cooperative learning in middle school

Cooperative Learning in Middle

SchoolJennifer EvansAssistant Director ELASt. Clair County [email protected]://www.protopage.com/evans.jennifer

Port Huron SchoolsOctober 30, 2015

mailto:[email protected]

Agenda

Key Points for Cooperative Learning

Management

Forming Teams

StructuresPlanning

http://www.online-stopwatch.com/

StandUp – HandUp - PairUpDirections

1. Students stand up, put their hands up, and quickly find a partner with whom to share or discuss.

2. Teacher says, when I say go, you will “stand up, hand up, and pair up!” Teacher pauses, then says, “Go!”

3. Students stand up and keep one hand high in the air until they find the closest partner who’s not a teammate. Students do a “high five” and put their hands down.

4. Teacher may ask a question or give an assignment, and provides think time.

5. Partners interact using: 1. RallyRobin2. Timed Pair Share

Ideas For My Classroom• • • • • •

Practice: Cooperative Learning Prior Knowledge

Familiar Structures

Think Pair Share (Each

partner shares for

same amount of

time)

Chips In(Talking Chips)

3-2-1 Exit Ticket

Round Robin

(Timed – each person expected to

share for same

amount of time)

Cooperative Learning: What is It?

Cooperative learning is a successful teaching strategy in which small teams, each with students of varying abilities, use a variety of learning activities to improve their understanding of a subject.


Each member of a team is responsible not only for learning what is taught, but also for helping teammates learn, thus creating an atmosphere of achievement.


small teamsvarying abilities

variety of learning activitiesimprove their understanding

each member responsiblehelping teammates

atmosphere of achievement

Incorporating Cooperative Learning Effectively in Middle School

https://www.youtube.com/watch?v=5PquzYeaex4



Seven Keys For Success

1. Structures

Make a Stand

Talking Chips

AllWrite RoundRobin

StandUp – HandUp -

PairUp

2. Teams

Recommended 4 in a team

Base teams for 6 weeks

Heterogeneous

H, MH, LM, L

3. Manageme

nt

Consistent

Materials

Routines / procedures

Time

Space

Students

4. Classbuildi

ng

The process by which a room full of individuals

with different backgrounds

and experiences become a

caring community of

active learners.

Stand up – move –

interact with everyone

5. Teambuildi

ngThe process by which a group of 4

students with different

backgrounds and

experiences become a

cooperative and caring

team.

Have to be fun, not content

related, and easy for all

6. Social Skills

Roles

Model

Reinforce

Reflect / Plan

Structures

7. Basic Principles

(PIES)

P

I

E

S

Key Points for Cooperative Learning

• 1. Positive Interdependence - occurs when gains of individuals or teams are positively correlated.

2. Individual Accountability - occurs when all students in a group are held accountable for doing a share of the work and for mastery of the material to be learned.

3. Equal Participation - occurs when each member of the group is afforded equal shares of responsibility and input.

4. Simultaneous Interaction - occurs when class time is designed to allow many student interactions during the period.

In order for it to be considere

d Cooperati

ve Learning it

must:

Four Basic Principles : P.I.E.S.

Positive Interdependence

Individual Accountability

Equal Participation

Simultaneous Interaction

ShowdownDirections

1.Teacher selects one student on each team to be the Showdown Captain.

2. The Showdown Captain draws the tops card (if each team was given cards), reads the question, and provides think time.

3. Working alone, all students, including the captain, write their answers.

4. When finished, teammates signal they’re ready.

5. The Showdown Captain calls, “Showdown!”

6. Teammates show and discuss their answers.

7. The Showdown Captain leads the checking.

8. If correct, the team celebrates; if not, teammates tutor, then celebrate.


Practice: PIES Review (Whiteboards)

Value LinesDirections

1. A statement is announced and students take a stand on an imaginary line which stretches from one end of the classroom to another. Strongest agree= 10 Strongest disagree = 1

2. Students line up with out talking

3. Students listen to similar point of views (those standing next to them in line)

4. 4. Value line can be folded to make groups of 2 or 4.


