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Cooperative Learning Cooperative Learning High Yield

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									Cooperative Learning

High-Yield Instructional Strategies
           Dec. 2, 2008
    Professional Development
          It’s good for kids!

 The research indicates that cooperative
  learning has positive effects on pupils’
empathy, tolerance for differences, feelings
        of acceptance, friendships,
     self-confidence, and even school
     attendance (Solomon, Watson &
             Battistich, 2001).

     *taken from a 2007 Finnish education report
        Outcomes for today:
 Review the 3 types of groups
 Review the 5 elements of successful
  cooperative learning
 Know why Cooperative Learning helps you
  as a teacher
 Be able to create a Cooperative Learning
  lesson that incorporates all 5 elements by
  the end of December.
       3 group types: a review

 Formal groups: last from one day to several
  weeks; students have assigned roles and specific

 Base    groups:   run all year (ex: Goal teams,

 Informal groups: last from a few minutes
  to a class period (ex: Think/Pair/Share, jigsaw,
  Rally Table)
     5 elements of Cooperative
 Positive   Interdependence (sink or
 Face-to-Face Interaction
 Individual and Group Accountability
 Interpersonal & Small-Group Skills
 Group Processing
              Why should we
         use cooperative learning?
 NC Teaching Standard:
 4f. Teachers help students work in teams and
    develop leadership qualities.
    – Teach the importance of cooperation and
    – Organize learning teams in order to help students
      define roles, strengthen social ties, improve
      communication and collaborative skills, interact
      with people from different cultures and
      backgrounds, and develop leadership qualities
                Helpful Hints:
1.   Group kids in lots of different ways: abilities,
     strengths, birthdays, favorite foods, etc.
2.   Keep groups small most of the time (3-4
     members is optimal)
3.   Use with intention and purpose
4.   Make each kid accountable as an individual
     and as a group
5.   Have a measure of accountability: individual
     and/or group
6.   Each child should have a definite role with
     specific responsibilities (i.e. role cards)
                    Rally Table
             (informal group activity)

 Number off 1,2,3,4,5 (the number you are is the
  standard you begin with)
 Review the Standards document while focusing on your
  assigned standard (3 min.)
 Using activity template provided, list 1-2 ways you are
  addressing your standard in your classroom (30 sec.)
 Stay in your seat and keep passing the templates
  clockwise and repeat process for the remaining four
  standards (2 min.)
 Report out by standard – only sharing new or different
  examples for each standard
    How could you use Rally Table in
         YOUR content area?
 English: give examples of literary devices in a specified
 Math: show the steps to solve a problem
 S. Studies: list factors that contributed to different
 Science: record facts about different parts of the body
 Computers: explain steps to create a spreadsheet,
  brochure, etc.
 PE/health: describe methods/rules for playing different
 Art: list characteristics of different artistic movements
 Chorus/band: describe characteristics of specified
  musical periods

The main challenge in Cooperative Learning is
  group conflict.
 In helping students learn to work together, you
  can teach skills like praising others, taking turns,
  and shared decision making.
 It can also be loud when you use cooperative
  groups, so prepare yourself if you’re used to a
  quiet classroom.
 An effective approach to handling group conflict
  is to use a simple conflict-resolution checklist.
                 Next steps…
   Using a learning target from your content
    area/grade level, fill out the cooperative
    learning planning form.
   For homework, apply the planned technique
    in the classroom and be prepared to share
    out in the next meeting.
   Bring artifacts, testimonials, and examples to
    the next meeting & be ready to share!
       Available Resources
 15 Cooperative Learning Strategies
  (Marty Moore)
 Laura Candler website:
          Available Resources
 Carolyn  Coil Successful Teaching in
  the Differentiated Classroom (IF has
  copy) pp. 18-30
 Carolyn Coil Standards-based
    Activities and Assessments for the
    Differentiated Classroom (for group
    product criteria) pp.21-24

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