Cooperative Learning in the primary classroom Cynthia DeJesus Luisa Giammarco

Where in the World is Second Grade? is a cooperative learning activity. Cooperative learning is when children are engaged in an activity that requires everyone’s input. Children work in groups with a common goal. Children will be able to : develop social skills needed for cooperation and collaboration extend their ideas as they share with others support and build on each other’s contributions take turns in discussion

Standards/Outcomes Based on the Connecticut Curriculum Standard 1. (Reading and Responding) Standard 2.1 (Social Studies) Standard 2.3 b (Exploring to literature) Standard 3.1 a/d (Communication with others) Students will read books about various places and cultures. Students will work together in gathering information. Students will verbalize their stories in group share.

Multiple Intelligences Lesson Planning Verbal/Linguistic Children will share their stories. Interpersonal Children will work in groups. Children will share ideas and problem solve in deciding what goes in their suitcase. Visual Children will decorate their suitcases. Picture cues on direction sheet will help children with the activity.

Rubric

Adaptations This activity accommodates all children. Children will be working in groups therefore helping one another. Here are some added items to include all abilities: Bags with materials were color coded to coincide with name tags. Directions sheet include picture cues. Magazine cut outs can be used for those children who may have difficulty in drawing.

Materials Each bag contained: Book Fact sheet Direction sheet Flag Suitcase Folder artifacts

Initiation Children were asked: Has anyone traveled before? How did you get there? What did you bring and why? Some responses: “I went to New York on a train.” “I went on a airplane to Mexico.”

Initiation Children were seated up close and engaged during shared reading. Children were actively participating as they guessed what the terms were.

Modeling Students need to see an example of a product or process. We demonstrated the activity by reading a story we composed on our trip to Italy.

Grouping A class list was used to randomly place children in groups of four. Name tags were used. Each name tag had a colored dot to coincide with the place of travel. For example, children with a yellow dot would visit China. During the first visit name tags were given at the end of shared reading. During the second visit name tags were given out before shared reading.

Send-off Technique Name tags with a colored dot were used to help children find their table. As children heard their name they headed to the table. A paper bag labeled with the place of travel and in a color to coincide with name tags was placed on each table.

Children went to work “We each should draw.” “I’ll read and you write.” “How are we gonna share the suitcase?” “It is hot in Brazil.”

“It is essential that teachers encourage and suggest rather than give directions” (Tudge, 1989).  We moved from table to table asking open ended questions to guide children in their thinking.  We moved around to make sure all children were participating and guide those children who may seem to be uninvolved in the activity.

Group Share “Writing is a social act. Writers write for audiences” (Graves, p.146). “We saw lots of animals relye wilde.” “We went to Mexico and we saw a donkey.” “It was really hot. We wore our hats, flip flops, and shorts.”

Group Share

Closure To review and check for understanding we asked a few questions: What are some ways one travels? How does one decide on what to bring on a trip? What did you use to help in deciding what went in your suitcase? What will you find in an airport?

Modifications Here are some additions to our second teach:  Children were able to add more items to their suitcase. Each child could choose two items.  Name tags will be given out before shared reading.  Children will be called by color/place. Once all children from the group are called they will go to the table.

Successes/Challenges Successes  Children responded well to the story and engaged in discussion.  Children responded well to the idea of visiting different places.  Children were able to solve problems that arose as a group.  Children responded well to the idea of writing an imaginary story. Challenges  Send-off technique was chaotic in first teach.  Children needed more teacher assistance in the second teach.

It was a great experience to see how our thoughts and ideas in action.