CHAPTER 11CHAPTER 11

Engaged Learning:Engaged Learning:

Cooperation and CommunityCooperation and Community

Social Processes in LearningSocial Processes in Learning

Positive and Negative EffectsPositive and Negative Effects

Peers- Students often surround Peers- Students often surround themselves with those with shared themselves with those with shared interests and activitiesinterests and activities

Adults- Parents & Teachers serve as Adults- Parents & Teachers serve as role models role models

Collaboration & CooperationCollaboration & Cooperation

Collaboration-Collaboration- A philosophy about how A philosophy about how to deal with people that respects to deal with people that respects differences, shares authority, and builds differences, shares authority, and builds on the knowledge of others. on the knowledge of others.

Cooperation- Cooperation- Working together with Working together with others to reach a shared goal others to reach a shared goal

Cooperative LearningCooperative Learning

Cooperative Learning- Cooperative Learning- Arrangement in Arrangement in which students work in mixed-ability which students work in mixed-ability groups and are rewarded on the basis of groups and are rewarded on the basis of group success. group success.

Elements of Cooperative Elements of Cooperative LearningLearning

Face to Face student interactionFace to Face student interaction Positive independencePositive independence Individual accountabilityIndividual accountability Collaboration skillsCollaboration skills Members monitor group progressMembers monitor group progress

Misuses of Cooperative Misuses of Cooperative LearningLearning

Students rush through their workStudents rush through their work Unsure students support group Unsure students support group

misconceptionsmisconceptions Used as social timeUsed as social time One “expert” quickly does the workOne “expert” quickly does the work Students that feel like they aren’t Students that feel like they aren’t

needed do no contributeneeded do no contribute

Designs for CooperationDesigns for Cooperation

Reciprocal Questioning: Approach where Reciprocal Questioning: Approach where groups of two or three students ask and groups of two or three students ask and answer each other’s questions after a lesson answer each other’s questions after a lesson or presentationor presentation

Students create questions and take turns Students create questions and take turns answering them and encourages deep answering them and encourages deep thinking on the topicthinking on the topic

Question stems to facilitate reciprocal Question stems to facilitate reciprocal questioning: What would happen if…? Or questioning: What would happen if…? Or What is the meaning of…? Or What do you What is the meaning of…? Or What do you think causes…? think causes…?

Designs for CooperationDesigns for Cooperation

Scripted Cooperation: A learning strategy Scripted Cooperation: A learning strategy in which two students take turns in which two students take turns summarizing material and critiquing the summarizing material and critiquing the summariessummaries

Can include any task or subjectCan include any task or subject Example: students read a passage, one Example: students read a passage, one

gives a summary and other critiques it gives a summary and other critiques it then students work together to form then students work together to form information, then partners switch rolesinformation, then partners switch roles

Guidelines for Cooperative Guidelines for Cooperative LearningLearning

Fit group size and composition to your Fit group size and composition to your learning goalslearning goals

Assign appropriate rolesAssign appropriate roles Make sure you assume a supporting role as Make sure you assume a supporting role as

the teacherthe teacher Move around and monitor the groupsMove around and monitor the groups Start small and simple until you and Start small and simple until you and

students know how to use cooperative students know how to use cooperative methodsmethods

Using Cooperative Learning Using Cooperative Learning WiselyWisely

Special needs: not always best for special Special needs: not always best for special needs students especially with hard to needs students especially with hard to grasp subjectsgrasp subjects

Often have problems with social relations Often have problems with social relations and puts them in situation to be rejectedand puts them in situation to be rejected

Often have difficulties with new concepts Often have difficulties with new concepts and can frustrate the student and and can frustrate the student and explainer in reciprocal questioning and explainer in reciprocal questioning and scripted cooperationscripted cooperation

Using Cooperative Learning Using Cooperative Learning WiselyWisely

Gifted students: do not always benefit Gifted students: do not always benefit from cooperative learning when from cooperative learning when groups are of mixed abilitygroups are of mixed ability

Pace is often too slow, simple, or Pace is often too slow, simple, or repetitiousrepetitious

Fall into role of teacher or do all the Fall into role of teacher or do all the workwork

