An Introduction to Working Together Cooperative Learning An Introduction to Working Together

What is the most efficient way to assemble a puzzle? Explain to the participants that we are going to work on solving a puzzle. We are using jigsaw puzzles and want to see how to best complete the it. This phase sets the ground work for the difference between individuals working to complete a job and a team working together to complete a job. The only directions are: This is a puzzle and I would like you to complete it at your table. You have ___minutes to work. Be sure to limit the time so that not too many pieces are connected. (It must me enough time to complete some of the puzzle but not enough to complete the entire puzzle Times for completing a puzzle vary according to the difficulty and number of pieces) When the time is up pass out the Puzzle-ing sheets.

How many pieces are connected? ______________ Group Names Teams are given their Puzzle-ing record sheet and each writes their name on one of the puzzle pieces. Someone in the group records the number of pieces that were connected. (Connected means that at least one side of a piece is touching one side of another piece) How many pieces are connected? ______________

All of us are smarter than one of us Cooperative Groups Move into the discussion about working together in cooperative groups with a short description about how working together often is a way to get more done with everyone's input. All of us are smarter than one of us

Team Leader You encourage the group to stay on task You make sure that everyone in the group participates and is heard You direct quiet discussion You ask the teacher for help Sound bites: “That’s interesting, but let’s get back to our work.” “Let’s hear from ____ next.” “Do you think it’s time to ask the teacher for help? Introduce the team member job description and sound bites so that the participants have an idea about what is expected from each team member. Assign this job now.

Materials Manager You pick up and pass out all materials. You manage the use of materials. You keep track of all materials. You return all materials. Sound bites: “I’ll get the materials that we will need. We need to collect everything to clean up. I will return all of our materials until the next investigation. Introduce the team member job description and sound bites so that the participants have an idea about what is expected from each team member. Assign this job now.

Recorder/Reporter You record the group’s data. You write the group’s answers. You describe methods of solutions. You present the group’s finished work to the class. (orally or written). Sound bites: “What are the important things that I should write?” “How would you like me to say that?” Introduce the team member job description and sound bites so that the participants have an idea about what is expected from each team member. Assign this job now.

Reader/Time Keeper You read information and directions for the group. You keep track of the time. You check to see that all work is finished. Sound bite: “Listen and I will read the direction for what we are going to do.” "We only have five minutes left. Let’s see if we finished by then.” Introduce the team member job description and sound bites so that the participants have an idea about what is expected from each team member. Assign this job now.

Cooperative Learning Planning Sheet Group Activity: Learning our Jobs by Completing a Puzzle Group & Interpersonal Skill Beginning Skill - Use first names – PT Help and Encourage Others Basic Skill - Organize group work – PT Everyone Participates Advanced Skill - Solve problems – PT Complete Tasks What is My Job? We are going to complete a jigsaw puzzle. Team Leader: Discuss a plan with you group Get everyone to share ideas Encourage everyone to help by following the plan Help your team to evaluate your work Materials Manager: Keep all pieces on the table Return all pieces to the box Return the box to the materials supply area Recorder/Reporter: Write everyone’s ideas on the Puzzle-ing planning sheet Share the ideas with the big group when asked Tell how your group worked together Reader/Time Keeper: Read “Puzzle-ing” record sheet directions Keep the group on task to finish on time Evaluation: How well did we do? Explain that we will now work on the puzzles while we are doing our jobs. Participates should pay particular attention to their job on this chart.

Group & Interpersonal Skills for Today Beginning Working in a Group ~ Use first names Basic Working with Other Members ~ Organize group work Advanced Maintaining Good Working Relationships ~Solve Problems Introduce some skill from the Group & Interpersonal Skills chart. Discuss the importance in paying particular attention to the kinds of skills we need when we work together. Ask groups input on what they think each of these skills mean and have them give examples.

Cooperative Learning Group & Interpersonal Skills Beginning Working in a Group Look at the speaker Use first names Talk in a soft voice (inside voice, 12’ voice) Share ideas Take turns Listen to others Share materials Stay with the group Help others, so they can do things on their own Keep hands to self (touch nicely) Positively reinforce others (No put downs) Basic Working with Other Members Organize group work Ask questions Ask questions clearly Ask for help Check with others Encourage others Use supportive statements with others Use praise Summarize Communicate using: “I” statements Active Listening Paraphrasing Advanced Maintaining Good Working Relationships Perspective – taking Paraphrase Describe feelings Describe behavior (not the person) Differentiate ideas Criticize ideas (not people) Integrate ideas (put together ideas) Solve Problems Reach Consensus Survey the chart which should be posted in the room for quick reference.

How many pieces are connected? ______________ Group Names Participants will now get back to the solving the puzzle activity but this time we will work in cooperative teams. How many pieces are connected? ______________

What we already know _________________ ____________________________________ This is what we plan to do: Our Plan 1: __________________________________ 5.__________________________________ How may pieces are connected?__________ How well did we follow our plan? _____________________________________ _____________________________________ As a team …. Participants discuss their experience with puzzle construction and write what they already know The develop a plan and get a given amount of time to implement the plan. At the end of the time, the number of pieces is recorded. (Times for completing a puzzle vary according to the difficulty and number of pieces) The team discusses how well they followed their plan and record a statement.

______________________________________ What Next? Can what we know help us to design a better plan? This is what we plan to do now. Our Plan 2: ______________________________________ Participants reflect on plan I and in the large group share their steps on a chart. The facilitator helps the teams consolidate their steps and selects those that seem to work the best. Each team tries Plan 2 After completing Plan 2 teams record the number of pieces connected in the given amount of time. (Times for completing a puzzle vary according to the difficulty and number of pieces) After this round teams are permitted time to complete the entire puzzle if they haven’t yet done so. Number of pieces connected ________________ We connected more pieces when we _______________________________________ _______________________________________

Some Conclusions… ______________________ _______________________ If Participants are asked to make a relationship statement about constructing a puzzle or about working in a collaborative group using the words IF, THEN and BECAUSE Examples: If we follow our plan then we will finish the puzzle faster because we have thought out the steps that work best. If we work together in a team then we will be able to complete the puzzle because we all have an important role in the task. Wrap Up – During our time together we wil be working in team like this. We will work on different problems to solve and we will work on the skill we need to be a good team together. NOTE: It is not advisable to change these teams too often. Team members need time to learn their job and will learn other team member jobs by interacting with them. Then Because