Cooperative learning in middle school
- 1. Cooperative Learning in Middle School Jennifer Evans Assistant Director ELA St. Clair County RESA Evans.Jennifer@sccresa.org http://www.protopage.com/evans.jennifer Port Huron Schools October 30, 2015
- 4. StandUp – HandUp - PairUp Directions 1. Students stand up, put their hands up, and quickly find a partner with whom to share or discuss. 2. Teacher says, when I say go, you will “stand up, hand up, and pair up!” Teacher pauses, then says, “Go!” 3. Students stand up and keep one hand high in the air until they find the closest partner who’s not a teammate. Students do a “high five” and put their hands down. 4. Teacher may ask a question or give an assignment, and provides think time. 5. Partners interact using: 1. RallyRobin 2. Timed Pair Share Ideas For My Classroom • • • • • • Practice: Cooperative Learning Prior Knowledge
- 5. Familiar Structures Think Pair Share (Each partner shares for same amount of time) Chips In (Talking Chips) 3-2-1 Exit Ticket Round Robin (Timed – each person expected to share for same amount of time)
- 6. Cooperative Learning: What is It? Cooperative learning is a successful teaching strategy in which small teams, each with students of varying abilities, use a variety of learning activities to improve their understanding of a subject.
- 7. Cooperative Learning: What is It? Each member of a team is responsible not only for learning what is taught, but also for helping teammates learn, thus creating an atmosphere of achievement.
- 8. Cooperative Learning: What is It? small teams varying abilities variety of learning activities improve their understanding each member responsible helping teammates atmosphere of achievement
- 9. Incorporating Cooperative Learning Effectively in Middle School https://www.youtube.com/watch?v=5PquzYeaex4
- 10. Seven Keys For Success 1. Structures Make a Stand Talking Chips AllWrite RoundRobin StandUp – HandUp - PairUp 2. Teams Recommended 4 in a team Base teams for 6 weeks Heterogeneous H, MH, LM, L 3. Management Consistent Materials Routines / procedures Time Space Students 4. Classbuilding The process by which a room full of individuals with different backgrounds and experiences become a caring community of active learners. Stand up – move – interact with everyone 5. Teambuilding The process by which a group of 4 students with different backgrounds and experiences become a cooperative and caring team. Have to be fun, not content related, and easy for all 6. Social Skills Roles Model Reinforce Reflect / Plan Structures 7. Basic Principles (PIES) P I E S
- 11. Key Points for Cooperative Learning • 1. Positive Interdependence - occurs when gains of individuals or teams are positively correlated. 2. Individual Accountability - occurs when all students in a group are held accountable for doing a share of the work and for mastery of the material to be learned. 3. Equal Participation - occurs when each member of the group is afforded equal shares of responsibility and input. 4. Simultaneous Interaction - occurs when class time is designed to allow many student interactions during the period. In order for it to be considered Cooperative Learning it must:
- 12. Four Basic Principles : P.I.E.S. Positive Interdependence Individual Accountability Equal Participation Simultaneous Interaction
- 14. ShowdownDirections 1.Teacher selects one student on each team to be the Showdown Captain. 2. The Showdown Captain draws the tops card (if each team was given cards), reads the question, and provides think time. 3. Working alone, all students, including the captain, write their answers. 4. When finished, teammates signal they’re ready. 5. The Showdown Captain calls, “Showdown!” 6. Teammates show and discuss their answers. 7. The Showdown Captain leads the checking. 8. If correct, the team celebrates; if not, teammates tutor, then celebrate. Ideas For My Classroom • • • • • • Practice: PIES Review (Whiteboards)
- 15. Break
- 16. Value Lines Directions 1. A statement is announced and students take a stand on an imaginary line which stretches from one end of the classroom to another. Strongest agree= 10 Strongest disagree = 1 2. Students line up with out talking 3. Students listen to similar point of views (those standing next to them in line) 4. 4. Value line can be folded to make groups of 2 or 4. Ideas For My Classroom • • • • • • Practice: Comparison of 3 teachers
- 17. Teacher A Teacher asks a question Teacher provides think time Students raise their hands to answer the question Teacher calls on one students to answer the question One student responds Teacher responds The process is repeated
- 18. Teacher B Teacher asks a question Teacher provides think time Pairs or teams discuss answer Teacher calls on one student pair or team to answer the question Teacher responds The process is repeated
- 19. Teacher C Teacher asks a question Teacher provides think time Student to student structured interaction Teacher calls on one student pair to answer the question Teacher responds The process is repeated
- 20. Make A Stand Directions 1. Teacher gives statement. 2. Students stand up if the statement is true and sits if the statement is false. Ideas For My Classroom • • • • • • Practice: Classroom Management Prompts
- 21. Management Cooperative Class Expectations (Develop together and post in room) Seating Arrangement (Number seats 1-4; no backs to teacher) Quiet Signal (Consistent; different for various purposes?) Materials (Be prepared – routine in place to save time) Noise Level (Expectations for various activities)
- 22. Talking Chips Directions 1. Each students has one talking chip. 2. Students place their chip in the center of the team table each time they talk. 3. Students can speak in any order, but can not speak a second time until all chips are in the center. 4. When all chips have been placed (everyone has spoken), the chips are all collected and anyone in any order can speak again. 5. When groups complete task they celebrate with a group cheer Ideas For My Classroom • • • • • • Practice: Considerations when forming groups
- 23. Forming Teams Consider length together For Base Teams Ideal Number is 4 Consider • Base Teams – keep together for about 6 weeks • Sort class into 4 groups • High • High Medium • Low Medium • Low • If one extra, make one team of 5 • If two extra, make two teams of three • If three extra, make one team of three • Sex • Prior Teams • Conflicts • Special Needs • Reading Levels
- 24. Article: In Praise of Praise
- 25. AllWrite RoundRobin Directions 1. Teacher poses a problem to which there are multiple possible responses or solutions, and provides think time. 2. Students take turns stating responses or solutions. 3. During RoundRobin, students each record each answer on their own paper. Ideas For My Classroom • • • • • • Practice: Praise Article (White Boards)
- 26. In an interview John Hattie emphasized that the most powerful feedback is that given from the student to the teacher. This feedback allows teachers to see learning through the eyes of their students. It makes learning visible and facilitates the planning of next steps. Feedback
- 27. “The most powerful single influence enhancing achievement is feedback” Quality feedback is needed, not more feedback Much of the feedback provided by the teacher to the student is not valued and not acted on. Students with a Growth Mindset welcome feedback and are more likely to use it to improve their performance. Oral feedback is much more effective than written.
