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Page 1: Cooperative Learning Guidebook

� � � � � � � � � � � �

Page 2: Cooperative Learning Guidebook

ii | Send any comments about this guidebook or Method to: [email protected] | Send any comments about this guidebook or Method to: [email protected]

�e David P. Weikart Center for Youth Program Quality,

� � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � ! � � � � � � � � � � � � � � � � � � � � � � " � � � � � � � � � � � � � � � " � � � � � � � � � � � " � # � � � $ � � $ � " � � � � � � � � � � � � $ � � " � � � � % � � " � � & � � � � � � � � � � � � & � � � � � � � � � � � � � � � � " � � & � � � � � � � " � � � � � � ' ( � � ) � � * � � � + � � � � �� � � � � � � ! � � � � � � ! � � � � � � � � � � � � � , � � � � ! � � � % � � " � � & ' ) � � � � � � � � � � � � � ! � � � � � � � � � " � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � " " � � � � � � ! � � � � � � � � � � � � � � � - � � ! � � � . � � " � � & � � � � � � � � � � � � � �� � � � � � � � � � � � � � & � � � � � � � � � � � � � � � ! � � � % � � " � � & � � & � � � � � � � ! � � � � '� � � � � � � � ) � � * / � � � � � � � � � � � � � � � � � � � � ! � � � � � � � � * � � ! � � � & � � � � ' ) � � � � � � & � � # � " � � � �� � � � � � � � � � � � � � � � � � � � � $ � � $ � � � � � " � � � � � � � ! � � � � � � � � � � � � � � � � � � � � � � � � � # � � " " � � � � * � " " � �� � 0 � � � � � � � � � � � � � " � � � � � � � * � � � � � � � � ! � � � � � # � * � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � ) � � * / � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � # � � " � � ! � � � � � � � � � � � � � � � � " � � � � � � �& � � � � '1 2 3 4 5 6 7 8 2 6 4 9 : 3 4 5 ; 4 < = ; = > ? ? ? @ A B : C @ 2 6 D @

Bringing together over !"y years of experience and the latest research,

Page 3: Cooperative Learning Guidebook

E F G H I F J F J H K H L M N O P K L Q F R S T U UV R L J W P F J Q X K Y F Z [ G H J V \ ] F H ^ [ R K _ F M K F R ` L R a L W K Y V R L b R [ c d W [ e H K X N [ J H G H I H L M L ` f Y F g L R W c ` L R a L W K Y h M G F I K c F M K \Ravi Ramaswami, Anna Gersh, Gina McGovern, & Tom Akiva

i S T U U f Y F g L R W c ` L R a L W K Y h M G F I K c F M K \ j e e E H b Y K I R F I F R G F J \ V [ R K I L ` K Y H I R F k L R K c [ X Q F l W L K F JL R W I F J [ I e L M b [ I K Y F [ W K Y L R I [ M J K Y F g L R W c ` L R a L W K Y h M G F I K c F M K [ R F R F P L b M H m F J \ n L k [ R K L ` K Y H Ik W Q e H P [ K H L M c [ X Q F R F k R L J W P F J L R K R [ M I c H K K F J ` L R P L c c F R P H [ e k W R k L I F I o H K Y L W K k R H L R k F R c H I I H L M` R L c K Y F g L R W c ` L R a L W K Y h M G F I K c F M K \g L R ` W R K Y F R H M ` L R c [ K H L M L R K L R F l W F I K k F R c H I I H L M I N k e F [ I F P L M K [ P K K Y F Z [ G H J V \ ] F H ^ [ R K _ F M K F R` L R a L W K Y V R L b R [ c d W [ e H K X [ K U S p V F [ R e q K R F F K N q W H K F r T U N a k I H e [ M K H N s H P Y H b [ M p t U u v \V Y L M F w v x p \ u r U \ r u T T \ y c [ H e w H M ` L z P X k l \ L R b \ ] F Q w o o o \ P X k l \ L R b

