esu 6 blue river cohort january 4, 2012 cooperative learning mitzi hoback and suzanne whisler
TRANSCRIPT
ESU 6 BLUE RIVER COHORT
JANUARY 4, 2012
Cooperative Learning
Mitzi Hoback and Suzanne Whisler
“Some of us are more effective than others of us. But none of us is more effective than all of us!”
~Johnson, Johnson, Holubec, and Roy
Add Coke Video
Marzano’s Research-Based Conclusions About Cooperative Learning
Sixth highest statistical effect size involves educators’ use of cooperative learning.
Cooperative learning is NOT just putting students into small groups.
Cooperative learning CAN greatly enhance student participation, motivation, engagement, and deepen processing of curriculum content.
Benefits of Cooperative Learning
Higher achievementIncreased retentionGreater use of higher level reasoningGreater intrinsic motivationMore positive heterogeneous relationshipsBetter attitudes toward schoolBetter attitudes toward teachersHigh self-esteemGreater social supportMore on-task behaviorGreater collaborative skills
Johnson, Johnson, Holubex (1993)
David Sousa: “How the Brain Learns”
Teach Others: Immediate Use of Learning
Practice by Doing
Discussion Group
Demonstration
Audiovisual
Reading
Lecture (Tell) 5%
10%
20%
30%
50%
75%
90%
Average Retention Rate after 24 hours
What Cooperative Learning IS:
Structured and well organized
Students working together to achieve a common goal
Students learn and use social skills
Students are held accountable
Students work “eye-to-eye and knee-to-knee”
Cooperative Learning is NOT:
Students are randomly put into groups
Students give up individuality
Free ride for some and extra work for others
Low-achieving students gain at the expense of high-achieving students
What Does the Research Tell Us About the Power of Cooperative Learning?
David and Roger Johnson (1999): Five defining elements—
1 positive interdependence
2 face-to-face interaction
3 individual and group accountability
4 interpersonal and small group skills
5 group processing
Element #1 Positive InterdependenceWe Instead of Me
Sink or swim together
Each group member’s efforts are required and indispensable for group success
Each group member has a unique contribution to make to the joint effort because of his/her resource and/or role and task responsibilities
The groups need to know they have to be concerned with each other’s learning
Ways to Structure Positive Interdependence
Assign the group a clear, measurable taskAssign a role to each member of the group
Checker Reporter Recorder Encourager
Time Keeper Praiser Quiet Captain Materials Monitor
Limit the resources given to a groupJigsaw materials so that each member has
part of a set of materialsHave each member make a separate
contribution to a joint project
Element #2 Face-to-Face Interaction
Individual’s encourage & facilitate each other’s efforts to complete tasks
Teach one’s knowledge to each other
Checking for understanding
Discussing concepts being learned
Working eye-to-eye and knee-to-knee
Element #3 Individual & Group Accountability
Keep the size of the group small 2 – 4
Assign individual work after the completion of group work
Randomly examine students orally by calling on one student to present his/her group’s work
Random pick up of assignmentsObserving each groupHave students put their initials by a problem
they completed
Element #4 Interpersonal & Small-Group Skills
Social skills must be taught!Specify how you want the students to behave
while they workName specific observable, describable
behaviors Use quiet voice Stay with your group Listen to each other Contribute ideas Use eye contact
Looks Like Sounds Like
Teach Social Skills
Pairs Compare
Find a partner at your table
Make a list of social skills you want students to use in cooperative learning groups
Find another pair (not at your table) and compare your lists.
Group members discuss how well they are achieving their goals and maintaining effective working relationships
Describe what member actions are helpful and not helpful
Make decisions about what behaviors to continue or change
Don’t skip this part!
Element #4 Group Processing
Process Group Work
Cooperative Learning Rubric
Management Hints
Move around the room observing the cooperative learning groups
Establish a place ahead of time for each group to meet
Set up the group team members Make small groups
Use timersUse musicUse nonverbal signals
Cliché Picture Puzzles Task:
Name as many cliches as you can. Be sure to explain the cliché you name to your group members.
Cooperative: Everyone in the group must agree Everyone must be able to explain Every one should participate
Positive Interdependence: Resource – One cliché sheet per group Role: - Encourager, Recorder, Checker, Environment – Each group has a specific area in which to meet
Individual Accountability Take turns and put your initial by the cliché you name. One
member of the group will be called on to explain the group’s answer
Expected Behaviors Use 12” voice – Encourage each other – Ask questions
Other Cooperative Learning Strategies
Jigsaw
Inside-Outside Circle
Numbered Heads Together
One Stray
Carousel Feedback
Ways to Select Group Leaders
Birthday closest to today
Person with the most pets
Longest/shortest hair
Tallest/shortest
Vowels/consonants in names
Most pockets
Number of buttons
Point to someone
“Alone we can do so little—together we can do so much.”
Helen Keller
Four Corners
If you are the youngest child, move to the northwest corner of the room.
If you are the oldest child, move to the southwest corner of the room.
If you are a middle child, move to the northeast corner of the room.
If you are an only child, move to the southeast corner of the room.
In your groups discuss ways you can use cooperative learning in your classroom.
Quick Write
The Quick Write is a literacy strategy that is designed to give students the opportunity to reflect on their learning. This writing assignment can be used at the beginning, middle, or end of a lesson and takes only about thirty seconds to several minutes. Students are supposed to let their thoughts flow without mechanics or revisions. Short, open-ended statements are usually given.
What are the implications of using Cooperative Learning in your classroom and what Cooperative Learning strategies will you use?