Student-centered instructional Strategies

Quality teachers are facilitators: Help learners build their own Knowledge

Quality teachers are facilitators: Help learners build their own Knowledge

Today Cooperative learning … chap. 10Cooperative learning … chap. 10

Planning for instructionPlanning for instruction Reflection/Reaction/Thinking/Meaning…Reflection/Reaction/Thinking/Meaning…

Other … Other … D.I. Lesson plan due todayD.I. Lesson plan due today Theory & practice draft paper due 10/24 Theory & practice draft paper due 10/24

• Please see both the grading rubric and syllabus p. 7 Please see both the grading rubric and syllabus p. 7

• A sample paper is uploaded A sample paper is uploaded Fall Break on 10/17…class excused; Fall Break on 10/17…class excused; Practicum on 10/19Practicum on 10/19 10/24… Constructivism (Project)10/24… Constructivism (Project)

Cooperative Learning …Chap. 10Cooperative Learning …Chap. 10

Project Read chap. 11 (Problem-based learning) & chap Read chap. 11 (Problem-based learning) & chap

12 (discussion) and do the following:12 (discussion) and do the following: Identify a teaching project/lesson plan/activity/topics Identify a teaching project/lesson plan/activity/topics

based on what you know about constructivism based on what you know about constructivism (Civil war, (Civil war, Writing, Biomes, wind energy, food groups, story telling, Writing, Biomes, wind energy, food groups, story telling, addiction) addiction)

As you prepare your project, use the knowledge gained As you prepare your project, use the knowledge gained from Chap. 11&12 to answer the following questions:from Chap. 11&12 to answer the following questions:

Why did you choose this project?Why did you choose this project? What is your (teacher’s) role?What is your (teacher’s) role? What are the students’ roles?What are the students’ roles? What challenges do you think might arise?What challenges do you think might arise? What is your solution to expected challengesWhat is your solution to expected challenges How might this project influence your philosophy?How might this project influence your philosophy? What else (Aha? Confusion?, etc) would you like to discuss? What else (Aha? Confusion?, etc) would you like to discuss?

Student-centered Instructional Strategies Cooperative Learning, Group Learning, & DiscussionsCooperative Learning, Group Learning, & Discussions

Constructivist theoryConstructivist theory Inquiry/Inquiry/Problem-solvingProblem-solving Discovery learningDiscovery learning Experiments Experiments

Approach: Approach: What is? What is? What’s the focus?What’s the focus? What’s the teacher’s role?What’s the teacher’s role? What’s the learner's role?What’s the learner's role? What are the benefits?What are the benefits? How is it structured?How is it structured? How might it impact your philosophy/values?How might it impact your philosophy/values?

Cooperative Learning

““Alone we can do so Alone we can do so little, together we can little, together we can do so much”….do so much”….Helen KellerHelen Keller

COOPERATIVE LEARNING (p. 360…) Non-competitive, student-centered approach that promotes Non-competitive, student-centered approach that promotes

achievement achievement

Students work cooperatively in small teams Students work cooperatively in small teams (Not groups)(Not groups) to to achieve a specific goalachieve a specific goal

Celebrates peer tutoring & rewards based on team performanceCelebrates peer tutoring & rewards based on team performance

Celebrates, recognizes & rewards individual performanceCelebrates, recognizes & rewards individual performance

A powerful, effective instructional method that is A powerful, effective instructional method that is rarely used (Kindsvatter, at.el, 2004)rarely used (Kindsvatter, at.el, 2004)

Cooperative Learning Not a new phenomenon- humans always cooperated for Not a new phenomenon- humans always cooperated for

survivalsurvival

As a formal instructional strategy- Rooted in Greek historyAs a formal instructional strategy- Rooted in Greek historyTheorists: Theorists: Jean Piaget– Cognitive Development Jean Piaget– Cognitive Development (help of others) (help of others)

Sensorimotor-Sensorimotor- 0-2 0-2, child learns about self and his/her environment , child learns about self and his/her environment through motor and reflex actions. Teaching should focus on through motor and reflex actions. Teaching should focus on sensorimotor system… frown, a stern or soothing voice -- sensorimotor system… frown, a stern or soothing voice --

Preoperational:Preoperational:- 2-7, - 2-7, Applying new knowledge of language, using Applying new knowledge of language, using symbols to represent objects. Teaching should focus on fantasiessymbols to represent objects. Teaching should focus on fantasies

Concrete-Concrete- 6- 6-early adolescence, Aearly adolescence, Abstract thinking and rational bstract thinking and rational judgment. Teaching should give opportunity to ask questions and to judgment. Teaching should give opportunity to ask questions and to explain his/her thinking.explain his/her thinking.

