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Cooperative Learning

Transcript: Cooperative Learning Model for the students what a functioning group looks like Create balanced groups Create rules as a group Start with a simple task Allow the students to spend quality time in the same groups The Students are in control of their learning Share responsiblities with other students Students et their own goals They solve their own problems Getting Started New Role For Students Small group learning strategies Structured lessons with clear objectives Fostering turn-taking, Involving all students in the discussion Clarifying the roles, rights, and responsibilities of group members. Monitor the progress of the group Increases student performance Builds healthy peer relationships Builds self-esteem Developes interpersonal skills Conclusion Cooperative learning is great way to perpare your students for the future. It provides them with the social skills needed in today's word force. Cooperative learning also gives the students a sense of control and meaning in the classroom. It can be implimented as many leveles and the possiblies are endless. Teahcer's Role Why Cooperative Learning?

Cooperative Learning

Transcript: The results of this study indicate that although grades and test scores show no difference, cooperative groups increase student motivation and attitudes toward the subject area. Students put forth more effort and want to do well in the classroom. Additionally, they try harder to get good grades and turn in their work on time. Students also have the social skills to work with others in a group setting as a result of cooperative groups. The groups helped students learn to collaborate effectively. This is a skill not only beneficial in the classroom, but also in the workforce. Another benefit of cooperative groups is the relationships students were able to form with others in the classroom. Overall, students are better able to work together. Thank you for your attention! Time frame Sample size Time of year Student attendance Student ability level Students took a district standardized test Students were broken into heterogenous 4 student groups Each group consisted of 1 low, 2 medium, and 1 high scoring student Students were explicitly taught social skills Students practiced social skills and cooperative starters Students were taught how cooperative learning groups work such as earning team points and individual accountability Students worked in these groups to complete classroom activities and bookwork Why this study? How was data collected? Increased critical thinking skills Positive attitude toward school Postive attitude toward grading system's fairness Decreased teacher dependance Increased peer acceptance Increased academic achievement Inccreased self esteen Increased enjoyment of school Increased collaborative skills Pre-test and post-test Student grades Surveys What was found? The Effects of Cooperative Learning on Achievement in Eighth Grade Mathematics Students What are the limitations? Eighth grade Pre-Algebra Students 24 in experimental group using cooperative learning groups 27 in control group Student grades and pre-test and post-test showed no significant findings. The control group scored similarly to the experiemtnal group which worked cooperatively. Student surveys were significant. Surveys showed students who worked cooperatively were more motivated to do well on tests, quizzes, homework, and had a more postive attitude toward mathematics class. Few studies focus on middle level Fewer studies on mathematics Traditional classroom not working as evidenced by teasing, bullying, and poor grades When peers are in competition they try to hinder others When peers work together they try to help others Cooperative learning meets the social needs of students What are the classroom implications? What is cooperative learning? “A method of instruction, which includes over 80 strategies, inwhich students work together in small teams toward a common goal. Eachmember is individually accountable for learning the material. Interdependence ofreward, task, materials, and /or role is part of the method. Teams are usuallyheterogeneous in achievement, gender, and ethnicity where such differenced exist in the classroom population,” (Nattiv, 1994, p.285). What are the benefits of cooperative learning? Who was involved? How were the groups implemented?

Cooperative Learning

Transcript: Will the impelmemtation of cooperative learning enhance active learning and critical learning? working with at risk students learning styles Learning Styles Kinesthetic Auditory Visual Male Female Male Female Male Female 4 3 3 1 3 6 observation motivating students more engaged Enhanced communication skills Better test scores bloom's taxonomy required professional development What is cooperative learning best strategy

Cooperative Learning

Transcript: Not a model by itself... Team Rewards Individual Accountability Equal Opportunity Cooperative Learning Team Rewards

