1. Strategies for ENGAGING students in LEARNING M. Bennett - 2009

2. Learning Expectations Wednesday, November 11: Participants will be able to: Describe the benefits of cooperative learning strategies for engaging students in classroom; Describe the benefits of cooperative learning strategies for engaging students in classroom; Practice simple to complex cooperative learning strategies; Practice simple to complex cooperative learning strategies; Incorporate cooperative learning strategies into English lessons. Incorporate cooperative learning strategies into English lessons. M. Bennett - 2009

3. What are the essential elements of effective teaching? Talk to your neighbor... What characteristics should a teacher possess for learning to occur? M. Bennett - 2009

4. Instructional skills Content Knowledge Classroom Management Instructional Strategies Dispositions M. Bennett - 2009

5. “For classroom improvement, teachers must work simultaneously on all four dimensions – content, instructional skills, classroom management, and instructional strategies. For both teachers and students, the combined capacity to manage the classroom, continuously acquire proven instructional strategies and skills, and focus on desired educational goals and content are essential.” “For classroom improvement, teachers must work simultaneously on all four dimensions – content, instructional skills, classroom management, and instructional strategies. For both teachers and students, the combined capacity to manage the classroom, continuously acquire proven instructional strategies and skills, and focus on desired educational goals and content are essential.” Fullan, Bennett & Rolheiser-Bennett, 1990 Fullan, Bennett & Rolheiser-Bennett, 1990 M. Bennett - 2009

6. Question for thought: What changes have you seen in education during the years you’ve been in school? M. Bennett - 2009

7. Yesterday and Today WHERE WE’VE BEEN WHERE WE’RE GOING CURRICULUM: What is taught and learned What is taught What is learned Chapters covered, worksheets completed ID of what students should know and be able to do Academic context Life context Basics emphasized for all; thinking skills emphasized for gifted Basics and thinking skills emphasized for all M. Bennett - 2009

8. Yesterday and Today WHERE WE’VE BEEN WHERE WE’RE GOING INSTRUCTION: How we teach Teacher-centeredStudent-centered Organized around time Organized for results Single teaching strategy Multiple teaching strategies Whole group instruction Differentiated instruction Passive learning Active learning M. Bennett - 2009

9. Yesterday and Today WHERE WE’VE BEEN WHERE WE’RE GOING ASSESSMENT: How we know what students have learned Bell curve Public and precise criteria One opportunity Multiple opportunities After instruction Integrated with instruction Paper and pencil based Performance based Proving and accountability Diagnose and prescribe M. Bennett - 2009

10. Things to Keep in Mind When Planning for Student Learning Standards-based Standards-based Teaching “big ideas” - concepts Teaching “big ideas” - concepts Lessons include essential elements Lessons include essential elements Strategies are varied and appeal to multiple learning styles; engaging Strategies are varied and appeal to multiple learning styles; engaging Assessment is on-going Assessment is on-going formative and summative formative and summative M. Bennett - 2009

11. Learning goals... What would you like students to be able to say they’ve gained from being in your classroom? M. Bennett - 2009

12. When Cooperative/Active Learning is implemented effectively we can expect... Higher self-esteem Higher self-esteem Higher achievement Higher achievement Increased retention Increased retention Greater social support Greater social support More on-task behavior More on-task behavior Greater intrinsic motivation Greater intrinsic motivation Increased perspective taking Increased perspective taking Better attitudes toward school and teachers Better attitudes toward school and teachers Greater use of higher level reasoning Greater use of higher level reasoning Johnson, Johnson, and Holubec (1990) Johnson, Johnson, and Holubec (1990) M. Bennett - 2009

13. Why use cooperative/active learning strategies? “What children can do together today, they can do alone tomorrow.” ~Vygotsky “Learning is maximized when it takes place within the context of support, encouragement, and assistance...” “Whoever explains and elaborates learns...” M. Bennett - 2009

14. Learning Pyramid By William Glasser How We Learn... 10% of what we read 20% of what we hear 30% of what we see 50% of what we both see and hear 70% of what we discuss with others 80% of what we experience personally 90% of what we teach to someone else Teach it to others: Immediate use of learning Practice by doing Discussion Group Demonstration Visual Lecture Words M. Bennett - 2009

15. Home Team Formation Group Formation (Nametags) Group Formation (Nametags) Introductions: Name, school, content/grade, favorite wellness activity Introductions: Name, school, content/grade, favorite wellness activity Create Team Name from things you have in common. Create Team Name from things you have in common. M. Bennett - 2009

16. Organizing Student Interactions: Competitive Competitive “Me instead of you” “Me instead of you” Individualistic Individualistic “Me alone” “Me alone” Cooperative Cooperative “We as well as me” “We as well as me” M. Bennett - 2009

