allows students to takeinventory of what they already know and whatthey want to know. Students can categorizeinformation about the topic that they expect to

use.


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How can I do it?

On the chalkboard, on an overhead, on a handout, or

on students' individual clean sheets, three columnsshould be drawn.

Label Column 1 K, Column 2 W, Column 3 L.

Before reading, students fill in the Know column witheverything they already know about the topic. Thishelps generate their background knowledge.

Then have students predict what they might learn

about the topic, which might follow a quick glance atthe topic headings, pictures, and charts that are foundin the reading. This helps set their purpose for readingand focuses their attention on key ideas.


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Alternatively, you might have students put in themiddle column what they want to learn about the

topic. After reading, students should fill in their new

knowledge gained from reading the content. They canalso clear up misperceptions about the topic which

might have shown up in the Know column before theyactually read anything. This is the stage ofmetacognition: did they get it or not?


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KWL chart sample.doc
http://localhost/var/www/apps/conversion/tmp/scratch_2/KWL%20chart%20sample.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/KWL%20chart%20sample.doc


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Advance organizer and concept mapping


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Properties of materials:

Types of materials

Uses of materials Natural materials

Hardest materials

Some concept map computer tools

http://users.edte.utwente.nl/lanzing/cm_home.htm
http://users.edte.utwente.nl/lanzing/cm_home.htmhttp://users.edte.utwente.nl/lanzing/cm_home.htm


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Concept mapping is a technique for representingknowledge in graphs.

Knowledge graphs are networks of concepts. Networksconsist of nodes (points/vertices) and links(arcs/edges).

Nodes represent concepts and links represent the

relations between concepts.

Concepts and sometimes links are labeled.

Links can be non-, uni- or bi-directional.

Concepts and links may be categorised, they can besimply associative, specified or divided in categoriessuch as causal or temporal relations.


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Concept mapping can be done for for severalpurposes:

to generate ideas (brain storming, etc.); to design a complex structure (long texts, hypermedia,

large web sites, etc.);

to communicate complex ideas;

to aid learning by explicitly integrating new and oldknowledge;

to assess understanding or diagnose misunderstanding.

Example: concept maps in science.pdf

http://cmap.ihmc.us/download/ free concept maptool
http://localhost/var/www/apps/conversion/tmp/scratch_2/concept%20maps%20in%20science.pdfhttp://cmap.ihmc.us/download/http://cmap.ihmc.us/download/http://localhost/var/www/apps/conversion/tmp/scratch_2/concept%20maps%20in%20science.pdf


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SUMMARY

Why use Cooperative Learning?

Research has shown that cooperative learningtechniques:

promote student learning and academic achievement

increase student retention

enhance student satisfaction with their learningexperience

help students develop skills in oral communication

develop students' social skills promote student self-esteem

help to promote positive race relations


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TUTORIAL 1 Students are to work in groups

Tutor assigns each group a topic in the primaryscience syllabus

Each group is to discuss how they would incorporate a

suitable cooperative learning activity during teachingof that lesson

Each group is to present their findings to the others inthe tutorial group

Others are to critique and provide feedback Tutor is to provide summarizing comments


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TUTORIAL 2 Choose a topic in the natural, biological and

earth sciencesWork in groups Each group is to select one topic in different

domains and discuss among themselves howthey would go about drawing a concept mapfor the topic by reference to a textbook

Each group is to present their findings to the

others in the tutorial group

WEEK 6 and 8 Cooperative Learning and Concept Mapping Spring 2012[1]

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