- 28. What Must Feedback Include? 1. Recognition of the desired goal. 2. Evidence about present position. 3. Some understanding of a way to close the gap between the two.
- 29. Feedback on task, process and self regulation level is far more effective than on the Self-level (e.g. praise which contains no learning information).
- 30. You know your feedback is good if you get the following results: Your students do learn – their work improves. Your students become more motivated – they believe they can learn, they want to learn, an they take more control over their own learning. Your classroom becomes a place where feedback, including constructive, is valued and viewed as productive.
- 31. Inside-Outside Circle Directions 1. Teacher prepares questions for each student 2. Students form pairs. One student (A) from each pair moves to form on large circle in the class facing inward. 3. Remaining students (B) find and face their partners (class now stands in two concentric circles) 4. Inside circle students ask a question from their question card; outside students answer. Inside students praise or coach. (Alternative: teacher poses questions and indicates what student will answer.) 5. Partners switch roles and trade cards 6. Circles rotate Ideas For My Classroom • • • • • • Practice: Feedback
- 32. Spanish Colors Practice https://www.youtube.com/watch?v=H15nDRfnfWo
- 33. Quiz-Quiz-Trade Directions Set up: Teacher prepares a set of question cards 1. The teacher tells students to “Stand up, put a hand up, and pair up,” and greet your new partner. 2. Partner A quizzes B. 3. Partner B answers. 4. Partner A praises or coaches (Rally Coach) 5. Partners switch roles. 6. Partners trade cards and thank each other. 7. Repeat Ideas For My Classroom • • • • • • Practice: Spanish Colors
- 34. Rally Coach RALLY COACH: • Partner A shares answers to questions • Partner B coaches if necessary by: • Tip • Tip • Teach • Try Again • Praise • Switch Partner Roles
- 36. Stand up Pair Up Share Up 3-2-1 Reflection 3 Things learned / reinforced 2 Things you will use 1 Thing you will share
Editor's Notes
- #4: The Why - Hook
- #5: 1st partner: tell one thing you know about cooperative learning 2nd partner: tell one thing you would like to learn about cooperative learning 3rd partner: tell one thing you would like to work on today Record ideas for your classroom on each of these structure slides Highlight or star structures you particularly like
- #7: Make window paning while talking through next 2 sides.
- #12: Critical Questions: P: Positive Interdependence – Positive Correlation: Are students on the same side? Interdependence: Does the task require working together? I: Individual Accountability – Is individual, public performance required? E: Equal Participation – Is participation approximately equal? S: Simultaneous Interaction – What percent of students are overtly interacting at once?
- #13: It’s all about structuring the interaction
- #14: Handout
- #15: Using the whiteboards… When showdown captain calls “Showdown” teammates all display their own answers. Teammates either celebrate or tutor and then celebrate. What does P stand for? (Positive Interdependence) What does it mean? (a positive correlation of outcomes, and interdependence) What does I stand for? (Individual Accountability) What does it mean? (Each student contributes – performance done independently, someone witnesses the performance, and the performance is required for the success of the team) What does E stand for? (Equal Participation) What does it mean? (Students must participate in the task about equally) What does S stand for? (Simultaneous Interaction) What does it mean? (Actively engages a high percentage of students at once)
- #17: Comparison of 3 Teachers Average teacher asks 120-150 oral questions a day Compare 3 teachers and discuss differences and what makes one cooperative learning and the others not Same number of students, same amount of time, same questions, same lesson, same make-up of students
- #18: Traditional Same students always answer; kids check out; there is not accountability for all
- #19: Group Work: Hogs – Logs: each student does not get equal time to share – not structured
- #20: Cooperative Learning Structures - could include: Rally Robin (List); Timed-Pair-Share (Lengthy); Round Robin (Team action); Mix-Pair-Share (Move); Think-Write RoundRobin (write first so don’t steal answers)
- #21: Michigan fan Loves chocolate Uses a universal quiet signal to get students’ attention for all purposes Have a different signal for different purposes Have posted class expectations Have noise level expectations for various activities Group students homogeneously Group students heterogeneously
- #22: Recommended Cooperative Learning management from Kagan
- #23: Chips In: Discuss factors you consider when you group students. Be sure to explain why.
- #24: Recommended team forming for Cooperative Learning from Kagan
- #25: Read article – annotate as necessary. Purpose: focus on how praise and rewards effect intrinsic motivation
- #26: Using White Boards – share examples from article and thoughts about how praise and rewards effect intrinsic feedback
- #29: Black Box article: p. 142-143
- #31: From How to Give Effective Feedback to Your Students by Susan M. Brookhart
- #32: Get students up by starting with a standup-handup-pairup Form circles 1st : partners each share a correct example of feedback Move 3 2nd : partners each share a correct example of feedback Move 2
- #34: Use Spanish Color cards
- #39: Stand-up, pair-up, share-up 3 Things learned / reinforced today 2 things you will use 1 thing you will share