17. Competitive “Complete the following question on your own. The first person to finish will win. Raise your hand when you have completed the question.” 1. List 5 objects that are blue and soft. M. Bennett - 2009

18. Individualistic “Complete the following question on your own. Each person who completes the question will receive a prize. You have 5-7 minutes to complete the question.” 2. Sometimes it is a good idea to be late. List 5 occasions when being late is good. M. Bennett - 2009

19. Cooperative “Move into your home groups. Work together to complete the third question. Be sure to encourage each of your partners to participate in answering the question.” (5 minutes) 3. Name 5 new jobs that will exist in the year 2029. M. Bennett - 2009

20. Conclusions? 1. What conclusions can you draw about competitive, individualistic, and cooperative work? 1. What conclusions can you draw about competitive, individualistic, and cooperative work? 2. When is competition motivating? 2. When is competition motivating? 3. When is working on your own beneficial? 3. When is working on your own beneficial? 4. How is cooperative group work helpful? 4. How is cooperative group work helpful? 5. How is “pressure” in cooperative group work different from “pressure” in competitive activities? 5. How is “pressure” in cooperative group work different from “pressure” in competitive activities? 6. What is difficult about working in groups? 6. What is difficult about working in groups? M. Bennett - 2009

21. First impressions... As a LEARNER, what comes to mind when you hear the term “group work”? M. Bennett - 2009

22. Cooperative Learning is group work, but not ALL group work is cooperative learning... M. Bennett - 2009

23. Cooperative Learning Groups Traditional Learning Groups Positive interdependence is structured Positive interdependence is not structured Individuals demonstrate accountability for self and teammates Individuals are accountable to self, not teammates Team membership is heterogeneous Team membership is homogeneous Teambuilding activities promote trust, commitment, and group cohesion No teambuilding activities Social skills are taught, practiced, and processed Social skills are assumed (but are often lacking) Teammates share leadership responsibilities One teammate is appointed leader Teacher continually monitors, etc. Teacher does not monitor, etc. M. Bennett - 2009

24. Calvin & Hobbes – Demystifying Cooperative Learning 5 Reasons for Failure 5 Reasons for Failure 5 Things you might do differently to ensure the success of this activity 5 Things you might do differently to ensure the success of this activity M. Bennett - 2009

25. Academic Tasks: (Create chart)  5 reasons why the activity failed  5 things you would do differently to ensure its success Social Skill:  Perspective Taking Roles:  Reader  Presenter  Resource Manager/Graphics Artist  Social Skills Monitor  Time Keeper (According to alphabetical order of favorite ‘Wellness’ Activity) M. Bennett - 2009

26. Role of teacher... in brief 1. Arrange groups 2. Provide warm-up/community building 3. Teach/emphasize the social skill 4. Give directions, consider roles, and check understanding 5. Monitor while groups work, and intervene if necessary 6. Facilitate feedback on the academic learning 7. Facilitate reflection on the social skill M. Bennett - 2009

27. Basic Elements of Cooperative Learning 1. Positive Interdependence 1. Positive Interdependence 2. Individual Accountability 2. Individual Accountability 3. Group Processing 3. Group Processing 4. Social Skills 4. Social Skills 5. Face-to-face Interaction 5. Face-to-face Interaction M. Bennett - 2009

28. Positive Interdependence: When all members of a group feel connected to each other in the accomplishment of a common goal. All individuals must succeed for the group to succeed. 9 Ways to structure positive interdependence: 1. Goal6. Simulation 2. Incentive7. Outside Force 3. Resource8. Environment 4. Role9. Identity 5. Sequence M. Bennett - 2009

29. Basic Elements of Cooperative Learning 1. Positive Interdependence 1. Positive Interdependence 2. Individual Accountability 2. Individual Accountability 3. Group Processing 3. Group Processing 4. Social Skills 4. Social Skills 5. Face-to-face Interaction 5. Face-to-face Interaction M. Bennett - 2009

30. Individual Accountability: Holding every member of the group responsible to demonstrate accomplishment of the learning Variables of Motivation: I Sure Can Positively Motivate Kids! Interest Success Concern Positive feeling tone Meaning Knowledge of results M. Bennett - 2009

31. Basic Elements of Cooperative Learning 1. Positive Interdependence 1. Positive Interdependence 2. Individual Accountability 2. Individual Accountability 3. Group Processing 3. Group Processing 4. Social Skills 4. Social Skills 5. Face-to-face Interaction 5. Face-to-face Interaction M. Bennett - 2009

32. Group Processing: When group members assess their collaborative efforts and target improvements Assessing: self, others, group Assessing: self, others, group Be specific, concise, and clear Be specific, concise, and clear Grading: no grade, individual grades, group grade (proceed with caution) Grading: no grade, individual grades, group grade (proceed with caution) M. Bennett - 2009

