Co-operative Learning in Social Studies

Shape of the Class 1. Hook- Human knot 2. Reading Discussion– 3. Cooperative Learning – 5 Elements (Johnson and Johnson) 4. Close-Up: Positive Interdependence 5. Lesson Plan

Hook Form 2 groups at the front and side of the class Create a human knot Stand close together and grab two different people’s hands. Try to untangle yourselves by standing in a circle.

Readings Discussion Please take out your notes for a reading discussion. I will come around to see your notes and listen to your discussions.

What is the difference between Group work and Cooperative Learning? In your grade groups, try to come up with some criteria that differentiates group work from cooperative learning

What is the difference between Group work and Cooperative Learning? Was our human knot activity group work or a cooperative learning activity?

Co-operative Learning What are Johnson and Johnson’s 5 elements of Co-operative Learning? 1- Establish positive interdependence 2- Require individual accountability 3- Face-to-face interaction or purposeful talk 4- Teach interpersonal or social skills (classroom manners- use names, talk in quiet voice, avoid wandering…) 5- Allow time for processing – give time for students to reflect on group process.

We are going to focus on positive interdependence

Placemat Activity You are asked to form in to a different group of four for this activity. Try to get people from 4 different grades in your group as well. Number yourselves off 1, 2, 3 & 4. Person #1 will be responsible for getting a piece of paper, handouts for your group and four markers. Person #2 will be responsible for dividing up the sheet as follows:

Placemat Design- Person #2 draws: Pick the style that works best for your group and table…

Placemat continued After your placemat’s structure has been drawn, each of you should find your assigned reading and take notes in the space in front of you. Person #1 – Goal and Incentive Person #2 – Resource and Role Person #3 – Sequence and Simulation Person #4 – Outside Force, Environmental and Identity Take turns sharing information about each topic. Your goal is to ensure that all members of your group have a good understanding of all 9 types of interdependence.

Placemat continued Your group needs to brainstorm ideas of instances where you have experienced or used interdependence in your academic experience. Provide examples Person #3 will record all your group’s ideas in the rectangle in the middle. Person #4 will act as your group’s spokesperson.

Ways to Structure Positive Interdependence 1. Having a goal interdependence – common purpose 2. Incentive interdependence – all receive same reward if the team succeeds 3. Resource interdependence – One set of materials per group 4. Role interdependence- Each member is assigned a complementary and interconnected role. 5. Sequence interdependence – Overall task is divided in to sub-units.

Ways to Structure Positive Interdependence 6. Simulation interdependence – Teammates work through a hypothetical situation to succeed or survive. 7. Outside Force Interdependence – Groups compete against an outside force. 8. Environmental Interdependence – Group members are bound together by the physical environment. 9. Identity Interdependence – Teammates establish a mutual identity through a group name, song, motto, etc. Adapted from B. Bennett

Quiz– Which one is this an example of? One activity sheet per group Team goal is that everyone learns the material You and your teammates are to stay within the small circle outlined on the floor as you work on your task. Each group is to produce one diagram with every member contributing Adapted from B. Bennett

Quiz - con’t With your partners, decide on a team name. The group with the most items will win. You and your partners are to design a coat of arms for your group. All members of your group will earn the same grade on the collage. Adapted from B. Bennett

Witness We will watch a section of the movie Witness (Barn building scene). There are 8 of the 9 characteristics of positive interdependence in this clip. Using your chart (handout) see if you can identify the 8.

Witness – Positive Interdependence

Keys to the Teachers’ role Making Organizational decisions – how will they interact Setting the lesson Monitoring and intervening during Group Work Evaluating the Process and Product Solicit class responses and then fly in.

Monitoring and Intervening Lots of circulation while groups are working To involve or not to involve Biggest mistake teachers make is sitting down at a table which causes a shift in group dynamics.

How can you assess group process?

Problems or Concerns? Social Loafing students need clearly defined identifiable contributions not redundant, group is cohesive, and responsibility for the outcome Group dynamics- teach them how to problem solve and move forward Discuss how to increase individual accountability (your tools and Bennett suggestions)

Kagan’s Cooperative Structures Handout Have a look at the instructional skills, strategies and complex strategies. This handout is meant to be helpful in creating your unit and lesson plans. There are links that provide you with more information and examples. It is also on the website.

Lesson Plans I will hopefully finish marking them tomorrow and e-mail them to you on Friday (fingers crossed).

Lesson Plans Pass– you met and or exceeded the B+ standard Pass with revisions – you’re not quite there but have an okay grasp. Working with your SA on your next lesson plans are recommended. Do not re-submit to me. Re-submit – You have until next Wed To resubmit the same or different lesson plan. You may want to work with your SA on it.

Looking Forward.. Please ensure that you e-mail me a copy of your Scope and Sequence by 8 pm tonight. One person should e-mail me and include everyone in your group as well. Next week – we will be looking at Instructional Strategies and Assessment.