Theorists

PiagetPiaget Formal OperationsFormal Operations, 15- 20, , 15- 20, Stage of cognition. Learner is able to Stage of cognition. Learner is able to

form hypothetical and deductive form hypothetical and deductive (general to specific(general to specific) reasoning. ) reasoning. Teaching should allow opportunities for many possibilities and Teaching should allow opportunities for many possibilities and different perspectives. different perspectives.

Lev Vygotsky- Zone of Proximal Development (ZPD).. P. Lev Vygotsky- Zone of Proximal Development (ZPD).. P. 401 (Social Development) 401 (Social Development)

John Dewey 1916 (Learning & Democracy) John Dewey 1916 (Learning & Democracy)

David Johnson & Roger Johnson (Experiential Learning ) David Johnson & Roger Johnson (Experiential Learning ) designed cooperative learning in the 1980s designed cooperative learning in the 1980s (Arends, R., 2012)(Arends, R., 2012)

JOHN DEWEYJohn Dewey’s (1916) book: Democracy & EducationJohn Dewey’s (1916) book: Democracy & Education

Classroom should mirror larger societyClassroom should mirror larger society Classrooms should be laboratories for real lifeClassrooms should be laboratories for real life

Democratic procedures and scientific processesDemocratic procedures and scientific processesEngage students in inquiryEngage students in inquiryProblem solving in groups, searching for answersProblem solving in groups, searching for answers

John Dewey’s (1916) book: Democracy & EducationJohn Dewey’s (1916) book: Democracy & Education

Classroom should mirror larger societyClassroom should mirror larger society Classrooms should be laboratories for real lifeClassrooms should be laboratories for real life

Democratic procedures and scientific processesDemocratic procedures and scientific processesEngage students in inquiryEngage students in inquiryProblem solving in groups, searching for answersProblem solving in groups, searching for answers

Industrial Model:1940s

COMPITITION COMPITITION ININ SCHOOLSSCHOOLS

INDIVIDUAL ABOVE INDIVIDUAL ABOVE WHOLEWHOLE

• ““Schools as a machine, an Schools as a machine, an industrial process not unlike industrial process not unlike an assembly line. Its an assembly line. Its purpose is to mass produce purpose is to mass produce ‘factors of production’, ‘factors of production’, well trained, obedient inputs well trained, obedient inputs that can be used in the that can be used in the manufacture of wealth”.manufacture of wealth”.

Herbert Thelen

John Dewey’s disciple John Dewey’s disciple Classrooms are miniature Classrooms are miniature

democraciesdemocracies Thus Learners shouldThus Learners should

Learn social issues Learn social issues Develop solutions to social Develop solutions to social

issues issues Group investigation Group investigation

increased learning increased learning

His work on group learning His work on group learning become the foundation for become the foundation for CL (p.362). CL (p.362).

Johnson and Johnson Experiential Learning Experiential Learning

Three presumptions:Three presumptions:

People learn best when they People learn best when they are are involvedinvolved in learning in learning processprocess

One has to One has to discoverdiscover knowledgeknowledge

Commitment to learning is Commitment to learning is best when one is free to best when one is free to setset their own goals and their own goals and pursuepursue themthem

Edwards Deming (Cody, Wyoming)

Quality Theory…. Quality Theory…. Cooperation Cooperation leads to quality (TQM)…Total leads to quality (TQM)…Total Quality Management Quality Management W. Edwards DemingW. Edwards Deming Improves American Improves American

Production During WWIIProduction During WWII High Expectations, Group High Expectations, Group

Work, Quality Control Work, Quality Control American Industry Declines American Industry Declines

his Efforthis Effort Takes theory to Japan Takes theory to Japan

COOPERATIVE LEARNING

““I’m not afraid of I’m not afraid of storms for I’m storms for I’m

learning to sail my learning to sail my ship.” ship.”

~ Louisa May Alcott~ American Author) ~ Louisa May Alcott~ American Author)

Setting for Cooperative learning

P

I.

G/T

S.

Face

Pigsface

PIGsFace (p. 380….)

Provide a specific plan to provide for: Provide a specific plan to provide for: P: Positive (Task) interdependence (Reasons to P: Positive (Task) interdependence (Reasons to

work as a team)work as a team)

I: Individual accountabilityI: Individual accountability

G/T: Group (Team) Processing- ReflectionsG/T: Group (Team) Processing- Reflections S: Social skillsS: Social skills

Face: Face to face interaction Face: Face to face interaction

Distribution of work

Teacher’s decisions—ideal classroom

Love and Logic?Love and Logic? Children think for themselves, are Children think for themselves, are

responsible, and function effectively--- responsible, and function effectively--- decisions, and consequencesdecisions, and consequences

