cooperative learning … … & self regulated learning
TRANSCRIPT
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Cooperative Learning …
… & Self Regulated Learning
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1000’s of good ideas … find one and play with itThousands of ideas are out there
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Overview of Instructional Intelligence
• Instructional intelligence involves:
–Knowledge of the learner–Knowledge of curriculum–Knowledge of assessment–Knowledge of instruction–Knowledge of change–Knowledge of systemic change
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Knowledge of instruction
• Instructional concepts• Instructional skills• Instructional tactics• Instructional Strategies• Instructional Organizers
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Advance Organizer
Cooperative Learning is NOT a skill, tactic or strategy.
Cooperative Learning is a belief system related to how students learn
One of 3 options: all three are useful1. Individual2. competitive3. cooperative
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Keep in Mind ... Research
• Most researched of all instructional methods
• Has largest effect on higher level thinking• When not done properly, group work is one of the worst approaches to learning
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This grade 9 student (female) doe not enjoy group work. Why?
Student: “The teacher put me with four boys because they never do anything and he (the teacher) knows that I will make sure the project gets done; I did all the work and they did nothing and we all got the same mark.”
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Job Ads
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Back Drop- Multiple Intelligence
• Musical• Spatial• Bodily Kinesthetic
• Inter Personal - #1 Pred of Success• Intra Personal• Logical Mathematical• Linguistic• Naturalistic
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Perspective – 3 DimensionsStructures (300)
Process(5 Basic Elements
Safety(Tribes)
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Cooperative Learning
Tactics (less complex)
Place MatThink Pair ShareOne Stray Rest Stay2/3 Person InterviewCornersInside Outside Circles
Strategies (more complex)
5 Basic ElementsTGTJigsawTeam AnalysisAcademic ControversyGroup Investigation
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Focus on Bloom’s Taxonomy
Side A• Ranking Ladder• Venn Diagram• Concept Attainment• Mind Maps• PMI
• Academic Controversy• Group Investigation• Concept Maps• Flow Charts
Side B• Framing Questions
• Think Pair Share• Place Mat• Jigsaw• 5 Basic Elements• Teams Games
Tournaments• KWL chart
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Factors Level 1 Level 2 Level 3 Level 4
FrameQuestions
Rarely if ever Periodically but not that effective
Usually & fairly effective
Consistently & effective
Apply Bloom’sTaxonomy
Rarely if ever Periodically but not that accurate
Usually & fairly effective
Consistently & effective
Accountable & Safe(Students)
Rarely if ever Somewhat Usually Always
AppropriateWait Time
No, seldom if every considered
Yes, but not consistent or effective
Yes & usually effective
Yes & always effective
Think Pair Share - Rubric
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Variables Level 1 Level 2 Level 3 Level 4
Accountable& Safe(Students)
Few if any feel safe &accountable
A few feel safe& accountable
Most feel safe& accountable
All feel safe & accountable
Attention toBloom’s
Little to no attention
Beginning to attend but not accurate
Attends & for the most part is accurate
Attends and consistently accurate
Wait Time Little to none Periodically, not always effective
For the most part enacted effectively
Consistently enacted effectively
ActivelyInvolved(Students)
Few if any involved
A few involved
Most involved
All involved
Framing Questions - Rubric
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RESPONSESCONSIDERED
Level 1 Level 2 Level 3 Level 4
Correct Rarely if ever Periodically &less effective
Often & usually effective
Consistent & effective
Incorrect Rarely if ever Periodically &less effective
Often & usually effective
Consistent & effective
PartiallyCorrect
Rarely if ever Periodically & less effective
Often & usually effective
Consistent & effective
No Response Rarely if ever Periodically &less effective
Often & usually effective
Consistent & effective
Guess Rarely if ever Periodically &less effective
Often & usually effective
Consistent & effective
Silly Response Rarely if ever Periodically &less effective
Often & usually effective
Consistent & effective
ConvolutedResponse
Rarely if ever Periodically &less effective
Often & usually effective
Consistent & effective
Responding to Student Responses - Rubric
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AREAS Level 1 Level 2 Level 3 Level 4
Bloom’sTaxonomy
Don’t know itDon’t apply it
Can list it & maybe use it
Understand it & play with it
Ditto & enact it effectively
InductiveThinking
Don’t know itDon’t apply it
Heard of it, not sure if I use it
Understand it & play with it
Ditto & enact it effectively
DeductiveThinking
Don’t know itDon’t apply it
Heard of it, not sure if I use it
Understand it & play with it
Ditto & enact it effectively
MakingPredictions
Don’t know itDon’t apply it
Heard of it, not sure if I use it
Understand it & play with it
Ditto & enact it effectively
MakingInferences
Don’t know itDon’t apply it
Heard of it, not sure if I use it
Understand it & play with it
Ditto & enact it effectively
CriticalThinking
Don’t know itDon’t apply it
Heard of it, not sure if I use it
Understand it and enact it
Ditto and enact it effectively
Thinking - Rubric
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5 Basic Elements Mechanical Routine RefinedIntegrative
IndividualAccountability
Rarely, not that effective
Usually; quite effective
Always effectiveappropriate
Face-to-FaceInteraction
Struggles to invoke this process
In most cases effective
Always takes this into consideration
Teach theCollaborativeSkill
Rarely; may mention the skill
Teaches or reviews the skill in most cases
When appropriate always teaches or reviews the skill
Process theAcademic and Collaborative Task
May process the academic but rarely the collaborative task
Always processes the academic; sometimes the collaborative task
Always processes the academic and collaborative taks (when appropriate)
Apply aspectsOf PositiveInterdependence
Will have goal but not always that clear; will rarely apply the others
Goal is always clearly stated; starting to use the others more effectively
Goal is always clearly stated and wisely applies the other 8 types; does not over-use them
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Collaborative Skills – Key for Self Regulated Learning
3 Genres1. Social Skills2. Communication Skills3. Critical Thinking Skills
Can you identify 3 of each?
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Examples
Social: Taking Turns, Using Quiet Voices, Equal Participation, Being Polite, Using Names
Communication: Attentive Listening, Suspending Judgment, Probing for Clarification, Paraphrasing
Critical Thinking: Examining Both Sides of an Issue, Considering All Factors, Assessing the Goals and Objectives of Others
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Tribes
• Attentive Listening – Communication Skill• Appreciation Statements – Social Skill• Right to Pass – Social Skill• Mutual Respect – Not a skill – made up of
many other skills
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What Students Say …
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What Students Say …
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“Omar, I have it too … a strange feeling like we are going in circles.”
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Johnsons’ 5 Basic Elements
• Individual Accountability• Face to Face Interaction• Collaborative Skills (teach)• Process Academic and Collaborative Taks• Positive Interdependence (9 types)
– Only one you have to have ‘Goal Positive Interdependent