Transcript Cooperative Learning

Cooperative Learning
An old idea
whose time has come!!
We > I
George Jacobs
• Email: [email protected]
• Tel: 9-389-8360
• WWW: www.georgejacobs.net
Acknowledgements
• Kagan Publications and Professional
Development - www.KaganOnline.com
• CL Center, U. of Minnesota (USA) www.clcrc.com
• Success for All Foundation www.successforall.net
Write-Pair-Switch
• Each S works alone to write answers
(2 mins)
• In pairs, Ss share answers (2 mins)
• Ss switch partners & share their
former partner’s ideas with their
new partner (2 mins)
Questions
• Name, subject, etc.
• Experience with groups as S or T
• Current knowledge about CL
• Want to learn about CL
• 2 questions of your own
How Can We Use WritePair-Switch?
• Meeting new group members
• Before lesson to discuss what Ss know
about topic/remember from last lesson
• During a lesson for Ss to practice concepts
taught or to give their own ideas
• Afterwards to discuss what they have
learned & still need to learn
Write-Pair-Switch: Examples
• Books read during USSR/Extensive
Reading
• How did you choose the book?
• Is it fiction or non-fiction?
• What did you like about the book?
• What do you plan to read next?
Write-Pair-Switch: Examples
• Plants
• What plants do you know about?
• How did you learn about them?
• What plants are useful to you? How do you
use them?
• If you could grow a plant, which one would
you grow? Why?
Write-Pair-Switch:
Your Ideas
• Level? Subject? Topic?
• What questions?
• How much time for each step?
• Use questions without 1 right
answer or that need an explanation
of the entire answer
Outline
Potential advantages of groups
• Problems with groups
• Definition of CL
• Dimensions of CL
•
Attention Signal
• T claps - T’s hand raised
• Ss’ hands raised, mouths
closed, eyes on T
• Ss alert classmates who do not
see T’s hand raised
Quick, easy way to get Ss’
attention. The longer it
takes to get Ss’ attention,
the more time is lost.
RSPA
• Raise hand
• Stop talking
• Pass signal
•Attention to teacher
Rally-Robin
• 2 groups of 2 within each foursome
• 1 gives an idea
• 2 gives an idea
• 1 gives another idea
• 2 gives another idea
• T calls on Ss to share partner’s ideas
Topic for Discussion
• What are potential advantages of
groups? Explain, please.
2: You’re full of good ideas!
1: You’re smart! I learned
something from you.
Potential
Advantages of Grps
1. Quantity of learner
speech can increase
Simultaneous Interaction
• What percent of students in the entire
class are overtly active at the same
time?
• How do Write-Pair-Switch and Rally
Robin encourage Simultaneous
Interaction?
• 2.
Individualization can
increase
Equal Participation
• How equal is the participation in the
group?
• How do Write-Pair-Switch and Rally
Robin encourage Equal Participation?
Potential Advantages
cont. ...
3. Anxiety can be
reduced
4. Thinking can increase
Individual Accountability
• Is individual public performance
required?
• How do Write-Pair-Switch and Rally
Robin encourage Individual
Accountability?
Potential Advantages
cont. ...
5. Motivation can
increase
Positive Interdependence
• Is a gain for one group member a gain for
another?
• Is help needed, or can one student do the
task alone?
• How do Write-Pair-Switch and Rally Robin
encourage Positive Interdependence?
• 6.
Enjoyment can
increase
Potential Advantages
cont. ...
7. Independence can
increase
8. Social integration can
increase
Potential Advantages
cont. ...
9. Students can learn to
collaborate
Collaborative Skills
• Do students show that they know how
to work together?
• checking for understanding
• disagreeing politely
• asking for help
• speaking with 15 cm voices
• making suggestions
• asking for repetition
• 10. Learning can increase
How Can You Use
RallyRobin?
• What question or task will you give
the pairs?
• Notice how in the Rally Robin you
did the question called for short
answers.
RallyRobin Examples
• 5 times table: 1 says 5 x 1 = 5; 2 - 5
x 2 = 10; 1 - 5 x 3 = 15, etc.
• 1 says a present tense verb; 2 says
the past tense form. Reverse roles.
• Mammals: 1 says ‘rabbit’; 2 says
‘deer’; 1 says orangutan, etc.