Jim Fay, long-time teacherJim Fay, long-time teacher Foster W. Cline, M.D., psychologistFoster W. Cline, M.D., psychologist Charles Fay, Ph.D., psychologistCharles Fay, Ph.D., psychologist

Building Responsibility 1. Give a child a chance to act responsibly1. Give a child a chance to act responsibly

2. Allow mistakes2. Allow mistakes

3. Allow consequences, accompanied by 3. Allow consequences, accompanied by empathy, empathy,

Three Basic Rules Use enforceable limitsUse enforceable limits

““only use practical consequences”only use practical consequences” Provide choices within limitsProvide choices within limits

Select choices that YOU likeSelect choices that YOU like Apply consequences with empathyApply consequences with empathy

When a child forgets to wear a coat, say, “I'm When a child forgets to wear a coat, say, “I'm so sorry that you're cold.so sorry that you're cold.

How sad.” ~ “Bummer.” ~ “That stinks.”How sad.” ~ “Bummer.” ~ “That stinks.” ““I know.” ~ “I bet it feels that way.”I know.” ~ “I bet it feels that way.”

Enforceable Limits

““I'll listen when your voice is as calm as mine.”I'll listen when your voice is as calm as mine.” ““I grade papers that I can read.”I grade papers that I can read.” ““I respect you too much to argue.”I respect you too much to argue.” I'll accept all papers that have your name at the I'll accept all papers that have your name at the

top.”top.” ““This is such a bummer. I cased me to talk a This is such a bummer. I cased me to talk a

lot. Now I don't have energy to help you lot. Now I don't have energy to help you prepare class party.”prepare class party.”

Ideal Classroom- Glasser

All human do is make Choices to meet their needsAll human do is make Choices to meet their needs. .

SurvivalSurvival food, water and shelterfood, water and shelter

Love and BelongingLove and Belonging

PowerPower Want a say & personal responsibilityWant a say & personal responsibility

FreedomFreedom Want choicesWant choices

FunFun Want to be involved Want to be involved

Teaching approaches (p. 368..)

Teacher decides appropriate CL approach such Teacher decides appropriate CL approach such as:as: Student Teams Achievement DivisionsStudent Teams Achievement Divisions

Teacher presents, students teach each other in home teams, Teacher presents, students teach each other in home teams, then tested individually. Team score is based on individual then tested individually. Team score is based on individual student’s improvement student’s improvement

Think-Pair-ShareThink-Pair-Share Individual thinking, then pair up, then share with whole class Individual thinking, then pair up, then share with whole class

Group InvestigationGroup Investigation From a broad topic, students decide learning methods, then From a broad topic, students decide learning methods, then

present to whole classpresent to whole class

Teaching Approaches

Jigsaw 1Jigsaw 1 Students given specific parts, become an expert by Students given specific parts, become an expert by

learning from others with similar assignment, return learning from others with similar assignment, return to home team to teachto home team to teach

Jigsaw 11Jigsaw 11 Teacher assign a problem, students learn on their Teacher assign a problem, students learn on their

own, then share with team members, students are own, then share with team members, students are tested individuallytested individually

Other (see Kagan & Kagan, 2006) Other (see Kagan & Kagan, 2006)

Approaches (Kagan & Kagan, 2006) Mix-Pair-share:Mix-Pair-share: Pair with classmate to discuss Pair with classmate to discuss

question posed by teacherquestion posed by teacher

Time-Pair Share:Time-Pair Share: Partners take timed turns Partners take timed turns listening & sharinglistening & sharing

RallyRobin:RallyRobin: In pairs students alternate In pairs students alternate generating oral responsesgenerating oral responses

RoundRobin:RoundRobin: In teams, students take turns In teams, students take turns responding orallyresponding orally

Approaches Think Write Round RobinThink Write Round Robin: Students write : Students write

individually then take turns to share orally individually then take turns to share orally in teamsin teams

All Write ConsensusAll Write Consensus: In teams students take : In teams students take turns stating an answer. If there is turns stating an answer. If there is consensus, all teammates write the answer.consensus, all teammates write the answer.

Team Stand-N-ShareTeam Stand-N-Share: Teams stand to share : Teams stand to share their answers with the classtheir answers with the class

TEACHER’S ROLE IN C.L. (p.371…)

Considerably different from traditional roles.Considerably different from traditional roles.

A teacher is a facilitator and a resource person. A teacher is a facilitator and a resource person.

C.L. is not suitable for every lesson. Students C.L. is not suitable for every lesson. Students need independence and competitionneed independence and competition

MAKES DECISIONS ABOUT:

What to teach and learning objectivesWhat to teach and learning objectives Types of teams based on task (p.369…)Types of teams based on task (p.369…) Size of teamsSize of teams Assign students to teamsAssign students to teams Arrange the room to allow face to face Arrange the room to allow face to face

interaction (p. 375)interaction (p. 375) Set rules (learning and feedback)..p. 380Set rules (learning and feedback)..p. 380 Assign roles..p. 378..Assign roles..p. 378..

