The Professional Development Service for Teachers is funded by the Department of Education and Science under the National Development Plan New Direction for Economics Some teaching methods Gabrielle Moran

Cooperative Learning Two Responsibilities – Make sure you learn yourself – Ensure your group members learn

Read and Explain Pairs

Both read the first paragraph Person A is the summariser Person B is the accuracy checker

Read and Explain Pairs The summariser summarises in own words the content of the paragraph to partner The accuracy checker listens carefully, corrects any misstatements and adds anything left out. Then he or she tells how this information relates to something they already know Both move to the next paragraph and reverse roles

Reading Comprehension Triads Three Roles Reader Recorder Checker

Reader Read through material slowly, carefully, with expression, so group members never forget it for the rest of their lives.

Recorder Write down all of group’s good ideas, make sure there are three good possible right answers, and circle the one the group decides is most appropriate

CHECKER Require other group members to demonstrate comprehension and help diagnose problems in understanding

Jigsaw Method

V K A Step 1: Form groups of three Step 2: Share with each other what you already know about Visual, Auditory, Kinaesthetic V K A

Step 3: Find a partner in an adjacent group Step 4: Agree with your partner on the main points of your piece and how you will teach your home group what you have learned AAVVKK

Step 5: Return to your base group Step 6: In turn teach your group what you have learned V K A V K A

Visual – Auditory – Kinaesthetic Visual Learners – Prefer to see information Auditory Learners – Prefer to hear information Kinaesthetic Learners – Learn best by doing, touching, making, feeling

Place Mat

1.Individually write in your issues/thoughts/suggestions in your space 2.Number one reads own list out to group – other group members tick off issues mentioned if on their list. Number two write in key issue into centre box 3.Other members read their lists to group and tick 4.Common items now apparent

Place Mat contd 6.In centre box – each member writes own principal issue/thought OR – group agrees the four main issues 7.Look at the other group mats 8.Alter own mat – individual segments or centre as appropriate OR Add other points to own group mat – individual segments or centre 9.Consensus arrived at

Place Mat ISSUE 1 ISSUE 4 ISSUE 2 ISSUE 3

Follow me ….

Dominos ….

Bingo  Students - Draw 3x3 grid  Teacher – List 15 terms on board  Students - select 9 terms and create bingo card  Teacher – read out definition of terms  Students – cross out the appropriate terms when they match the definitions

Final thoughts…. Have fun. Start small. Keep it simple. Just do it!!!