Outline
•
•
Potential advantages of
groups
Problems with groups
Timed-Pair-Share
• Groups of 2
• One partner is 1; Other is 2
• 1 talks for 1 min.; 2 listens
• 2 talks for 1 min.; 1 listens
• 1 & 2 share the other’s ideas with
the class
Topic
• Potential problems with groups
• why the problem occurs
• effects of the problem
• experience with the consequences of
the problem as S or T
Example
• Problem: too much noise
• Why: Ss get very excited
• Effects: headache, other Ts complain
• Experience: My Ss played a word game in
groups. They were shouting and laughing.
Later that day, another T told me I had
disturbed her next door class.
• 1: I enjoy working with
you!
• 2: _____________________!
Keep Up The Good Work
But don’t ask me to help
Problems with Groups
1. Freeloading
2. Take-overs
3. Arguing
Problems cont. ...
4. Socializing
5. Crowd control
6. Furniture
Problems, cont. ...
7.
8.
9.
10.
Appearances
Ignorance
Coverage
Assessment
How Can We Use
Timed-Pair-Share?
• During or after a lecture, CD-ROM,
etc., Timed-Pair-Share lets us assess
students’ understanding.
• If one member ends before time is
up, their partner can ask questions.
Using Timed-Pair-Share
• What question or task will you give
the pairs? How much time?
• Use questions/tasks that promote
discussion
• Give prompts for questions to
encourage fuller answer?
Timed-Pair-Share: Example
• What is one method of saving paper?
• How does the method work?
• Do you already do this?
• Why does it save paper?
• Can you convince other people to use
this method?
Timed-Pair-Share: Example
• Describe one plant
• Parts?
• Habitat?
• Its place in the web of life?
Outline
Potential advantages of groups
• Problems with groups
• Definition of CL
•
Numbered Heads
Together
• Each member has a #: 1,2,3,4
• T asks a question/gives a task
• Grp puts their heads together
• T calls a #; S with that # gives &
explains their grp’s answer
Task - Part 1
• Choose 1 problem with groups
that does/would cause you
difficulties
• Explain why the one problem is
important and give an example
of the problem
Task - Part 2
• Take the problem you described in
Part 1.
• Think of ways to solve the problem.
• Explain why you think your solutions
will work.
• Perhaps CL techniques can help.
Focus on Collaborative Skills
• What is one thing a grp member did
to help your group work together as
a team?
• Who did it? What did they say/do?
• Be incredibly specific.
Collaborative Skills: Examples
• Leong asked, “Please explain positive
interdependence to me.” Asking for help
• Azizah referred us to the two questions
and gave examples. Giving examples
• Renu said to me, “You always have good
ideas. What do you think?” Encouraging
others to participate
How can you use Numbered
Heads Together (NHT)?
Using NHT
• T teaches, then gives Ss a question
or task to check understanding
• Be sure to ask for reasons or for
how the answer was obtained
• ?s/tasks w/ many possible answers
or parts let many Ss answer
NHT: Example
• T explains how to do division
• Ss do division problems in groups
• T calls a number
• Ss with that number take turns to
explain one step that their group took in
solving the problem
NHT: Example
• T asks Ss to design a robot that uses
photosynthesis
• Ss put their heads together
• T calls a number
• Ss with that number explain what their
robot looks like and how it functions
Definition of CL
Concepts and techniques
for enhancing the value of
group activities
Definition of CL,
cont. ...
What CL is NOT:
1. Not new
2. Not all the time
3. Not magic
What CL is NOT,
cont. ...
4. Not usually by itself
5. Not simple
6. Not as easy for Ts as for
workshop leaders
What CL Is NOT,
cont. ...
7. Not switched to
all at once
8. Not mainly about
groups
9. Not a fad
What CL Is NOT,
cont. ...
10. Not just for students
*** Not just with a small
classroom group
Outline
Potential advantages of groups
• Problems with groups
• Definition of CL
• Dimensions of CL
•
Dimensions of CL - #1
• Group Size
• Group Composition
Write-Timed-Pair-Share
• Each partner writes alone
• 1 talks for 2 mins.; 2 listens
• 2 talks for 2 mins.; 1 listens
• 1 & 2 share the other’s ideas
with the class
Write-Timed-Pair-Share
1. Is 4 a good size for
groups? Why or why not?
2. Should T choose the group
members? Why or why not?