Page 4: Cooperative Learning Guidebook

( � � & � � � � � � � " � � � � � � � � � � � � � � � � � � � # � � � � � � � � � � ! � � � � � � � ! � � � " " & � � � " � � � � � � � � � � � � � � � { � ! � | � � � � | � � � � � ) � � * � � � � � � � ( � � � � } � � � � � � � ~ � � � � � " � � � � � � " " � � � �� � � � � � � � � � � � � � � � | ' � � � � � " � � � ~ � � � � � { � ! � | � � � � � � � � � � � � � � � " � � � � � � � � � � � � � � * � � �" � � � � � � ! � � � � � � � � � � � " � � � � � � � � � � � � � � � � � � � � � � � � | � � � " � � � � � � � � � � � � ! � � � & � � � � � � * � � � ' ( � � � � � � * � � � � � � ! � � � � � � � { � ! � | � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � # &� � � � � � � - ' ) � � * � � � + � � � � � � � � � � � � � - � � ! � � � . � � " � � & � � � � � ! � � � � � � � � � � � � � � � � � � � & � � � � � � � " � � � � � � � � � � � " � � � � � � � � � � � � � � � � � � " & � � � � � � � � ) � � * / � � � � � � � � � � � '( � � � � � � � � � � � � � � � � ! � � � � � � � * � � � � � � � � � � � � � � � � � � � � " � � � # & � � � & � � � � " � � � ! � � � � - ') � � * � � � � � � � � " � � � � � " � � � � � � � ) � � � � � � � � * & - � � � � � � � * � � � � � � � � � � � � � � ) � " � � � $ � � " � � � � � �� � � � � � ( � � � � � � � � ( � � � * � � � � � " � � � � ) � " � � � $ � � " � � � � � � � � � � / � � � � � � � � � � � � � { � � � � � / � � &{ � � � � � � � + � � � " � � { � � � � � � � + � � � " � � | � � � � � / � � � � � � � � � � � � � � � � & � � � � � � '( � � ) � � * � � � + � � � � � � � " � " � � " � * � � � � � � � * � � � � � � * � � � � � � � � � � � � � � � � � � � � � � ! � � � � � !� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � # � � � ) � � � � � � � � � � � � � � � � � � � � � � � � � � � � ! � � � � � ! � � �� � � � � � " � � � � � � � � � � � � � � ! � � � " � � � � � ) � � * / � � � � � � � � � � � � � � � � � { � ! � | � � � � � � � � � � � � � "� � � � � � � � � � � � � � � � � � � � � � � � ! � � � " � � � � � � � � ! � � � , � � � � � '

Center for Youth

David P. Weikart

Program Quality

Acknowledgments

Page 5: Cooperative Learning Guidebook

table of contents

Introduction 1

The Method 7

Extensions 17

In Your Program 27

Group Formers and Structures 35

Resources 65

Page 6: Cooperative Learning Guidebook

2 | Send any comments about this guidebook or Method to: [email protected]

cooperativelearning

Learning please see pages 66-71.

1. Motivation.

2. Retention of Facts.

3. Academic Achievement.

4. Intergroup Relations.

Page 7: Cooperative Learning Guidebook

The David P. Weikart Center for Youth Program Quality is a division of the Forum for Youth Investment 3

5. Individual Control.

6. Effects on High-Achieving Students

7. Effects on Shy/Introverted Students.

Page 8: Cooperative Learning Guidebook

8 | Send any comments about this guidebook or Method to: [email protected]

overviewWhat is Cooperative Learning?

Why is Cooperative Learning important?

The Method

Page 9: Cooperative Learning Guidebook

The David P. Weikart Center for Youth Program Quality is a division of the Forum for Youth Investment 21

Cooperative Learning in School vs. Out-of-School Time

time programs.