Cooperative Learning

Transcript: Challenges with the Jigsaw Technique Challenges with the Jigsaw Technique Another challenge is that some students may have difficulty understanding the expectations of the tasks given, or that they have difficulty understanding the assignment assigned to the group. Some students process information differently and may need more guidance than others. Jigsaw This Cooperative Learning: Techniques One way to help with this problem is to create and train "expert" groups. Before presenting a report to their jigsaw groups, each student enters an expert group consisting of other students who have prepared a report on the same topic. In the expert group, students have a chance to discuss their report and modify it based on the suggestions of other members of their expert group. system works very well. In the early stages of implementation, you may want to monitor the expert groups carefully, just to make sure that each student ends with an accurate report to bring to her or his jigsaw group. Most teachers find that once the expert groups get the hang of it, close monitoring becomes unnecessary. One challenge with this technique is that a dominant student may emerge within the group. If this student emerges, it may create conflict with other members of the group. The other students may feel unable to contribute fully in the activity, or their ideas may be disregarded by the dominant. Jigsaw is a cooperative learning technique that places students in groups where each student has their own piece of information that combines with the other student's information that would create a broad topic. The collaborative information is used to create a presentation. Groups should be formed to promote positive social, developmental, and educational results. There is a way to possibly eliminate this problem. It may be beneficial to appoint a team leader for each activity. The team leader's responsibility is to ensure that all members of the team are participating equally, and that all ideas are considered. If the team leader fails to complete their duties, or if they are the dominant student who refuses equal participation, their grade can be affected. Brittany Ives Edu 310 University of Phoenix Jigsaw

Cooperative Learning

Transcript: If group work is new, start with short, very structured activities. Work with one group while other observe Establish group or team norms Suggestion for groups Cooperative learning will not look perfect in one day. It will take work and practice, motivation and confidence. Make sure that you, the teacher, are comfortable with the lessons you plan, and be sure to be clear of your expectations. YOU CAN DO IT! To start... We always treat one another with respect. We always encourage new ideas and value the consideration of all suggestions. We always justify our opinions to the team. We always make decisions as a team. Team Facilitator http://www.thirteen.org/edonline/concept2class/coopcollab/index.html students also responsible for teaching and learning more opportunities to actively participate more thoughtful responses more respect students invested in their own learning Organizer Numbered Heads Don't forget... Haley O'Byrne EDUC 662 Staff Development Dr. Culpepper Researcher http://www.teachervision.fen.com/pro-dev/cooperative-learning/48531.html Timekeeper Remember... Assessor Cooperative learning is... http://www.colorincolorado.org/educators/content/cooperative/ Spokesperson Okay...I need more proof... According to David and Roger Johnson... Positive interdependence Face to face interaction Individual and group accountability Group behaviors Group Processing Sources: Checker "[Cooperative] learning is a method of teaching and learning in which students team together to explore a significant question or create a meaningful project." -Thirteen/Ed Online -working on common task -individually accountable -group as a whole is assessed -clear objectives>>>increased student understanding and knowledge (Thirteen-Ed. Online) *Use various criteria for creating groups academic skills social skills student interest intstructional objectives Elaborator Group Member Role Ideas Questioner "Organizing students in cooperative learning groups can lead to a gain as high as 28 percentiles in measured student achievement" (Marzano, Pickering, and Pollock 2001). Increases group and individual achievement, healthier relationships with peers, more metacognition, more psychological health and self esteem (Johnson & Johnson 1989) Students are more prepared for the future! (Teacher Vision) Strategies (Teacher Vision) What changes will I see in the classroom? Encourager Well...what is it? http://edtech.kennesaw.edu/intech/cooperativelearning.htm Cooperative Learning -Teacher needs to feel comfortable with his or her expectations -Students need to feel safe -Small groups -Clearly defined task (Thirteen-Ed online) How can this be successful? Jigsaw Think-Pair-Share Summarizer Similar to classroom rules, but group focused Can create a safe and supportive atmosphere Like other classroom rules, try to stick to 3-5 rules Think, share, pair (Teacher Vision) Group/Team Goals/Rules Model positive interpersonal skills Have students practice the skills Have students reflect on their performance Where do I begin with incorporating cooperative learning?

