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CHAPTER 12 PAGES 307-345COOPERATIVE LEARNING MODELS
By: Stephanie Phillips
Dr. Trucks, EED 509 Jacksonville State University, Summer 2016
WHAT IS THE COOPERATIVE LEARNING MODEL?
Page 309 of the text introduces three Cooperative Learning models: the General Cooperative Learning model, the Jigsaw model, and the Graffiti model.
Dr. Trucks, EED 509 Jacksonville State University, Summer 2016
HOW TO EFFECTIVELY USE COOPERATIVE LEARNING IN THE CLASSROOM
• Pre-Instructional PlanningPrior planning helps to establish the specific cooperative learning technique to be used and lays the foundation for effective group work. Plan out how groups will be formed and structure how the members will interact with each other.• Introduce the Activity to the StudentsStudents need to get their "marching orders." Explain the academic task to them and what the criteria are for success. Then structure the cooperative aspects of their work with special attention to the components of positive interdependence and individual accountability. Set up time limits and allow for clarifying questions themselves to improve their cooperative work.
• Monitor and InterveneThis is where you let the groups run while you circulate through the room to collect observation data, see whether they understand the assignment, give immediate feedback and praise for working together. If a group is having problems, you can intervene to help them get on the right track. • AssessmentSome informal assessment is already done while you are monitoring the groups during the exercise. However, once the group finishes their project, work should be assessed by both instructor and group. • ProcessGroup processing involves asking the groups to rate their own performance and set goals for themselves to improve their cooperative work
Dr. Trucks, EED 509 Jacksonville State University, Summer 2016
BENEFITS OF COOPERATIVE LEARNINGCelebration of diversity. Students learn to work with all types of people. During small-group interactions, they find many opportunities to reflect upon and reply to the diverse responses fellow learners bring to the questions raised. Small groups also allow students to add their perspectives to an issue based on their cultural differences. This exchange inevitably helps students to better understand other cultures and points of view. Acknowledgment of individual differences. When questions are raised, different students will have a variety of responses. Each of these can help the group create a product that reflects a wide range of perspectives and is thus more complete and comprehensive. Interpersonal development. Students learn to relate to their peer and other learners as they work together in group enterprises. This can be especially helpful for students who have difficulty with social skills. They can benefit from structured interactions with others. Actively involving students in learning. Each member has opportunities to contribute in small groups. Students are apt to take more ownership of their material and to think critically about related issues when they work as a team. More opportunities for personal feedback. Because there are more exchanges among students in small groups, your students receive more personal feedback about their ideas and responses. This feedback is often not possible in large-group instruction, in which one or two students exchange ideas and the rest of the class listens. Dr. Trucks, EED 509 Jacksonville State University,
Summer 2016
ADDITIONAL COOPERATIVE LEARNING MODELS
• The Jigsaw ModelThe "jigsaw" technique helps students create their own learning. Teachers arrange students in groups. Each group member is assigned a different piece of information. Group members then join with members of other groups assigned the same piece of information, and research and/or share ideas about the information. Eventually, students return to their original groups to try to "piece together" a clear picture of the topic at hand.
• The Graffiti ModelGraffiti Writing is a cooperative learning structure that facilities brainstorming and also doubles as a group energizer. Each cooperative group of 3 or 4 students is given a piece of chart paper and different colored markers. Group #1 might have black markers; group #2 green markers, etc. There needs to be a different color marker for each group so that the teacher can track each individual group’s contribution. Each group is given a different question, topic, issue, or statement to which they respond. All students can respond to the same topic but I find it more effective if three or more different topics are used. For a short time period (3-5 minutes), every group writes their “graffiti” (words, phrases, statements, pictures) on their particular topic.
Dr. Trucks, EED 509 Jacksonville State University, Summer 2016
THE USE OF TECHNOLOGY TO TEACH COOPERATIVE LEARNING…..WEBQUEST
A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web.
Dr. Trucks, EED 509 Jacksonville State University, Summer 2016
WEBQUEST CREATED BY STEPHANIE PHILLIPS http://zunal.com/process.php?w=322796
Dr. Trucks, EED 509 Jacksonville State University, Summer 2016
In my classroom I use a variety of teaching methods. I enjoy observing the students as they investigate and analyze topics. I tend to allow the students to role play real life events. In my dramatic play area I include set ups that the students can relate to such as the dentist office, vet clinic, hair salon/barbershop, grocery store, pizza restaurant and aquarium.
HANDLES TO EXPERTSRobert Slavin Ph.D.@RobertSlavinCo-Founder of Success for All, Director of Hopkins Center for Research & Reform in Education, Blogger at Huffington PostBarbara Millis@MillisBarabaraJAuthor of Cooperative Learning for Higher Education Faculty Erik Palmer@erik_palmerConsultant. Author. Speaker. Educator. Passionate about helping teachers improve oral communication and update instruction.
Dr. Trucks, EED 509 Jacksonville State University, Summer 2016
HAPPY BLOGGING
EDUCATIONSPY HTTPS://WWW.BLOGGER.COM/BLOGGER.G?BLOGID=5758320530396084305#ALLPOSTS
Blog 1Teaching Young Children About Bias, Diversity, and Social
JusticeUse young children's understanding of differences to teach social justice through age-
appropriate literature, news stories, anti-bias lessons, familiar examples,
and problem solving.
Blog 2Play Nice! How to Promote Digital
Inclusion
Blog 3A Collaborative Effort
Dr. Trucks, EED 509 Jacksonville State University, Summer 2016
CHAPTER 5 PAGES 86-114 THE DIRECT INSTRUCTION MODEL
I do It {model}
The I Do phase of a lesson involves the teacher telling
the students what they need to know and showing them how to do the things
that they need to be able to do.
We do it {lead}
The WE Do is the that involves the students doing tasks together.
You do it {test}
The You Do phase involves students practicing what you have already taught them by themselves.
Dr. Trucks, EED 509 Jacksonville State University, Summer 2016
Direct Instructional method is a teacher directed approach to teaching. The teacher provides the students with guidance by sharing her experiences.
Dr. Trucks, EED 509 Jacksonville State University, Summer 2016
REFERENCES
• Robert Slavin• Barbara Millis• Erik Palmer
Teaching Models: Designing Instruction for 21st Century Learners
Authors: Kilbane and Milman
websites
Click icon to add picture
http://www.cte.cornell.edu/teaching-ideas/engaging-students/collaborative-learning.htmlhttps://elearningindustry.com/cooperative-and-collaborative-theory