Page 10: Cooperative Learning Guidebook

32 | Send any comments about this guidebook or Method to: [email protected]

15 - 20 minutes

The Method (pages 8-15) 10 - 15 minutes

Positive Interdependence (page 18) 15 - 20 minutes

Across Age Groups & Content Areas

(pages 22-23) 15 - 20 minutes

Group Formers (pages 36-49) 10 - 15 minutes

Group Structures (pages 50-64) 15 - 20 minutes

Research Review (pages 66-71) 20 - 30 minutes

Using the Guidebook Bring Cooperative Learning ideas into your staff meetings by using the materials in this

Page 11: Cooperative Learning Guidebook

36 | Send any comments about this guidebook or Method to: [email protected]

Group Formers

Table of Contents for Group Formers:

Page 12: Cooperative Learning Guidebook

The David P. Weikart Center for Youth Program Quality is a division of the Forum for Youth Investment 39

Famous trios

time Less than five minutes for a group

smaller than 18. For larger groups, it

could take a little more than five

minutes just because of the number

of different groups.

materials famous trio cards

adaptations You can certainly do famous duos or

foursomes as well.

group formers

what Form groups of three using sets of cards.

how to do it 1. (Before activity) Decide how many different groups you need and for each group,

create a set of cards that reflects a famous trio.

2. As you begin the activity, distribute one card to each participant.

3. Explain, “Your card contains one member of a famous trio. Find the other two

members of your trio to form groups of three for the next activity.”

4. Go around and make sure that groups are forming correctly.

examples Some possible famous trios:

- Red light, yellow light, green light

- Earth, Wind, Fire

- Scarecrow, Tin man, Lion

- Executive branch, legislative branch, judicial branch

- Peanut butter, jelly, bread

- Huey, Dewey, Louis

Famous Trios

Page 13: Cooperative Learning Guidebook

50 | Send any comments about this guidebook or Method to: [email protected]

Group Structures

creative!

Table of Contents for Group Structures:

Page 14: Cooperative Learning Guidebook

The David P. Weikart Center for Youth Program Quality is a division of the Forum for Youth Investment 53

� � � � � � � � � � � �� � � � �   �   � ¡ ¢ � � ¡ £ � ¡ �¤ � ¥ � ¡ ¦ § � � ¨ © � � © ¡ � � � � � ¨ � � ¡ § ª �¥ � � © � � � � § � � §   � © � ¢ ª ¨ � � � ¦ § � � « � ¡¦ § � � ¨ � � « ¨ � � � � ¥ � § ¡ � « � � ¥ � � © � ¬

