cooperative learning nfp2b educ

8/11/2019 Cooperative Learning Nfp2b Educ

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Cooperative Learningooperative Learning

By

y

POJCHANA MAGROOD

OJCHANA MAGROOD

5962

5962

Curriculum Design for Science Education

urriculum Design for Science Education


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Cooperative learningCooperative learning WhatWhatisisCooperativeCooperativeLearningLearning??

purposes of cooperative learningpurposes of cooperative learning

Importance of cooperative learning inImportance of cooperative learning inteaching scienceteaching science

HistoryHistoryof Cof CooperativeooperativeLearningLearning

FiveFiveElementsElementsofofCooperativeCooperativeLearningLearning

ClassClassActivitiesActivities

OrganizingOrganizingaa lessonlesson

ExampleExampleofofGroupGroupactivityactivity

ReferencesReferences

Cooperative learningCooperative learning


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WhatWhatisisCooperativeCooperativeLearningLearning??

is working together to accomplish sharedis working together to accomplish sharedgoals. Within cooperative activitiesgoals. Within cooperative activities

individuals seek outcomes that are beneficialindividuals seek outcomes that are beneficial

to themselves and beneficial to all otherto themselves and beneficial to all othergroup members.group members.

is the instructional use of small groupsis the instructional use of small groups soso

that students work together to maximizethat students work together to maximizetheir own and each other's learningtheir own and each other's learning


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Purposes of cooperative learningPurposes of cooperative learning

toto improveimprove thethe academicacademic skillskill ofofallall thethe teamteam membersmembersenablingenabling themthem toto faceface thethe worldworld withwith moremore confidenceconfidenceandand withwith improvedimproved levelslevels ofofskillskill..

to learn the skills of working together and getting onto learn the skills of working together and getting onwith each other while completing a task. Studentswith each other while completing a task. Studentslearn to handle conflict, deal with issues withoutlearn to handle conflict, deal with issues withoutcriticizing the people behind the issues and to respectcriticizing the people behind the issues and to respectthis views and opinions of othersthis views and opinions of others

to produce what might be calledto produce what might be calledthinking interactionthinking interaction..We see how a teacher can set tasks up so thatWe see how a teacher can set tasks up so thatstudents are able to practice their developing cognitivestudents are able to practice their developing cognitiveandand metacognitivemetacognitive skillsskills


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Importance of cooperative learning inImportance of cooperative learning in

teaching scienceteaching science

All group membersAll group members GainGain fromfrom eacheach otherother ''ss effortsefforts.. ((YourYour successsuccess benefitsbenefits

meme andand mymy successsuccess benefitsbenefits youyou..))

RecognizeRecognize thatthat theythey shareshare aa commoncommon fatefate.. ((WeWe allall

sinksinkoror swimswim togethertogether herehere..)) KnowKnow thatthat oneone ''ss performanceperformance isis mutuallymutually causedcaused byby

oneselfoneselfandand oneone ''ss teamteam membersmembers .. ((WeWe cancan notnot dodo ititwithoutwithout youyou..))

FeelFeel proudproud andandjointlyjointly celebratecelebrate whenwhen aa groupgroupmembermember isis recognizedrecognized forfor achievementachievement.. ((WeWe allall

congratulatecongratulate youyou onon youryour accomplishmentaccomplishment!).!).


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Importance of cooperative learningImportance of cooperative learning

in teaching sciencein teaching science CP.CP. promotepromote studentstudent learninglearning andand academicacademic

achievementachievement

increaseincrease studentstudent retentionretention enhanceenhance studentstudent satisfactionsatisfaction withwith theirtheir learninglearning

experienceexperience

helphelp studentsstudents developdevelop skillsskills inin oraloral communicationcommunication developdevelop studentsstudents '' socialsocial skillsskills

promotepromote studentstudent selfself--esteemesteem

helphelp toto promotepromote positivepositive racerace relationsrelations


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HistoryHistoryof Cof CooperativeooperativeLearningLearning

In 18th century ,George Jardine professor of logic and philosophy at the Universityof Glasgow, used peer review to help this students develop the skills

John Dewey (1922) saw the use of students committees as a way to harness thepowers of children to solve problems

During the 1930s psychologists were taking a serious interest in how group function

In 1949, Morton Deutsch concluded that It seem evidentthat greater group or

organizational productivity will result when the membersare cooperative ratherthan competitive

Schmuck (1997) trace the origins of the major themes of cooperative

learning in their review of group processes


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FiveFive

ElementsElements

ofof

CooperativeCooperative

LearningLearning

Positive interdependenceFace-to-face interaction

Individual and group accountabilityInterpersonal and small group skills

Group processing


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EachEach groupgroup membermember''ss

effortsefforts areare requiredrequired andandindispensableindispensable forfor groupgroup

successsuccess Each group member hasEach group member has

a unique contribution toa unique contribution tomake to the joint effortmake to the joint effortbecause of his or herbecause of his or herresources and/or role andresources and/or role andtask responsibilitiestask responsibilities