Dimensions of CL
2. Seating Arrangement
Grps sit close together so they
see/hear each other easily &
do not bother other grps
Dimensions of CL
3. Collaborative Skills
Instead of: Ss assumed / hoped
to know how to work together
Collaborative Skills
CL: Collaborative skills taught
Collaborative Skills
• Encouraging others to participate
• Asking for help
• Thanking others who give help
• Making suggestions
• Disagreeing
Collaborative Skills
• Checking that others understand
• Asking for reasons
• Praising others
• Listening attentively
• Speaking quietly in groups
RallyRobin
What are collaborative
skills your students
need to improve?
Rally-Robin
•1
•2
•1
•2
gives
gives
gives
gives
an idea
an idea
another idea
another idea
Dimensions of CL
4. Duration of Groups
Instead of: When grps finish an
activity, the group disbands
Group Duration
CL: Grps often exist for more
than one activity, and discuss
how they function
Dimensions of CL
5. Group Solidarity
Instead of: Ss assumed / hoped
to feel solidarity with and care
about grp members
Group Solidarity
CL: Ts attempt to build
grp solidarity -
Positive Interdependence
Positive Interdependence
• Goal
• Resource
• Identity
• Role
• Reward
Timed-Pair-Share
How can we encourage
Ss to care about their
groupmates’ learning?
Dimensions of CL
6. Individual Participation/Learning
Instead of: Grp members
assumed / hoped to want to
participate / learn
Individual
Participation/Learning
CL: Activities foster participation
/ learning by all -
Individual Accountability
Dimensions of CL
7. Teachers’ Roles
Instead of: When Ss in grps,
Ts catch up on paperwork
Teachers’ Role
CL: Ts actively monitor grp
learning/ functioning
Dimensions of CL
8. Teachers’ Roles
Instead of: As far as Ss know,
Ts don’t participate in grps
Teachers’ Role
CL: Ts discuss / model how
they collaborate with fellow
educators and others
RallyRobin
How do you or how
could you collaborate
with other Ts?
Dimensions of CL
9. Solidarity Beyond the Group
Instead of: No attention given to
creating solidarity beyond the
grp
Solidarity Beyond
the Group
CL: Ts try to create solidarity
throughout the class and
beyond
Dimensions of CL
10. Solidarity Beyond the Group
Instead of: Cooperation just a
way of learning, not an
instructional theme
Solidarity Beyond
the Group
CL: Cooperation not only a
way of learning but also a
topic for learning
Sequential Roundtable
• One piece of paper per group
• #1 writes & passes the paper to #2
• #2 writes & passes the paper to #3,
etc.
Sequential Roundtable Topic
• What is one CL idea you would like
to try?
Examples
I want to try …
- Timed-Pair-Share
- Attention Signal
Simultaneous
RoundTable
• 4 pieces of paper per group
• Each S writes & then passes the paper
to their left
• Ss read what the other S has written,
continue based on that, and then pass
the paper
• Ss pass & write until papers return to
original writers
Simultaneous
RoundTable - Topic
• One question about CL
• When you receive someone else’s paper,
respond to that question
• Thus, each question will have 3
responses
Example
• I wonder what to do with Ss who don’t
say anything in their group
• How can I use CL if there are more than
40 students in my class?
• Can I cover the syllabus if I use CL?
RoundRobin
• The class has a topic or question
with multiple answers
• One at a time, each S stands and
tells groupmates their response
RoundRobin - Topic
• Give your reaction to the
RoundTable responses that your
groupmates wrote to your question
about CL
Using RoundTable
• Can be simultaneous (1 paper
/person) or sequential (1 paper/grp)
Using RoundTable
• Each S begins a story & passes to a
groupmate who continues the story
• Each S does one part of a mathematics
problem that has multiple steps
• 4 sheets: each with a different animal. Ss
write one characteristic of the animal and
how that affect’s the animal’s behaviour.
Using RoundRobin
• What is one thing you learned in
today’s class? Explain it.
5%
Lecture
10%
Reading
20%
Audio-visual
LEARNING PYRAMID
% of Average Retention Rate
30%
Demonstration
50%
Discussion Group
75%
Practice by Doing
90%
Teach Others
CRAIGEN, J. &
GREEN, N.
A HEALTHY BALANCE
WE
Cooperative
Learning
INQUIRING
EXPLORING
UNDERSTANDING
REFLECTING
Independent
Learning
ME
ALL
Whole
Class
Learning
Cooperative Independent Learning
Grades 7-12
Peel School District, Canada
Direct Teaching = Learning ?
Who’s Teaching Whom?