Cooperative Learning

Transcript: Cooperative Learning Method Lecturing in front of long rows of desks is BORING Cooperative Learning focuses on communication and teamwork. Students work in small collaborative groups The Jigsaw Model of Cooperative Learning stresses individual and group accountability, as well as cooperation. Students form teams. Each team member is given a task to complete. The members then go off to corners of the room to study that particular topic. After studying their topic, they return the group to share what they have learned. The new group pools all their knowledge together to get the full picture of the topic. Let's take an example.... Students learn about Hawaii Break them up into groups, then assign each team member a topic. Geography, Geology, and Biology Hawaiian culture History Outdoor Sports Students come back together after finishing their exploration. Each student is responsible for explaining a piece of the puzzle to the group. The result is the complete picture of Hawaii! Cooperative learning engages the students and is fun. Engaged, excited learners are more likely to retain knowledge. It is also easier to do authentic assessment with collaborative projects. Try it and see! "Old School" This is Hawaii! Benefits Interdependence Face-to-face interaction Individual Accountability Social Skills Group Processing Thank you For viewing! 21st Century

Cooperative Learning

Transcript: Cooperative learning is a staple in education. No matter how the groups are assembled the students must work together, help one another, encourage one another, offer constructive criticism, and rely on one another to recieve the desired grade (Burden & Byrd, 2010) This presentation has been brought to you By Gabriella Hagemeier. According to Burden and Byrd (2010): Challenges with differentiation. Cooperative learning involves students working together in small, mixed-ability learning teams to address specific instructional tasks while aiding and supporting each other during the learning process. 1. Individualized testing is still implemented which leaves each student accountable for their own grade. 2. Students have a chance to learn from one another, which is very affective. 3. Most students will do their best to achieve high scores for the sake of the team. Challenges with differentiation on this method. Reference Differentiation in this method. 1. Group members may rely on the test score of one student to improve their own instead of working their hardest to achieve a good grade for the team. 2. Students that do not wish to work together have the opportunity to ignore one another completely. 3. Creating groups that are not only diverse but have the potential to be successful. Differentiation in this method. The jigsaw method fosters full participation from all members. There is no way to skate off of the work of others - in fact, if a student does not fully particiapte his or her team will suffer. In this method groups are usually about 5 to 6 students large that work on academic material that has already been broken down (Burdern & Byrd, 2010). Each team member is assigned one portion of the assignment and must become an expert on that subject (Burder & Byrd, 2010). Members from opposing teams with the same topic get together to discuss it in "expert groups" after researching or learning about it (Burder & Byrd, 2010). Once expert groups have met to share information the original teams reform. When the original teams reform each member takes the time to explain his or her portion of the assignment to the rest of the team (Burder & Byrd, 2010). All portions are necessary to complete the assignment, therefore all members must be proactive participants and listen closely to their peers. The Jigsaw method does not allow for one student to do all the work or snub other members, because of this jigsaw groups must be supportive and attentive to one another. Thank you for your attention! When students work together they have the opportunity to teach one another what works for them when trying to complete assignments associated with the topic. This method is highly effective when applied to math lessons. Governing Groups The biggest challenge with differentiation in this method is capable but lazy students choosing the easiest portions of the group project and leaving the hardest portions for the academically slower members of the group. Challenges Challenges This method allows students to set the criteria for their own project as long as it aligns itself with the given goal. This allows each group to work in the way that is best for its members. 1. If one student does not participate the group will siffer. 2. Dominance may still be an issue. 3. Students that are slower academically may feel intimidate by the task set before them. 1. The fact that all students will receive the same grade prompts students to encourage one another to work hard. 2. This method allows students creativity and strengths to shine. 3. Students must work together from the beginning to the end often forming close bonds. Burden, P. R., & Byrd, D. M. (2010). Methods for effective teaching: Meeting the needs of all students (5th ed.). Boston, MA: Pearson/Allyn & Bacon. Differentiating this method. The groups in this method are usually ofur large with a mixture in performance level, gender, and ethnicity (Burder & Byrd, 2010). In this method the teacher first presents a lesson before dividing the class into groups Burder & Byrd, 2010). Once the groups have been set the members work together to ensure that all members have mastered the lesson (Burder & Byrd, 2010). After teams have met and the members have helped one another master the topic the students take individual tests on the lessons content. The test scores are then totaled into a team score (Burder & Byrd, 2010). There are pre-determined award charts for team scores. The incentive of an award causes group members to do their best to educate everyone on the team so that the team can be rewarded. This method maintians group and individual accountability. Benefits Dominate students may set the pace of the team project without allowing the other team members to voice their opinions. Dominate students may become dictators. Criticism of one another'a work may become intense since everyone will receive the same grade for the assignment. In this method groups are chosen by the teacher that

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