Allow gifted students complex tasks at Allow gifted students complex tasks at different levels to keep interestdifferent levels to keep interest

Using Cooperative Learning Using Cooperative Learning WiselyWisely

ELL Students: students with backgrounds of 2 ELL Students: students with backgrounds of 2 or more languages can help students of those or more languages can help students of those languageslanguages

Receive more language practiceReceive more language practice Smaller groups may be less anxiety provokingSmaller groups may be less anxiety provoking Jigsaw: A cooperative structure in which each Jigsaw: A cooperative structure in which each

member of a group is responsible for teaching member of a group is responsible for teaching other members one section of the materialother members one section of the material

Forces students to talk, interact, and explain Forces students to talk, interact, and explain and makes everyone's contribution importantand makes everyone's contribution important

Constructive Conflict Constructive Conflict ResolutionResolution

Important because conflicts are Important because conflicts are inevitable and necessary for learning inevitable and necessary for learning (Piaget’s conceptual change) (Piaget’s conceptual change)

Often conflicts are resolved in Often conflicts are resolved in destructive ways or not at alldestructive ways or not at all

Often able to correct Often able to correct misunderstandings if argue about misunderstandings if argue about conflicting wrong answersconflicting wrong answers

Peer HarassmentPeer Harassment

Common form is bullying or teasing and Common form is bullying or teasing and harassmentharassment

In a study, 60% students said we bullied In a study, 60% students said we bullied while teachers thought only 16%while teachers thought only 16%

National survey found 33% of students National survey found 33% of students were bullied moderately or frequentlywere bullied moderately or frequently

Do not tolerate teasing of someone less Do not tolerate teasing of someone less powerful/popular or racial, ethnic, or powerful/popular or racial, ethnic, or religious slursreligious slurs

What Can Teacher’s Do?What Can Teacher’s Do?

Practice conflict management: steers Practice conflict management: steers students away from lives of violencestudents away from lives of violence

Do’s in class: be careful of others feelings, Do’s in class: be careful of others feelings, use humor gently and carefully, ask whether use humor gently and carefully, ask whether teasing hurts someone’s feelings, accept teasing hurts someone’s feelings, accept teasing if one teases, tell other’s if hurts teasing if one teases, tell other’s if hurts feelings, know difference between friendly feelings, know difference between friendly and malicious teasing, read other’s body and malicious teasing, read other’s body language, help a weaker student when language, help a weaker student when ridiculed ridiculed

What Can Teacher’s Do?What Can Teacher’s Do?

Don’ts in class: tease someone you don’t Don’ts in class: tease someone you don’t know well, tease about sex, tease about body, know well, tease about sex, tease about body, tease about family, tease on a topic when tease about family, tease on a topic when asked not to, tease someone who is having a asked not to, tease someone who is having a bad day, be thin skinned about teasing that is bad day, be thin skinned about teasing that is meant to be friendly, hide feelings about meant to be friendly, hide feelings about being teasedbeing teased

Conflicts mostly over resources and Conflicts mostly over resources and preferencespreferences

90% resolved destructively or not at all90% resolved destructively or not at all

Peer Mediation and Peer Mediation and NegotiationNegotiation

Johnson’s 5 step negotiating strategyJohnson’s 5 step negotiating strategy 1. Jointly define the conflict1. Jointly define the conflict 2. Exchange positions and interests2. Exchange positions and interests 3. Reverse perspectives3. Reverse perspectives 4. Invent at least three agreements that 4. Invent at least three agreements that

allow mutual gainallow mutual gain 5. Reach an integrative agreement5. Reach an integrative agreement Have student mediators that rotate Have student mediators that rotate

everydayeveryday Successful in younger and older studentsSuccessful in younger and older students

Civic ValuesCivic Values

Understandings and beliefs that hold Understandings and beliefs that hold the community togetherthe community together

Learned through direct teaching, Learned through direct teaching, modeling, literature, and discussionsmodeling, literature, and discussions

““Concerns Box”: Students can put in Concerns Box”: Students can put in concerns and comments; a class concerns and comments; a class meeting ensues to talk about these meeting ensues to talk about these issuesissues