33. Basic Elements of Cooperative Learning 1. Positive Interdependence 1. Positive Interdependence 2. Individual Accountability 2. Individual Accountability 3. Group Processing 3. Group Processing 4. Social Skills 4. Social Skills 5. Face-to-face Interaction 5. Face-to-face Interaction M. Bennett - 2009

34. Social Skills: Human interaction skills that enable groups to function effectively. Such skills enhance communication, trust, leadership, decision- making, and conflict management. Possible social skills to be taught: Possible social skills to be taught: Taking turns SharingNegotiating Asking for help Moving quietly Following directions Staying on task Being responsible Listening actively Clarifying ideas Disagreeing w/out criticism of others Being self- controlled Resolving conflicts Including everyone Contributing ideas M. Bennett - 2009

35. What social skills do you teach in your classroom? In what ways do you teach them? Why do you teach them? M. Bennett - 2009

36. Basic Elements of Cooperative Learning 1. Positive Interdependence 1. Positive Interdependence 2. Individual Accountability 2. Individual Accountability 3. Group Processing 3. Group Processing 4. Social Skills 4. Social Skills 5. Face-to-face Interaction 5. Face-to-face Interaction M. Bennett - 2009

37. Face-to-Face Interaction: When group members are close in proximity to each other and dialogue with each other in ways that promote continued progress. <Knees-to-nose interactions for effective discussions> M. Bennett - 2009

38. Review Quiz: What are the Basic Elements of Cooperative Learning? 1. Positive Interdependence 1. Positive Interdependence 2. Individual Accountability 2. Individual Accountability 3. Group Processing 3. Group Processing 4. Social Skills 4. Social Skills 5. Face-to-face Interaction 5. Face-to-face Interaction M. Bennett - 2009

39. Investigating ways to strengthen Positive Interdependence ACADEMIC SKILL: In your home teams, number yourselves from 1 to 4. ACADEMIC SKILL: In your home teams, number yourselves from 1 to 4. 1’s become expert groups, 2’s become expert groups, 3’s become expert groups, etc. 1’s become expert groups, 2’s become expert groups, 3’s become expert groups, etc. Leave “home” to learn with your expert group, collect information, then return “home” to share with home team. Leave “home” to learn with your expert group, collect information, then return “home” to share with home team. Each “expert” returns to home team and shares new information with “homies”. Each “expert” returns to home team and shares new information with “homies”. 7 minutes in expert groups + 8 minutes at home = 15 minutes to complete activity 7 minutes in expert groups + 8 minutes at home = 15 minutes to complete activity SOCIAL SKILL: Ignoring distractions; staying on task SOCIAL SKILL: Ignoring distractions; staying on task M. Bennett - 2009

40. JIGSAW 1 2 3 1 2 3 1 2 3 111 222 3 3 3 1 11 2 22 33 3

41. 1’s Goal Goal Incentive Incentive Resource Resource2’s Role Role Sequence Sequence Simulation Simulation 3’s Outside Force Outside Force Environmental Environmental Identity Identity4’s Resource Resource Simulation Simulation Identity Identity M. Bennett - 2009

42. Debrief JIGSAW Essential elements: Essential elements: When to use: When to use: Questions or concerns: Questions or concerns: Discuss how well you practiced your Social Skills – Ignoring distractions and Staying on Task. Discuss how well you practiced your Social Skills – Ignoring distractions and Staying on Task. M. Bennett - 2009

43. Assessment of JIGSAW Watch the following video clip from the movie, “Witness”. List all the types of Positive Interdependence that you recognize from the video. Watch the following video clip from the movie, “Witness”. List all the types of Positive Interdependence that you recognize from the video. Share/compare with your teammates. Share/compare with your teammates. Share with everyone. Share with everyone. Other ways we could have assessed this? Other ways we could have assessed this? M. Bennett - 2009

44. How can you implement JIGSAW in your own classroom? In your home teams, discuss specific topics that you teach which are appropriate for use with JIGSAW. List those on a sheet of chart paper. (First name nearest first letter of alphabet) In your home teams, discuss specific topics that you teach which are appropriate for use with JIGSAW. List those on a sheet of chart paper. (First name nearest first letter of alphabet) Be prepared to share those with other participants in approximately 8 minutes. Be prepared to share those with other participants in approximately 8 minutes. (First name nearest last letter of alphabet) M. Bennett - 2009

45. Basic Elements of Cooperative Learning 1. Positive Interdependence 1. Positive Interdependence 2. Individual Accountability 2. Individual Accountability 3. Group Processing 3. Group Processing 4. Social Skills 4. Social Skills 5. Face-to-face Interaction 5. Face-to-face Interaction M. Bennett - 2009

46. Closure:  three reasons teachers should use cooperative learning  three reasons teachers do not use cooperative learning Discuss: M. Bennett - 2009