­ ® � ¡ � � � � § � § � ¡ § � � � � § � ¯ ¡ � � � � � § ¡ � � ¨ � � ¨ � � � ª § ¡ § � � � ° § ¡   � ¡ � � © �   � � � � � ¨ � ¯ � � � � ¡ ° � ¦ ª ¨ § � § ® � �° ¡ § � « ¡ § �   � § « ¡ § �   ¢ � � ¥ � ¨ � ¯ � � ª ¨ § � � � ¦ � ª � � ¨ § � � « ¡ § �   � ¨ � ª ¨ § � � � � � � ¬± ¬ ² ³ ´ ´ µ ¶ · ´ ¸ ¹ º µ » ´ ¼ ½ ¹ µ º ¾ µ µ ¹ ´ ¿ ÀÁ À  µ à ¹ ¿ ½ ¹ Ä ¹ ½ ¾ Å Æ µ · ´ Ä ´ Æ ¾ ¿ · ¶ ¶ ¼ · ´ Æ ¶ Å ½ Å ½ ¹ µ º ¾ µ µ ¹ ´ ¿ Ç È É ¼ ¹ · ¹ ¿ Ê · ³ ¶ ¹ ¼ ¿ Å Ë ¶ Å ¿ ½ · ³ ¶ · ´ ¸ ¹ º´ ¿ Å µ ³ ¶ ¶ · ´ » ¶ Å µ ¶ Æ ¸ Å ¸ ¶ ¼ À Ì ³ ¶ µ ¶ Ä ´ Æ ¾ ¿ · ¶ ¶ ¼ µ ¼ ¶ Ë Å ¹ ¿ É ¹ · ³ · ³ ¶ ¹ ¼ ½ ¹ µ º ¾ µ µ ¹ ´ ¿ Ê ¼ ´ ¾ ¸ · ³ ¶¶ ¿ · ¹ ¼ ¶ · ¹ Ë ¶ Å ¿ ½ Å ¼ ¶ ¼ ¶ µ ¸ ´ ¿ µ ¹ Ç Æ ¶ » ´ ¼ ¼ ¶ ¸ ´ ¼ · ¹ ¿ Ê ´ ¾ · Å · · ³ ¶ ¶ ¿ ½ ÀÍ À Î ¶ Ë Å ¹ ¿ ¹ ¿ Ê È ´ ¾ · ³ µ ¹ Ê ¿ ¾ ¸ · ´ Ç ¶ ¹ ¿ Å ¿ ¹ ¿ ¹ · ¹ Å Æ ½ ¹ µ º ¾ µ µ ¹ ´ ¿ Ê ¼ ´ ¾ ¸ À  » · ¶ ¼ ¹ ¿ ¹ · ¹ Å Æ ½ ¹ µ º ¾ µ µ ¹ ´ ¿ ÏÅ Æ Æ ¿ ´ ¿ Ð Æ ¶ Å ½ ¶ ¼ µ Ë Å È ½ ¶ º ¹ ½ ¶ · ´ Ç ¶ º ´ Ë ¶ Å Ç ¾ · · ¶ ¼ » Æ È ´ ¼ Å Ç ¶ ¶ ÀÌ ³ ¶ » ´ Æ Æ ´ É ¹ ¿ Ê · ´ ¸ ¹ º µ Å ¼ ¶ ¸ ´ µ · ¶ ½ ÑÒ ¹ ¶ Æ ½ Ì ¼ ¹ ¸ ¹ ½ ¶ Å µ² Æ ¾ Ç ¹ ½ ¶ Å µ² ´ Ë Ë ¾ ¿ ¹ · È Ó ¶ ¼ Ä ¹ º ¶ ¹ ½ ¶ Å µÌ ³ ¼ ¶ ¶ È ´ ¾ · ³ Ä ´ Æ ¾ ¿ · ¶ ¶ ¼ · ´ Æ ¶ Å ½ Ï ´ ¿ ¶ » ´ ¼ ¶ Å º ³ ½ ¹ µ º ¾ µ µ ¹ ´ ¿ Ê ¼ ´ ¾ ¸ À Ì ³ ¶ ´ · ³ ¶ ¼ È ´ ¾ · ³ ¶ Ä ¶ ¿ Æ È ½ ¹ µ ¸ ¶ ¼ µ ¶· ³ ¶ Ë µ ¶ Æ Ä ¶ µ · ´ · ³ ¶ Ê ¼ ´ ¾ ¸ · ³ Å · ¹ ¿ · ¶ ¼ ¶ µ · µ · ³ ¶ Ë Ë ´ µ · À Ì ³ ¶ Ê ¼ ´ ¾ ¸ µ Ç ¼ Å ¹ ¿ µ · ´ ¼ Ë ¹ ½ ¶ Å µ Å ¿ ½ · ³ ¶ Æ ¶ Å ½ ¶ ¼¼ ¶ º ´ ¼ ½ µ ¼ ¶ µ ¸ ´ ¿ µ ¶ µ ´ ¿ ¶ Å µ ¶ Æ ¸ Å ¸ ¶ ¼ À » · ¶ ¼ Å Ç ´ ¾ · Ô Õ Ë ¹ ¿ ¾ · ¶ µ Ï · ³ ¶ Å ½ ¾ Æ · Å µ à µ · ³ ¶ Æ ¶ Å ½ ¶ ¼ µ Ö · ³ ¶ Ç ¶ ¶ µ × · ´ µ · Å È É ¹ · ³ · ³ ¶ ½ ¹ µ º ¾ µ µ ¹ ´ ¿ · ³ ¶ ȵ · Å ¼ · ¶ ½ Ï É ³ ¹ Æ ¶ · ³ ¶ ´ · ³ ¶ ¼ È ´ ¾ · ³ Ç ¶ º ´ Ë ¶ Ç ¾ · · ¶ ¼ » Æ ¹ ¶ µ Å ¿ ½ Ä ¹ µ ¹ · Å ¿ ´ · ³ ¶ ¼ Ê ¼ ´ ¾ ¸ ÀØ ³ ¶ ¿ Å Æ Æ · ³ ¶ Ç ¾ · · ¶ ¼ » Æ ¹ ¶ µ ³ Å Ä ¶ Æ Å ¿ ½ ¶ ½ Ï · ³ ¶ Ç ¶ ¶ µ µ ¾ Ë ¾ ¸ · ³ ¶ ½ ¹ µ º ¾ µ µ ¹ ´ ¿ · ³ Å · · ³ ¶ ¸ ¼ ¶ Ä ¹ ´ ¾ µ Ê ¼ ´ ¾ ¸³ Å ½ À