Practice: Comparison of 3 teachers

Teacher ATeacher asks a

question

Teacher provides think

timeStudents raise their

hands to answer the question

Teacher calls on one students to answer

the question

One student responds

Teacher responds

The process is repeated

Teacher BTeacher asks a

question

Teacher provides think time

Pairs or teams discuss answer

Teacher calls on one student pair or team to

answer the question

Teacher responds


Teacher CTeacher asks a

question

Teacher provides think time

Student to student structured interaction

Teacher calls on one student pair to

answer the question

Teacher responds


Make A StandDirections

1. Teacher gives statement.2. Students stand up if the

statement is true and sits if the statement is false.


Practice: Classroom Management Prompts

Management

Cooperative Class Expectations(Develop together and post in room)

Seating Arrangement(Number seats 1-4; no backs to teacher)

Quiet Signal (Consistent; different for various purposes?)

Materials(Be prepared – routine in place to save time)

Noise Level(Expectations for various activities)

Talking ChipsDirections

1. Each students has one talking chip.

2. Students place their chip in the center of the team table each time they talk.

3. Students can speak in any order, but can not speak a second time until all chips are in the center.

4. When all chips have been placed (everyone has spoken), the chips are all collected and anyone in any order can speak again.

5. When groups complete task they celebrate with a group cheer


Practice: Considerations when forming groups

Forming Teams

Consider length together

For Base Teams

Ideal Number is 4

Consider

• Base Teams – keep together for about 6 weeks

• Sort class into 4 groups• High• High Medium• Low Medium• Low

• If one extra, make one team of 5• If two extra, make two teams of three• If three extra, make one team of three

• Sex• Prior Teams• Conflicts• Special Needs• Reading Levels

Article: In Praise of Praise

AllWrite RoundRobin

Directions1. Teacher poses a problem to

which there are multiple possible responses or solutions, and provides think time.

2. Students take turns stating responses or solutions.

3. During RoundRobin, students each record each answer on their own paper.


Practice: Praise Article (White Boards)

In an interview John Hattie emphasized that the most powerful feedback is that given from the student to the teacher. This feedback

allows teachers to see learning through the eyes of

their students. It makes learning visible and

facilitates the planning of next steps.

Feedback

“The most powerful single influence enhancing achievement is feedback”

Quality feedback

is needed, not more feedback

Much of the

feedback provided by the

teacher to the

student is not valued and not

acted on.

Students with a Growth Mindset welcome feedback and are more

likely to use it to improve

their performa

nce.

Oral feedback is much

more effective

than written.

What Must Feedback Include?

1. Recognition of the desired goal.

2. Evidence about present position.

3. Some understanding of a way to close the gap between the two.

Feedback on task, process and self regulation level is far more effective than on the Self-level (e.g. praise which contains no learning information).

You know your feedback is good if you get the following results:

Your students do learn – their work

improves.

Your students become more

motivated – they believe they can

learn, they want to learn, an they take more control over their own learning.

Your classroom becomes a place where feedback,

including constructive, is

valued and viewed as productive.

Inside-Outside Circle Directions

1. Teacher prepares questions for each student

2. Students form pairs. One student (A) from each pair moves to form on large circle in the class facing inward.

3. Remaining students (B) find and face their partners (class now stands in two concentric circles)

4. Inside circle students ask a question from their question card; outside students answer. Inside students praise or coach. (Alternative: teacher poses questions and indicates what student will answer.)

5. Partners switch roles and trade cards

6. Circles rotate


Practice: Feedback

Spanish Colors Practice

https://www.youtube.com/watch?v=H15nDRfnfWo



Quiz-Quiz-TradeDirections

Set up: Teacher prepares a set of question cards

1. The teacher tells students to “Stand up, put a hand up, and pair up,” and greet your new partner.

2. Partner A quizzes B.3. Partner B answers.4. Partner A praises or

coaches (Rally Coach)5. Partners switch roles.6. Partners trade cards and

thank each other.7. Repeat


Practice: Spanish Colors

Rally Coach

RALLY COACH:

• Partner A shares answers to questions • Partner B coaches if necessary by:

• Tip• Tip• Teach • Try Again• Praise

• Switch Partner Roles

Planning

http://www.watchknowlearn.org/Category.aspx?CategoryID=4526



Stand upPair Up

Share Up

3-2-1 Reflection

3 Things learned / reinforce

d

2 Things you will

use

1 Thing you will share

cooperative learning in middle school

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