interaction siop component 5. today’s goals / objectives content objectives: know four features of...

InteractionSIOP Component 5

Today’s Goals / Objectives

Content Objectives:Know four features of SIOP component, Interaction:

◦F16 - Frequent opportunities for interaction◦F17 - Group configurations◦F18 - Wait time◦F19 - Key concepts clarified in L1

Understand fair grading in cooperative learning classrooms

Language Objectives:In small groups, read and discuss answers to

frequently asked questions about effective interaction / cooperative learning.

1. Lesson Preparation

2. Building Background

3. Comprehensible Input

4. Strategies

5. Interaction

6. Practice & Application

7. Lesson Delivery

8. Assessment & Feedback

Sheltered Instruction

Interaction

17. Grouping Configur-

ations

16. Frequent

Opportun-ities for

interaction

18. Wait Time

19. Clarifica-tion in L1

“School is a place where young people go to watch old people work.”

John Goodlad

“A long time ago, there was no such thing as school, and children spent their days learning a trade, a phrase which here means ‘standing around doing tedious tasks under the instruction of a bossy adult.’ In time, however, people realized that children could be allowed to sit, and the first school was invented.”

Lemony Snicket

F16 - Frequent opportunities for interaction / discussion

Research shows that classes are characterized by excessive teacher talk (99)

When students were asked to respond, it was usually only simple recall statements

Students learn more when participating fully, discussing ideas/information (102)

ELs need the most opportunities to practice using English language

Encourage elaboration – “what do you mean by,” “What else…(103)”

In many schools, ELs are grouped in low ability groups regardless of ability. In “low” groups, teachers…◦…talk more; ask lower-level questions; cover

less; ◦…spend more time on skill and drill; provide

fewer opportunities for leadership & independent research;

◦…encourage more oral than silent reading; teach less vocabulary; allow less wait time;

◦…spend twice as much time on behaviors

F17 – Group Configurations

In cooperative learning, we encourage interaction and we need a signal to get

students to refocus on the teacher.

1.Raise hand2.Focus fully on me – I need your eyes

and ears – no talking, no working3.Signal others

Characteristics of Effective Interaction Structures

1. Organizes Classroom Instruction – A structure is a strategy that describes how teachers and students will interact with curriculum.

2. Is Content-Free and Repeatable – Structures are not tied to any specific curriculum but can be used repeatedly to create new learning experiences in ANY class (WITH current lesson plans!).

3. Implements the Basic Principles of Cooperative Learning (PIES) – the inclusion of PIES is what makes cooperative learning truly effective.

P

I

E

S

Positive InterdependenceQuestion 1: Are students on the same side?Question 2: Does the task require working together?

Individual AccountabilityQuestion 3: Is individual, public performance required?

Equal ParticipationQuestion 4: Is participation approximately equal?

Simultaneous InteractionQuestion 5: What percent of students are overtly interacting at once?

Team Building:creates enthusiasm, trust, and mutual support, which in the long run, leads to

more efficient academic work.

1. On your own, rank each of the adjectives on the “How Do You Most Want to Be?” card (10-29). 1 = what you most want to be and 10 = what you least want to be.

2. After each person has finished ranking, they will be given two minutes to share with the group.

1. To the extent possible, students are seated in teams of four.

2. Teams of four allow pair work (face partners, shoulder partners – not diagonal partners)

3. Teams of four increase variety.

How are students grouped?

1. Heterogeneous teams are recommended for stable based teams.

2. The heterogeneous team is mixed in achievement level, gender, and ethnicity.

3. Heterogeneous teams maximize the potential for cross-ability tutoring, positive race relations, improved gender relations, and efficient classroom management.

How are students grouped?

A A

BBFace Partners

Face Partners

LML

HHM

1

43

2S

hou

lder

Part

ners

Sh

ou

lder Pa

rtners

Teams of Four....(7.2-4)

Allow Pair WorkAvoid Odd Man OutIncrease Variety

Four ways to group students:

1. Heterogeneous – For most cooperative learning2. Homogeneous3. Random4. Student Selected

Remember:

1. Social skills / Behavior

2. Special needs3. Gender4. Ethnicity5. Socioeconomic

backgrounds6. 2nd language

Write down the characteristics of teachers that are “traditional,” those who use “group work” and those who use “structures / cooperative learning.”