Page 15: Cooperative Learning Guidebook

66 | Send any comments about this guidebook or Method to: [email protected]

Cooperative Learning: The Research

related to the Cooperative Learning method.

you because you see it differently.

I value that difference.

-Stephen Covey (2004)

a community of learning is

created in the classroom.

-P. J. Palmer (1993)

5 For more information on this and comparable lists of cooperative learning

principles, see Cohen, 1992; Balkcom, 1992; and Stevens & Slavin, 1995.

Page 16: Cooperative Learning Guidebook

The David P. Weikart Center for Youth Program Quality is a division of the Forum for Youth Investment 67

Theoretical Foundations

Figure 1. Cooperative Learning Principles

Goal clarity

Facilitators have a set of academic and social goals

that they are able to clearly articulate to participants in

terms of specific roles (what each participant should do

to accomplish the goals), social emotional behaviors

(how participants are expected to perform those roles,

as well as behavior expectations), and learning

outcomes (the ultimate purpose of the task and a clear

idea of what the outcome should look like).

Individual

accountability &

positive

interdependence:

Each participant has an opportunity to make a

contribution to the ultimate goal and one participant

cannot accomplish the goal alone. Participants depend

upon one another to accomplish the shared goal.

Equal access to

information

Participants have equal opportunities to learn, with

equal access to necessary resources and equal time on

task.

Reflection

Participants have the opportunity to consider, as a

group, the cooperative learning process

From Johnson et al. (2000)

Page 17: Cooperative Learning Guidebook

72 | Send any comments about this guidebook or Method to: [email protected]

Cooperative Learning

Active Learning,

Ask

Listen-Encourage

Voice and Choice

Cooperative Learning and the Active-Participatory Approach

Cooperative Learning and Other Youth Work Methods

Ù Ú Û Ü Ý Þ Ú ß à á ß â ã Ú Þ á ä â å â à áæ ä Ú ç á è è ß Ú â å é é á å ä â ß â ã à Ú ê ê Û â ß Ü Ùë ì í î ï ð ñ ò ó ô ó ì õ ö ÷ ø ù ó õ ú ó õ î ï ñ ì û ú ø õ ó ü ø î ó ì õ ýþ ó ÷ ñ ø õ ð ô ÿ ø ò ñ � ì û ô î ø � � î ì ú û ì � ÿ û ì � ñ ô ô ó ì õ ø � � � ý� ñ ñ û ó õ î ñ û ø ò î ó ì õ î ï û ì í ú ï ú û ì í ÿ ó õ ú ø õ ð ò ì ì ÿ ñ û ø î ó � ñ � ñ ø û õ ó õ ú ýø ò î ó � ñ � ñ ø û õ ó õ ú � ñ õ ò ì í û ø ú ñ ÷ ñ õ î � ø õ ð ô ù ó � � ö � í ó � ð ó õ ú ý� ï � ô ó ò ø � ô ø � ñ î � � ñ ÷ ì î ó ì õ ø � ô ø � ñ î � � ø õ ð ó õ ò � í ô ó � ñ ÿ û ø ò î ó ò ñ ô ý è å ç áá â Þ ß ä Ú â ê á â Üè Û æ æ Ú ä Ü ß Þ áá â Þ ß ä Ú â ê á â Üæ á á äß â Ü á ä å à Ü ß Ú âÙ Ú Û Ü Ýá â ã å ã á ê á â Ü

Page 18: Cooperative Learning Guidebook

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