PositivePositiveInterdependenceInterdependence((sinksinkoror swimswim togethertogether))


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FaceFace--toto--Face InteractionFace Interaction

(promote each other's success)(promote each other's success)


OrallyOrally explainingexplaining howhow toto

solvesolve problemsproblems

TeachingTeaching oneone ''ss

knowledgeknowledge toto otherother

CheckingChecking forfor

understandingunderstanding

DiscussingDiscussing conceptsconceptsbeingbeing learnedlearned

ConnectingConnecting presentpresent withwith

pastpast learninglearning


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IndividualIndividual& Group Accountability& Group Accountability

( no hitchhiking! no social loafing)( no hitchhiking! no social loafing) Consider kConsider keepingeeping thethe sizesize ofofthethe groupgroup

smallsmall.. TheThe smallersmaller thethe sizesize ofofthethe groupgroup,,thethe greatergreater thethe individualindividual accountabilityaccountabilitymaymay bebe..

GivingGiving anan individualindividual testtest toto eacheach studentstudent..

RandomlyRandomly examiningexamining studentsstudents orallyorally bybycallingcalling onon oneone studentstudent toto presentpresent hishis ororherher groupgroup''ss workworktoto thethe teacherteacher ((inin thethepresencepresence ofofthethe groupgroup)) oror toto thethe entireentireclassclass..

ObservingObserving eacheach groupgroup andand recordingrecording thethe

frequencyfrequency withwith whichwhich eacheach membermember--contributescontributes toto thethe groupgroup''ss workwork..

AssigningAssigning oneone studentstudent inin eacheach groupgroup thetherolerole ofofcheckerchecker.. TheThe checkerchecker asksasks otherothergroupgroup membersmembers toto explainexplain thethe reasoningreasoning

andand rationalerationale underlyingunderlying groupgroup answersanswers.. HavingHaving studentsstudents teachteach whatwhat theythey learnedlearned



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Interpersonal & SmallInterpersonal & Small--Group SkillsGroup Skills

SocialSocial skillsskills mustmust bebetaughttaught::

LeadershipLeadership DecisionDecision--makingmaking

TrustTrust--buildingbuilding

CommunicationCommunication ConflictConflict--managementmanagement

skillsskills



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Group ProcessingGroup Processing

GroupGroup membersmembers discussdiscuss howhowwellwell theythey areare achievingachieving theirtheir

goalsgoals andand maintainingmaintaining effectiveeffective

workingworking relationshipsrelationships

DescribeDescribe whatwhat membermember actionsactionsareare helpfulhelpful andand notnot helpfulhelpful

MakeMake decisionsdecisions aboutabout whatwhat

behaviorsbehaviors toto continuecontinue oror changechange



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ClassClassActivitiesActivitiesJigsaw

Think-Pair-ShareThree-Step Interview

Round Robin BrainstormingThree-minute review

Numbered Heads

Team Pair SoloPartners


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JigsawJigsaw

GroupsGroups withwith fivefive studentsstudents areare setset

upup..

EachEach groupgroup membermember isis assignedassignedsomesome uniqueunique materialmaterial toto learnlearnandand thenthen toto teachteach toto hishis groupgroup

membersmembers..

ToTo helphelp inin thethe learninglearning studentsstudentsacrossacross thethe classclass workingworking onon thethesamesame subsub--sectionsection getget togethertogether toto

decidedecide whatwhat isis importantimportant andand howhowtoto teachteach itit..

AfterAfter practicepractice inin thesethese ""expertexpert""

groupsgroups thethe originaloriginal groupsgroups reformreform

andand studentsstudents teachteach eacheach otherother..

TestsTests oror assessmentassessment followsfollows..



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ThinkThink--PairPair--ShareShare

InvolvesInvolves aa threethree stepstepcooperativecooperative structurestructure..

DuringDuring thethe firstfirst stepstep individualsindividualsthinkthinksilentlysilently aboutabout aa questionquestion

posedposed byby thethe instructorinstructor.. IndividualsIndividuals pairpair upup duringduring thethe

secondsecond stepstep andand exchangeexchangethoughtsthoughts..

InIn thethe thirdthird stepstep,, thethe pairspairsshareshare theirtheir responsesresponses withwithotherother pairspairs,, otherother teamsteams,, oror thetheentireentire groupgroup..



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ThreeThree--Step InterviewStep Interview

Each member of a teamEach member of a teamchooses another member tochooses another member tobe a partner.be a partner.

During the first stepDuring the first stepindividuals interview theirindividuals interview their

partners by asking clarifyingpartners by asking clarifyingquestions.questions.