After writing your responses, take turns responding orally. in RoundRobin, students take turn in their teams.

To start the RoundRobin you need to know who will share first.

Teacher ATraditionalInstruction

Teacher BGroup Work

Teacher CStructures

(Cooperative Learning)

Achievement Gains

Social Skills

Required Participation

Active Engagement

Many Some

Some

Some

Some

All

All

All

All

All

All

None

Q&A: Some

Q&A: Some Some

Some

Guided Practice: All

Guided Practice: All

Teacher A, B, C ComparisonFor each box above answer the question, “Which students benefit?”

Efficiency in Action

Simultaneous Interaction Increases Engagement and Participation

Structure Percent Actively Engaged at Once

Student Participation Time Per Hour

Whole Class Q & A

RoundRobin

RallyRobin

1 in 30 (3.33%)

1 in 4 (25%)

1 in 2 (50%)

2 minutes per student

15 minutes per student

30 minutes per student

Efficiency in Action

Time for Three-Minute Student Presentations

Structure Required Class Time

Student PresentationStudent Presents to class.

Timed RoundRobinStudent presents to teammates.

Timed Pair ShareStudent presents to partner.

90 minutes

12 minutes

6 minutes

Rationale for Cooperative Learning

1. Cooperative learning appeals to students because they are social, enjoy working with their peers, and need and like to move.

2. Last year, 32% of referrals at Eagle Rock were caused by students who were trying to get peers’ attention

3. 24% were by students trying to avoid individual tasks / activities.

Benefits of Cooperative Learning

1. Fun, active engagement, 2. Stimulating the brain, 3. Everyone has a role, 4. Time flies, 5. Active not passive, 6. Fewer discipline problems, 7. Increased self-esteem, 8. Sense of belonging / community,9. Better use of time10. All students learning from one

another

11. Improved social skills, 12. Generation of more ideas13. Employment skills:

communication, interpersonal skills, teamwork, analytical skills, flexibility, adaptability,

14. Leadership skills: respect, kindness, responsibility, citizenship,

15. Improved race relationships.

Assigning Grades in a Cooperative

Learning Classroom

Don’t assign Group Grades. Why?

Group grades tell us little or nothing about

individual students.

Group grades undermine motivation.

Group grades don’t provide good

feedback.

Group grades are a poor method of communication

to parents, scholarship committees, employers,

etc.

Don’t assign Group Grades. Why?

Group grades convey the

message that grades are partially a function of

forces entirely out of students’

control.

Group grades are not

fair.

Group grades create

resistance to cooperative learning.

Don’t assign Group Grades. Why?

Group grades

could be challenged

in court.

Group grades fail to

“certify” students

correctly for advanced or

remedial courses.

Group grades violate

individual accountability.

Test Alone.Learn Together.

The Big Five Structures1. Organize Classroom Instruction2. Content-free and Repeatable3. Implements the basic principles of cooperative learning (PIES)

Please refer to the handout:1. Rally Robin2. Timed/Pair/Share3. Rally Coach4. Stand up hand up pair up 5. Round Robin

Start with very simple structures like RoundRobin, RallyRobin, and Timed Pair Share

When you are really comfortable with one structure, begin using a second structure. Build these in to already existing lesson plans.

Last Structure of the Day: Fan and Pick

1. Cut out the flash cards on the yellow card stock.2. Mix up the cards and place them in a pile.3. Person 1 holds and fans out the cards 4. Person 2 picks a card & reads the question5. All students search the text to find the answer6. Person 3 answers the question.7. Person 4 verifies that the answer is correct.8. Switch roles each time you answer a new

question.9. Stop after ___ minutes.

“Talent wins games, but teamwork and intelligence wins championships.”

Michael Jordan

When you get a chance, take a cooperative learning workshop taught by the district’s instructional coaches. It’s great information and makes teaching even more fun!

Each E-log should clearly reflect the last class session. Points may be earned for the following:

Case Study Student – BLUE font.

Successes / Aha Moments – GREEN font.

Student “data” for use in instruction– PINK font.

Differentiation Strategies – ORANGE font .

Cooperative Learning / Interaction – PURPLE font.

Academic Vocabulary– BROWN font.

Building Community– NAVY font.

Obstacles/Questions– RED font.