TASK

Set tasks and positive interdependenceSet tasks and positive interdependence Explain tasksExplain tasks Teach basic concepts and skillsTeach basic concepts and skills Structure positive interdependenceStructure positive interdependence Structure individual accountabilityStructure individual accountability Structure social skillsStructure social skills Explain criteria for successExplain criteria for success Specify desired behaviorsSpecify desired behaviors

MONITOR

Monitor and InterveneMonitor and Intervene

Provide task assistanceProvide task assistance

Monitor student behaviorMonitor student behavior Closure to lessonClosure to lesson

PROCESSING Evaluate quantity and quality of learning Evaluate quantity and quality of learning

(formatively and summertively)(formatively and summertively)

Assess team functioning (ask them to list what Assess team functioning (ask them to list what they did well and what to improve)they did well and what to improve)

Have teams share their projects, review important Have teams share their projects, review important points, etc.)points, etc.)

C.L. is not suitable for every lesson C.L. is not suitable for every lesson (Johnson & Johnson, (Johnson & Johnson, 1987).1987).

Research on the Benefits & Problems (p. 361 &388) Higher achievement & increased retentionHigher achievement & increased retention

Use of H.O.T.S. & critical reasoningUse of H.O.T.S. & critical reasoning

Increased positive attitude about subject matter, school, Increased positive attitude about subject matter, school, learning, and schoollearning, and school

Increased collaborative skills and attitudesIncreased collaborative skills and attitudes

Increased academic benefits to children of color Increased academic benefits to children of color (Cultural (Cultural incongruity between home and school cultures is incongruity between home and school cultures is hindrance to learning (Smith 1998) hindrance to learning (Smith 1998) Culture!

What else? What else?

Problems Noise level … this is productive noiseNoise level … this is productive noise Takes time (teachers & students)Takes time (teachers & students) Chaotic– when used improperly Chaotic– when used improperly Fear– teacher not being in-chargeFear– teacher not being in-charge Opposition… students, school, & Opposition… students, school, &

communitycommunity Could hold back fast learners… plan well Could hold back fast learners… plan well Increased student movement Increased student movement (Fenton, 1992)(Fenton, 1992)

Education

““Education is what survives when what has been Education is what survives when what has been learned is forgotten” ~ B.F. Skinnerlearned is forgotten” ~ B.F. Skinner

How to ensure survivalHow to ensure survival Use a variety of strategies: Reading and Use a variety of strategies: Reading and

reading, Thinking (metacognation) talking, reading, Thinking (metacognation) talking, reflecting, discussing, writing, acting or hands-reflecting, discussing, writing, acting or hands-on, practicing, re-visiting, KWL, etc. on, practicing, re-visiting, KWL, etc.

Constructivism– Problem-based learning (chap. 11&12)

What is constructivism?...p. 17, 205-206 &526 What is constructivism?...p. 17, 205-206 &526 Theoretical support and teaching strategies Theoretical support and teaching strategies

consistent with constructivism … p. 399consistent with constructivism … p. 399

What we need to know about problem-based What we need to know about problem-based learning….learning….p. 396… p. 396…

Teacher & Students’ roles..p. 403 Teacher & Students’ roles..p. 403 Discussions Discussions Promoting thinking skills… p. 429Promoting thinking skills… p. 429

The learning environment….p. 416…The learning environment….p. 416…

Other items in the rubric will be explored as we Other items in the rubric will be explored as we discuss the abovediscuss the above

Project Read chap. 11 (Problem-based learning) & chap Read chap. 11 (Problem-based learning) & chap

12 (discussion) and do the following:12 (discussion) and do the following: Identify a teaching project/lesson Identify a teaching project/lesson

plan/activity/topics based on what you know plan/activity/topics based on what you know about constructivism about constructivism (Civil war, Biomes, wind energy, (Civil war, Biomes, wind energy, food groups, story telling, addiction) food groups, story telling, addiction)

As you prepare your project, develop answers As you prepare your project, develop answers to the following questions:to the following questions:

Why did you choose this project?Why did you choose this project? What is your (teacher’s) role?What is your (teacher’s) role? What are the students’ roles?What are the students’ roles? What challenges do you think might arise?What challenges do you think might arise? What is your solution to expected challengesWhat is your solution to expected challenges How might this project influence your philosophy?How might this project influence your philosophy? What else (Aha? Confusion?, etc) would you like to discuss? What else (Aha? Confusion?, etc) would you like to discuss?