Workshop Two B
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This document outlines strategies and activities for a workshop on cooperative learning. Participants will experience cooperative learning structures, reflect on the experience, and learn how to apply the structures in their own classrooms. Some of the structures covered include Think-Pair-Share, Numbered Heads Together, and assigning group roles. The document provides examples of how to implement these structures. It concludes by sharing student perspectives on how cooperative learning helped them try harder, learn from others, and incorporate different ideas to reach consensus.
Workshop Two B
- 1. WORKSHOPTWO LEARNING OUTCOME: Experience co-operative learning and consider the impact this could have for student learning
- 2. You will: Experience Reflect upon experience Learn structures Think about how to apply these in the classroom EXIT CARD: Compass Points – Moving Forward with Co-operative Learning “What children can do together today they can do alone tomorrow.” - Vygotsky 1962 BY THE END OF THE WORKSHOP…
- 3. This is a listening and paraphrasing (saying in a different way) activity Step One: In a pair you have to take turns to describe your house to the other person. You must listen carefully Step Two: Two pairs join together to make a group of four Step Three: The person who listened to their partner’s house being described to them has to recall what was said and sell the house to the other pair. Each person in the four has a turn STARTER: 3 STEP INTERVIEW
- 4. 1. Learners are to sit an individual test. Emphasise that it is to check their understanding 2. Teacher administers the test 3. Test is marked 4. Learners then form groups of four and add up their scores to find a group score. Turn this into a percentage 5. Ask the group to teach each other how to correct their own mistakes. You can give direction to some strategies that may be helpful. Give a time signal to do this 6. Students individually sit the same test 7. Re-test is marked 8. The group then adds up their new scores to find a new group score and percentage 9. Groups celebrate the percentage increase MASTERY
- 5. 1. Bronchitis 2. Aeronautic 3. Satellite 4. Engender 5. Co-operate 6. Philosophical 7. Pneumonia 8. Committee 9. Parachute 10.Cemetery TEST
- 6. Think, Pair, Share is a way of providing increased wait time so that students have time to think before they speak or write. It also provides opportunities for repetition and for practising and polishing language. The teacher directs students to think individually about the question or idea, then discuss their thinking with a partner (pair), and then share with another pair or with the whole class. It is important that students need to be able to share their partner’s ideas as well as their own. This strategy is very easy to use and takes no preparation and it can be used across all learning areas. THINK PAIR SHARE
- 7. WHAT ARE THE POSSIBLE APPLICATIONS FOR MASTERY WITH YOUR CLASS(ES)?
- 9. Number off You will be given a question You come up with an answer as a group and everyone must be familiar and understand A number will be called The person with that number answers for the group You as a teacher can add to this by: Asking one number to nominate a number from another group to answer the question This moves the questions around the classroom in an unpredictable way Everybody is accountable NUMBERED HEADS TOGETHER
- 10. Come up with 4 steps you, as the classroom teacher, would take if a student was not engaging well in a co-operative learning group You must discuss the task above You must all agree as a group upon the series of steps You must all be prepared to share the group’s response NUMBERED HEADS TOGETHER
- 11. Scorekeeper – writes down the team ideas and final steps selected Cheerleader – praises good ideas, motivates the team if they get bogged down Referee – makes sure everyone is playing by the rules of the task and ensures they will keep to time Coach – ensures everyone is participating and prompts everyone to contribute to the best of their ability ROLES FOR NUMBERED HEADS TOGETHER
- 12. HOW COULD YOU USE PIGSF AND GROUP ROLES TO ENCOURAGE LEARNING IN YOUR CURRENT TEACHING?
- 13. EXIT CARD N = Need to know What else do you need to know about co-operative learning to feel confident in using strategies with your classes? E= Exciting Which strategies excite you and make you want to use them? S = Strategies List all of the co-operative learning strategies you have learnt about in the last two workshops W = Worries What still worries you about using co-operative learning?
- 14. In a survey of 390 high school students, students were asked if they helped others to learn, if they got help from others and if they tried to make sure their other group members learned as well as they could: “It made me try harder when doing a task” “Other people in the group were able to help me to better understand the topic. It helped me also to be teaching other people because it helps me to remember a large amount of work.” “The skilled person helped others to learn ways of obtaining higher grades if we wanted to earn them” “…being able to get other people’s ideas and then talking about the different ones. Changing them about to get a conclusion that suited all” Co-operative Learning in New Zealand Schools (Brown and Thomson) FINAL WORD
Editor's Notes
- #4: Noreen
- #5: Erin
- #6: Noreen
- #9: Noreen - Physically demonstrate how this works
- #10: Come up with a series of steps you, as the classroom teacher, would take if a student was not engaging well in a co-operative learning group
- #11: Erin: SlideNoreen: T Chart – looks like (bodies turned together, heads to each other, eyes on one page, writing on one page), sounds like (encouragement, discussion, sharing an idea, clarifying an idea, working out differences in opinion)
- #12: Erin
- #13: Round Robin – 2 minutes to make some notes on a piece of paper (independently)