Social Studies Cooperative Learning PPT

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Social Studies Cooperative Learning PPT Powered By Docstoc
					Cooperative Learning in Social
Science

  By: Jamie Hille, Kelly Boynton, &
           Kelly Sherlock
Definition
   Cooperative learning is structured group work
    towards a common goal that still requires
    students to be individually accountable.
   It can be done in a variety of ways and used
    for any grade level.
   Types of cooperative learning: group
    investigation, jigsaw, learning together,
    STAD, & TGT.
Group Investigation
   Each group gets a topic and each student is
    assigned one aspect of the topic. The
    students will then combine their individual
    knowledge for a group presentation.
   For example, the topic could be the Civil War
    and each student would be assigned smaller
    topics such as a certain battle.
Jigsaw
   Expert groups are created to research individual
    sections.
   Once the expert groups have finished their research,
    new groups are formed with one expert from each
    section.
    Each new group member can teach the topic that
    they are an expert on to other group members.
   For example, expert groups can be assigned the
    causes of the first world war, such as economic
    reasons, political reasons, etc. New groups are
    formed to learn all about the causes from other
    “experts” in each area.
Learning Together
   Students work on a worksheet together
    and turn it in as a group. The group can
    be graded on correct number of
    answers, improvement, collaboration,
    etc.
Student-Team Achievement
Divisions (STAD)
   Teams work together to master the skill as a
    group, however there are individual tests. In
    order to ensure cooperation and skill mastery,
    the teacher can assign points with an average
    of a group score and an individual score.
   This way students want everyone in their
    group to understand because each score
    affects their own.
Teams-Games-Tournaments
(TGT)
   Groups of varying skill level students
    are combined to work on a skill.
   Each week the students can be in
    games or tournaments against students
    of their own skill level.
   Each student is a representative of the
    original group and points are awarded
    based on performance.
Implementation
   Teachers need to make short term
    goals as well as long term.
   Make each student accountable for their
    work, but at the same time they should
    still rely on the group to finish the
    project.
   Group and individual reflection.
Implications
   Allow sufficient time.
   Social skills should be taught in the
    classroom
  References
•Box, J., & Little, D. (2003, December). Cooperative Small-Group
          Instruction Combined with Advanced Organizers and Their
          Relationship to Self-Concept and Social Studies Achievement of
          Elementary School Students. Journal of Instructional Psychology,
          30(4), 285-287. Retrieved January 15, 2008, from Academic
          Search Premier database.
•Hendrix, J.C. (1999). Connecting cooperative learning and social studies.
        Clearing house, 73. Retrieved January 14, 2008, from
        http://proxy.library.eiu.edu;4769/ehost/delivery?vid=8&hid=117
        &sid=9a8065fd-f3fl-4dc5.
• Sullivan, J. (1996). Impementing a cooperative learning research
         model: How it applies to a social studies unit. Social Studies, 87
         (5), 210.
Additional Links
  o   http://edtech.kennesaw.edu/intech/cooper
      ativelearning.htm
  o   http://www.specialconnections.ku.edu/cgi-
      bin/cgiwrap/specconn/main.php?cat=instru
      ction&section=main&subsection=udl/coope
      rative
  o   www.jigsaw.org

				
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posted:11/30/2011
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