Students’ Interactions with One Another Chapter 6 Note---shift of focus from the teacher to the students…….

Three parts to Chapter 6 Chapter Title- Students’ Interactions with One Another Student diversity and Inclusion Tracking and Ability Grouping Cooperative Learning and Peer Tutoring

Student Diversity and Inclusion Two current concerns with American education….. Achievement gap between white and black students Current high school graduation rate of minority students is unacceptably low When educational reforms focus on cognitive rather than affective or social objectives, this is the result…..  Mandated performance objectives and testing programs  Increase in course requirements/reduction in course options  More rigorous grading and more homework  More challenging curricula

Desegregation & Mainstreaming  Despite progress in many school districts, students are often still segregated  Research study in 2001 showed that minority students in the district showed better achievement when they received desegregated education Recent attention has shifted to addressing these equity issues:  the need for multicultural awareness and fair treatment of different groups  The desire to elicit active participation by all students  Attempt to get beyond mere tolerance & promote positive, prosocial interactions among different groups of students

Tracking oBetween-class grouping- assigning students to classes that are homogeneous oGrouping by ability- more elementary & middle schools oGrouping by curriculum- more middle and esp. senior high schools …. TRACKING oTeachers who teach math & science which are subjects arranged in more of a hierarchy, like & see a need for tracking--- teachers of literature & history (humanities) see the least need for tracking

Ability Grouping  Reduces variations in achievement levels Two approaches: 1)Structural approach- students’ diversity reduced before instruction---students in 2 groups based on previous performance and taught separately 2)Situational approach- 2 groups are formed after instruction—whole class is initially taught together, then review & enrichment were provided to subsets as needed **Research (Mason & Good 1993) proved that the situational model was more effective

Cooperative Learning Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning (Johnson, Johnson, & Holubec, 1993).

Using Role Cards While working in cooperative learning groups it is necessary for each member of the group to be assigned a task and be given a role. Once a decision has been made as to the number of groups and the roles that will be needed to perform the task, a set of role cards, similar to the ones below, should be constructed for each team member. Before roles are assigned, teachers should explain and model the task and the individual roles for students.

Task Structure and Incentive Structure In cooperative learning both the task structure and the incentive structure affect the quality of learning. Two structures need to be considered when planning cooperative learning activities: The task structure refers to the nature of the task—individual, cooperative OR competitive --are seen as the key elements in explaining why cooperative learning works or not. The incentive structure or reward structure— individual, cooperative OR competitive--the reward structure is seen as the core element. ( Also group or individual rewards need to be planned for).

5 Elements of Cooperative Learning Team formation Sense of positive interdependence Individual accountability Social skill instruction Structure for lesson

THINK Assign a topic. Students think. PAIR Students move to assigned partners. “Please move to your partner that we assigned earlier.” Students discuss with partners. SHARE Teacher calls on students to share with class. “Student #4, Lauren, what did you and your partner say about how to best teach grammar in elementary schools today?" THINK-PAIR-SHARE

Managing student behavior Assign partners to avoid issues of popularity. Change partners to allow students to experience each other’s communication styles. Require quiet think time. Monitor discussions. Ask students to share what their partner said to emphasize that listening skills are important. THINK-PAIR-SHARE

Modification: Timed Pair Share If you want to prevent one person from monopolizing the conversation, set a time limit and students take turns talking. Modification: Rallyrobin If the discussion is supposed to generate a list from the pair of students, the students can take turns writing. Modification: Think-Write-Pair- Share Slows pace of discussion. All students write their ideas so teacher can monitor the participation. THINK-PAIR-SHARE

Numbered Heads Together Place students in groups of four. Number students in each group 1 – 4. Present information to students. Require students to think about answer in groups and develop a consensus. Call on number 1, 2, 3, or 4, and ask any students with that number to raise their hand. Call on one student or several students for answers.

Modification: Involving the Class After student(s) present answer, you can call on entire class to show agreement or disagreement. Every student must answer. “Who agrees with this answer? Show me with a thumbs up if you agree or a thumbs down if you are thinking another answer is correct.” And if you would like to ask for justification “Why?” Numbered Heads Together

JIGSAW  Students are part of a learning group and research team.  Students meet in their LEARNING GROUP and define goals.  Each student from the group joins a separate RESEARCH TEAM to research their part of the goal.  Students return to LEARNING GROUP to share results and teach group members.  The LEARNING GROUP shares with entire class.

Teacher introduces a unit. Students list topics to be investigated. LEARNING GROUP chooses a topic. LEARNING GROUP determines subtopics for members to investigate. Members prepare report on subtopic for LEARNING GROUP. Subtopics combined into information on topic. LEARNING GROUP presents their topic to class.

Coach learning groups into equitable distribution of subtopics and work-load. Listen to students as they respond to the reports presented by individuals. Encourage sensitivity and demonstrate examples of respectful disagreement. “I sense that you are displeased with your team-mate’s research. Talk to me about what you would have done with that subtopic. We’ll figure out how we can work with him.”

REVIEW COOPERATIVE LEARNING MODELS: Models Some Positive Behaviors Encouraged Think-Pair-Share peer communication taking turns quiet thinking listening Numbered Heads Together consensus building collaborative sharing of information representing a group Jigsaw collaboration with two groups responsibility for dual roles – as a teacher and learner coaching other team members Group Investigation shared responsibility communication of ideas