Respect begins with the teacherRespect begins with the teacher

Character Education: To be or Character Education: To be or not to be…not to be…

To be: families not teaching well enough, To be: families not teaching well enough, school violence, teen pregnancy, drug and school violence, teen pregnancy, drug and alcohol usealcohol use

Not to be: concerned with narrow set of Not to be: concerned with narrow set of program strategies to achieve not actual program strategies to achieve not actual character education, students do this just character education, students do this just because extrinsic rewards and never fully because extrinsic rewards and never fully understand, believe should fix structure of understand, believe should fix structure of schools to be more just and caring instead of schools to be more just and caring instead of the studentsthe students

Getting Started on Getting Started on CommunityCommunity

Ask students what it would take for class to work Ask students what it would take for class to work for them and tell class what it takes for class to for them and tell class what it takes for class to work for youwork for you

Often overlaps with one another and fosters good Often overlaps with one another and fosters good cooperation and communitycooperation and community

Have class meetings to discuss what is working Have class meetings to discuss what is working and not workingand not working

Create a classroom constitutionCreate a classroom constitution Have “Trouble Baskets” for students so can see Have “Trouble Baskets” for students so can see

dispositions of studentsdispositions of students Have students give you a word they don’t know Have students give you a word they don’t know

they heard and talk to them privately about itthey heard and talk to them privately about it

BelongingBelonging

Competitive environment based on race, gender, Competitive environment based on race, gender, or ethnicity makes students more likely to act out or ethnicity makes students more likely to act out or withdrawor withdraw

More likely to bond with schools when emphasis More likely to bond with schools when emphasis is on personal improvement and students feel is on personal improvement and students feel respected and supported by teachersrespected and supported by teachers

Care about students: academically and personal, Care about students: academically and personal, make classes interesting, be fair and honest, make classes interesting, be fair and honest, make sure students understand, ask if something make sure students understand, ask if something is wrong if seem upset, notice when students are is wrong if seem upset, notice when students are absent and why, and use humor in classesabsent and why, and use humor in classes

Trust and respect students and care about them Trust and respect students and care about them as learners and people as learners and people

Violence In SchoolsViolence In Schools

With a trend of school shootings in the With a trend of school shootings in the mid of late 1990’s and early 2000’s, mid of late 1990’s and early 2000’s, schools and society have been looking for schools and society have been looking for answersanswers

Suggested “solutions” for prevention of Suggested “solutions” for prevention of school violence include:school violence include:

Early Identification of potential troublemakers byEarly Identification of potential troublemakers bya.a. Student informantStudent informantb.b. Searches of students property and web postingsSearches of students property and web postingsc.c. Metal detectorsMetal detectorsd.d. Better gun controlBetter gun controle.e. Censorship of the media Censorship of the media

Real solutions and band Real solutions and band aids aids

The solutions that many give might help The solutions that many give might help control the situations to an extent but not control the situations to an extent but not entirely “solve” thementirely “solve” them

What many questions teachers and adults What many questions teachers and adults should be asking is:should be asking is:

What is it about the atmosphere of schools that make What is it about the atmosphere of schools that make these students desperate, diabolical, and callous?these students desperate, diabolical, and callous?

Why do they seek revenge or a twisted notion of Why do they seek revenge or a twisted notion of glory, by shooting their classmates?glory, by shooting their classmates?

Real solutions and band Real solutions and band aidsaids

Questions continued:Questions continued: In what ways have they felt rejected, In what ways have they felt rejected,

ignored, humiliated, or treated unfairly at ignored, humiliated, or treated unfairly at school?school?

Do schools care as much about developing Do schools care as much about developing students characters as well as their students characters as well as their intellect?intellect?

Can schools do a better job at creating Can schools do a better job at creating inclusive, caring communities with positive inclusive, caring communities with positive role models for students? role models for students?

What we can doWhat we can do

Teach acceptance and compassion Teach acceptance and compassion Be firm and insistent with students to Be firm and insistent with students to

learn, while caring about them as welllearn, while caring about them as well Studies have shown that “really tough Studies have shown that “really tough

students” respect teachers who show an students” respect teachers who show an interest in them interest in them

Service learning outside the classroom can Service learning outside the classroom can help promote moral and political help promote moral and political development in adolescentsdevelopment in adolescents

The end!The end!