During the second stepDuring the second steppartners reverse the roles.partners reverse the roles.

For the final step, membersFor the final step, membersshare their partner's responseshare their partner's responsewith the team.with the team.



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Round Robin BrainstormingRound Robin Brainstorming

Class is divided into small groups (4Class is divided into small groups (4to 6) with one person appointed asto 6) with one person appointed asthe recorder.the recorder.

A question is posed with manyA question is posed with many

answers and students are given timeanswers and students are given timeto think about answers (think time).to think about answers (think time).

the members of the team sharethe members of the team shareresponses with one another roundresponses with one another roundrobin style.robin style.

The recorder writes down theThe recorder writes down theanswers of the group members.answers of the group members.

The person next to the recorderThe person next to the recorderstarts and each person in the group instarts and each person in the group in

order gives an answer until time isorder gives an answer until time iscalledcalled



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ThreeThree--minute reviewminute review

TeachersTeachers stopstop anyany

timetime duringduring aa lecturelecture

oror discussiondiscussion andand givegive

teamsteams threethree minutesminutes

toto reviewreview whatwhat hashasbeenbeen saidsaid,, askask

clarifyingclarifying questionsquestions ororansweranswer questionsquestions..



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Numbered HeadsNumbered Heads

A team of four is established.A team of four is established.

Each member is givenEach member is given

numbers of 1, 2, 3, 4.numbers of 1, 2, 3, 4.

Questions are asked of theQuestions are asked of the

group.group. Groups work together toGroups work together to

answer the question so thatanswer the question so that

all can verbally answer theall can verbally answer thequestion.question.

Teacher calls out a numberTeacher calls out a number

(two) and each two is asked(two) and each two is asked

to give the answer.to give the answer.



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Team Pair SoloTeam Pair Solo Students do problems first as a team,Students do problems first as a team,

then with a partner, and finally on theirthen with a partner, and finally on theirown. It is designed to motivate studentsown. It is designed to motivate studentsto tackle and succeed at problems whichto tackle and succeed at problems whichinitially are beyond their ability. It isinitially are beyond their ability. It is

based on a simple notion of mediatedbased on a simple notion of mediatedlearning. Students can do more thingslearning. Students can do more thingswith help (mediation) than they can dowith help (mediation) than they can doalone. By allowing them to work onalone. By allowing them to work on

problems they could not do alone, firstproblems they could not do alone, firstas a team and then with a partner, theyas a team and then with a partner, theyprogress to a point they can do aloneprogress to a point they can do alonethat which at first they could do onlythat which at first they could do only

with helpwith help



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PartnersPartners

The class is divided into teams of four.The class is divided into teams of four.

Partners move to one side of the room.Partners move to one side of the room. Half of each team is given an assignment toHalf of each team is given an assignment to

master to be able to teach the other half.master to be able to teach the other half.

Partners work to learn and can consult withPartners work to learn and can consult with

other partners working on the sameother partners working on the samematerial.material.

Teams go back together with each set ofTeams go back together with each set ofpartners teaching the other set.partners teaching the other set.

Partners quiz and tutor teammates.Partners quiz and tutor teammates.

Team reviews how well they learned andTeam reviews how well they learned andtaught and how they might improve thetaught and how they might improve theprocess.process.



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ToTo planplan aa lessonlesson wewe considerconsider twotwo thingsthings::

HowHow tootoo ensureensure studentsstudents speakspeakandand listenlisten toto eacheach otherother carefullycarefully HowHow toto havehave asas manymany studentsstudents asas possiblepossible engagedengaged atat thethe samesame timetime..

eighteight stepssteps ofof organizingorganizing aa lessonlesson selectselect aa lessonlesson

clearlyclearly specificspecific thethe objectivesobjectives

organizationorganization decidedecide onon thethe groupgroup sizesize

setset timetime limitslimits arrangearrange thethe classroomclassroom

assigningassigning studentsstudents intointo thethe groupsgroups

gathergather thethe materialsmaterials

assignassign rolesroles

gaininggaining attentionattention

setset thethe lessonlesson

monitormonitor andand interveneintervene

reportingreporting

evaluateevaluate andand reflectreflect


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TypeTypeofofGroupsGroups

-Proofreading of work

-help with homework

-checking draft assignments-problem-solving

-Term

-semester

-year

4studentsTeacher selection

based upon careful

observation and

knowledge of

students

To provide peer

support for learning

To provide personal

support

To help create a

safe learning

environmen

Base groups

-Topic investigation

-Gathering,Analyzing,

reporting,evaluating,

presenting data

-Problem solving

-Summarizing

-Clarifying

-a lesson

-a project

-a specified

task

-a module of

work

3-4students-Most often teacher

assigned

-Random

-Subject interest

To provide peer

support for learning

To develop a rangeof academic,

interaction and

group skills

Formal/

Generic

-Topic focus

-Checking for meaning

-Reviewing information

-Active processing duringpresentation

-Analyzing and

summarizing

-Guided practice

-Brainstorming

2-20minutesUsually pairs,

sometimes 3

students

-Physical proximity

-Teacher assignedpairs or3students

To provide

immediate

opportunities for

discussion

Informal

Some ApplicationsDurationSizeAssignmentpurposeType


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AssignmentAssignmenttotogroupsgroups

-Tasks time,thought and planning

-May produce initial resistance,

although students come toaccept and prefer it.

