cooperative learning - greenb6 · 2015. 4. 25. · what is cooperative learning? •according to...

Cooperative LearningBonnie, Keri, and Kristin

Welcome 1st Grade Scientists!• What we’ve learned…

• Brassica Plant Life Cycle

• Brassica Plant parts

July 22, 2012 Footer text here2


Flower • Attracts bees

to pollinate the plant

• Seedpods grow out of the flower

Roots• Bring

water and nutrients from the soil

• Keeps the plant in the soil

Stem• Brings water

and nutrients from the roots to the leaves

• Helps the plant stand up straight

Leaves• Collect

sunlight • Make food

with sunlight and water

Seedpod• Produces seeds• Seeds help the life cycle

continue

Group Jobs• Scribe

• Write down the group’s ideas

• Artist• Draw a picture of your group’s plant part with labels

• Group Leader• Teach the class about your group’s learning



What would happen if part of the plant was missing?

I wonder…

I think…

What do you think…

I agree…

The Sum of Our Parts


What is Cooperative Learning? • According to Johnson, Johnson and Holubc, (1994): "Cooperative learning is the instructional use of small

groups through which students work together to maximize their own and each others learning. "

• “Teachers who employ cooperative learning methods promote learning because these collaborative experiences engage students in an interactive approach to processing information, resulting in greater retention of subject matter, improved attitudes toward learning, and enhanced interpersonal relations among group members” (Angelo, 1993).


Element #1: Positive Interdependence “A sink-or-swim together” attitude whereby one student’s success promotes success

among others within the group (38).

Positive interdependence is a key element of cooperative learning because it emphasizes that everyone is in the effort together.

Positive Interdependence sets the stage for students to be responsible for their own learning and the learning of those in their group.

Teachers can foster positive interdependence by clearly defining roles and responsibilities during the cooperative learning activity.


Element #1: Connection to the Classroom Using Role Cards-

• While working in cooperative learning groups structure tasks through roles.

• Before roles are assigned, teachers should explain and model the task and the individual roles for students.

• Rotate roles on a regular basis so that all students become proficient in each task.


Element #2: Face to Face Interaction Element #3: Individual/Group AccountabilityElement #4: Interpersonal and Small-Group Skills“The other key element of cooperative learning, individual accountability, refers to the need for each member of the team to receive feedback on how his or her personal efforts contribute to achievement of the overall goal.” (p. 37)

• Individuals encourage each other and make efforts to help one another learn.

• All members of the group contribute to achievement of the goal and also learn as individuals.

• Students are directly taught communication,

decision making, conflict resolution and

leadership skills.


Elements #2, #3, #4: Connections to the ClassroomTeachers should -

• Establish group norms and expectations. Use rubrics to help students know what group work should look like and sound like.

• Be purposeful of how you structure the groups: small, mixed ability, vary your groups.

• Teach the social skills needed for students to be successful in a group

• Don’t overuse cooperative learning

• Use formative and summative assessment to ensure that all students contribute to the group goal (individual accountability) and demonstrate proficiency of the learning that is expected.

• Limit group size to 5 or less


Element #5: Group Processing • Establish dedicated time for group

reflection.

• Processing can be individual, team-wide, or at the whole collaborative class level.

Provide:

-specific questions

-learning logs

-sentence stems

How well did I listen? Did we take turns and include everyone? How could we have coached each other better? How can the class function more smoothly?

- This will focus the team to think about how well they’re functioning and how they can improve their performance in the future.


In Conclusion -Cooperative learning helps create a well rounded student because in addition to the academic benefits it provides, “cooperative group work benefits students in social and behavioral areas as well, including improvement in students’ self-concept, social interaction, time on task, and positive feelings toward peers.” (Barron and Darling-Hammond, 2008)

Positive Interdepen-

dence

Face to Face Interaction

Individual and Group

Accountability

Interpersonal and Small-Group

Skills

Group Processing


Resources Angelo, T. A. and Cross, K. P. 1993. Classroom Assessment Techniques, A

Handbook for College Teachers, 2nd ed., Jossey-Bass Publishers, San Francisco,.

Bonwell, C.C, and J. A. Eison. 1991. Active Learning: Creating Excitement in the Classroom. (ASHE-ERIC Higher Education Report No. 1, 1991) Washington, D.C.: George Washington University Clearinghouse on Higher Education.

Darling-Hammond, Linda, and Brigid Barron. "A Review of Research of Inquiry- Based and Cooperative Learning." Powerful Learning: What We Know about Teaching for Understanding. San Francisco, CA: Jossey-Bass, 2008. N. pag. Print.

Dean, Ceri B., Elizabeth Ross, Howard Pitler, and Bj Stone. Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD, 2012. Print.

Dubas, Justin, and Santiago Toledo. "Using Marzano’sTaxonomy To Enhance Feedback Strategies For Students And Faculty." Texas Luthern University (2012): n. pag. Web. 15 Apr. 2014. <http://bul.sagepub.com/>.

Hattie, John. Visible Learning for Teachers: Maximizing Impact on Learning. London: Routledge, 2012. Print.


Instructional StrategiesEDU 6526

cooperative learning - greenb6 · 2015. 4. 25. · what is cooperative learning? •according to...

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