Using Structured Problem Solving for Cooperative Learning By Colleen, Jenn, Kerry, and Kirsten

What is Structured Problem Solving ? Structures are very specific cooperative learning strategies that teachers can use to organize interactions between students. Build individual accountability in a group setting. Students are able to rehearse their responses. Students gain confidence in sharing their ideas. The class builds knowledge around individual responses. Most structures can be used with almost any academic content, but some structures are better than others for certain tasks. There are numerous structures to achieve cooperative learning. Some structures regulate interaction between pairs, some are best for team work, and others involve the entire class.

Some of the More Popular Structures are:  Numbered Heads Together  Roundrobin  Rallytable  Roundtable  Mix-Freeze-Pair  Showdown  Team Interview  Think-Pair-Share  Line Ups  Jigsaw  Corners Mix-N-Match  Teammates Consult The key is learning which structure is best-suited for a particular instructional purpose.

Is an especially popular structure and is recommended for teaching concepts. Number students off from 1 to 4 within their teams. Call out a question or problem. Students in teams put their heads together to discuss the answer. They must make sure everyone on the team knows the answer. Randomly call a number from 1 to 4 (use a spinner, draw popsicle sticks out of a cup, roll a die, etc.) On each team, the student whose number was called writes the answer on the team response board. They may not receive any help from their team at this point! If they didn't pay attention during the discussion, too bad! They place the response board face down when ready. When all teams are ready, have the designated student stand and hold up their response board to show their answer. Check each team's answer for accuracy. Repeat with additional questions as time allows. Numbered Heads Together

Examples from Content Area A simple way to start Cooperative Learning is to begin with pairs instead of whole teams. Assign a math worksheet and ask students to work in pairs. One of the students does the first problem while the second acts as a coach. Then, students switch roles for the second problem. When they finish the second problem, they get together with another pair and check answers. When both pairs have agreed on the answers, ask them to shake hands and continue working in pairs on the next two problems.

Literature circles Teams You can follow these steps: Have sets of four books available. Let students choose their own book. Form teams based on students' choices of books. Encourage readers to use notes, post-its, and discussion questions to analyze their books. Have teams conduct discussions about the book. Facilitate further discussion with the whole class on each of the books. Have teams share what they read with the whole class. For the next literature circles, students select new books.

Teaching Tips Instructions and expectations for assignments should be clear. Group activities should be related to course objectives. Measure success by the amount of learning rather than by completion of the task. Take responsibility for forming groups. Help build group cohesion by asking students to share personal information or experiences. Use class time for group activities; they are easier to monitor than out-of- class group activities. Provide students with the background information or resources necessary for completing the group activity.

FIRST QUESTION How can numbered heads together be used effectively in the classroom?

SECOND QUESTION What are the two kinds of goals utilized in a lesson of the Social Interaction Model?

THIRD QUESTION Give an example of a lesson in which cooperative learning would be effective.