-Enables balanced teams-Mixing skills,abilities,

perspectives,consistently

produces better results

-Students recognize it leads to

better work habits.

Teacher Selection(heterogenous

grouping)

-Reinforces and stabilizes cliques-Off-task behaviors increase

-Further isolates the socially

excluded students

-Most students like it.Student Selection(social grouping)

-May not include the requiredskills to the task

-Risky when academic content is

challenging

-Easy-Fun

-Seen as fair by students

-Excellent at beginning of year forclass-building

-Fosters the idea that Everyone can

work with everyone else,andthey will.

Random Selection

DisadvantagesAdvantagesMethod


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AssigningAssigningRolesRolesintointogroupsgroups NoiseNoiseMonitorMonitor --keepskeepsgroupgroupnoisenoisewithinwithinacceptableacceptable

limitslimits

TimeTime--KeeperKeeper --makesmakessuresurethethegroupgroupfinishesfinishestasktaskonontimetime

MaterialsMaterialsManagerManager --collectscollectsallallmaterialsmaterialsneededneededbybythethe

groupgroupandandreturnsreturnsthemthemsafelysafely

OnOn--tasktaskmanagermanager -- ensureensure thethe groupgroup staysstays onon tasktask

ManagerManager//OrganizerOrganizer -- thisthis cancan bebe aa combinationcombination ofoftimetime--keeperkeeper,,onon--

tasktaskmanagermanagerandandanyanyotherothermaterialmaterial

taskstasks RecorderRecorder --writewritedowndowngroupgroupdecisionsdecisionsandand

answersanswersororensuresensureslargerlargerwritingwritingtaskstasks

arearecompletedcompletedproperlyproperly

ReaderReader --readsreadsthethematerialmaterialtotothethegroupgroup



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AgreementAgreementCheckerChecker --checkschecksthatthateveryoneeveryoneagreesagreeswithwith

thetheansweranswer SummarizerSummarizer --restatesrestatesthethetermtermssdecisionsdecisionsoror

majormajordiscussiondiscussionpointspointsininhishisororherherownown

wordswords

ChallengerChallenger --asksasksteamteammembersmemberstotojustifyjustifytheirtheirstatementsstatementswithwithfactsfactsandandreasonsreasons..

CheckerChecker --makesmakessuresureeveryoneeveryonehashasmasteredmasteredandand

understandsunderstandsthethematerialmaterial

ParticipationParticipationCheckerChecker --checkschecksthatthateveryoneeveryoneisishavinghavingaa turnturn

andandnobodynobodydominatesdominates


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ReferencesReferences .. 2543.2543. 11

..,,.. BrownBrown,, DD.. andand CC.. ThomsonThomson.. 2000.2000.CooperativeCooperativelearninglearningininNewNew

ZealandZealandschoolsschools..

NewNew ZealandZealand::

DunmoreDunmore PressPress..

RogerRoger,, TT.. andand WW.. DD.. JohnsonJohnson..AnAnoverviewoverviewofofcooperativecooperativelearninglearning ((onlineonline).).AvailableAvailable::

httphttp://://wwwwww..coco--operationoperation..orgorg//pagespages//overviewpaperoverviewpaper..htmlhtml

__________.__________.ArchivedArchivedInformationInformation ((onlineonline).).AvailableAvailable::

httphttp://://wwwwww..eded..govgov//pubspubs//OROR//ConsumerGuidesConsumerGuides//cooplearcooplear..htmlhtml ___________.___________. CooperativeCooperativeLearningLearningMethodsMethods::AA MetaMeta--

AnalysisAnalysis ((onlineonline).).AvailableAvailable::

httphttp://://wwwwww..coco--operationoperation..orgorg//pagespages//clcl--methodsmethods..htmlhtml

___________.___________. CooperativeCooperativeLearningLearning ((onlineonline).).AvailableAvailable::

httphttp://://wwwwww..coco--operationoperation..orgorg//pagespages//clcl..htmlhtml andandhttphttp://://edtechedtech..kennesawkennesaw..eduedu//intechintech//cooperativelearningcooperativelearning..htmhtm


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Thank youThank you

cooperative learning nfp2b educ

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