1. COOPERATIVE LEARNING Enhancing Skills and Knowledge Through Group Activities

2. WILLIAM H. KILPATRICK One of the greatest Progressive thinkers Proposed that social studies consist almost entirely of students working on projects they selected and plan

3. “THE BIG FOUR OF COOPERATIVE LEARNING” ROBERT SLAVIN (1990) ◦ It involves students working together as equals to accomplish something of importance to all of them DAVID JOHNSON & ROGER JOHNSON (1992) ◦ Cooperative learning means instructionally using small groups so that students work together to maximize their own and each other’s learning

4. “THE BIG FOUR OF COOPERATIVE LEARNING” ROBERT SLAVIN DAVID JOHNSON & ROGER JOHNSON

5. “THE BIG FOUR OF COOPERATIVE LEARNING” SPENCER KAGAN (1985) Teachers can design many excellent cooperative activities, such as making a team mural or a quilt… In contrast structures may be used repeatedly with almost any subject matter, at wide range of grade levels, and at various points in a lesson plan Structures are “content-free” ways of organizing social interaction in the classroom SLAVIN: Structures are “systematic and practical cooperative learning methods”

6. “THE BIG FOUR OF COOPERATIVE LEARNING” SPENCER KAGAN (1985)

7. KEY FEATURES OF COOPERATIVE LEARNING 1.Positive interdependence 2.Face-to-face interaction among learners 3.Individual accountability

8. KEY FEATURES OF COOPERATIVE LEARNING POSITIVE INDEPENDENCE Refers to situation in which students realize that they are interdependent Everyone in the group must contribute to achieve success Fostered through a division of labor, giving each member a specific task, or through the use of group incentives or a group grade FACE-TO-FACE INTERACTION Refers to group tasks that require students to interact with each other, as opposed to those tasks in which each student works independently and the material is then compiled into a final product

9. KEY FEATURES OF COOPERATIVE LEARNING INDIVIDUAL ACCOUNTABILITY Makes each student accountable for making a contribution to the group Can be accomplished by giving individual grades or reinforcements in addition to group grades These grades, however, are based on the effort and the contributions of the individual in achieving the group goal, not just on individual achievement

10. SLAVIN: 1.There must be clear group goals. Determined that good preparation is not enough, rather it should also include other variables that seem to characterize successful cooperative- learning lessons Two key characterisitcs 2.Individual members of the group must be held personally accountable for their contributions as members work to achieve group goals

11. C LEARNING STRUCTURES Group Projects, Jigsaw, Think-Pair-Share, Three-Step Interview, Student Teams- Achievement Divisions (STAD)

12. C GROUP PROJECTS Two or more students work together to produce something

13. GROUP PROJECTS Two or more students work together to produce something FIVE CATEGORIES: Inquiry projects Students work together to solve a problem (in which they “produce the answer” Written projects Students work together to produce a written product, like a book or a script Visual arts projects Students work together as they paint, draw, sculpt, or use another media to produce a work of art

14. GROUP PROJECTS Two or more students work together to produce something FIVE CATEGORIES: Performing arts project Students work together to act, dace or sing in a performance “Combination” projects Students are asked to use more than one format (e.g., some projects require students to do things in both the visual and performing arts); a written product often results from an inquiry

15. GROUP PROJECTS 1 Form the group Ask for volunteers for greater student autonomy 2 Provide an overview of the project Listen to the interests, ideas, and needs of the group members and make adjustments accordingly 3 Decide what each student will do Assign roles Allow students to decide what role they will play STEPS

16. GROUP PROJECTS 4 Make a list of materials and resources Make sure that all materials and resources will be available when they are needed 5 Establish a timetable Include in the timetable times when the entire group will meet again Let the students establish a timetable 6 Work with individuals, subgroups and the full group Have a schedule indicating when to provide guidance and assistance to members of the group Encourage students to help each other before they turn to teachers STEPS

17. C STUDENT TEAMS- ACHIEVEMENT DIVISIONS (STAD) “most appropriate for teaching well-defined objectives with single right answers” (Slavin, 1989)

18. STAD “most appropriate for teaching well-defined objectives with single right answers, such as specific locational characteristics in geography and some map skills, knowledge of events in history, and principles of economics or government” Should be limited to teaching students basic information Not a method of teaching, but an alternative to independent seat work

19. STAD Place students in four-member heterogeneous teams that are cross- section of the whole class. Present a lesson or group of lessons to the whole group, then the students work together to learn the material. (“Team study” may take from a half hour to several days.) Prepare worksheets the students can complete togetherGive a quiz which students will take individually

20. STAD Compare each student’s score with that student’s earlier performance on earlier social studies quizzes Give each student a score that reflect his or her progress Add the four scores for each team, and teams with the highest scores are given points, or some other rewards Note: STAD is only effective if all members of the team accept that it is their responsibility to help their teammates learn all the material the teacher presents.

21. C JIGSAW Each person in a group is to accomplish part of a larger assignment

22. JIGSAW Developed by Elliott Aronson and his colleagues, the JIGSAW method requires each person in a group to accomplish part of a larger assignment. The entire assignment cannot be finished until all parts of the “jigsaw” are fitted together.

23. JIGSAW 1 Have a topic the can be conveniently divided into several major topics and a number of subordinate topics 2 Break down a major topic or unit into six subtopics 3 Place students in six-member groups STEPS

24. JIGSAW 4 Assign one major topic to a group 5 Each team member of a team is assigned a subtopic and is expected to become an expert on that subtopic 6 Students become experts by reading a section of a text to find out what they needed to know STEPS

25. JIGSAW 7 Once students learn information about their topics, they meet in “expert groups” 8 “Expert” students compare what they have found out 9 Decide on how they wish to present what they have learned to the members of their original group 10 As each student is an expert who has information to share, the students in their original groups take turns teaching the other members. STEPS

26. C THINK-PAIR-SHARE Greatly increases the number of students who actually say something during a class discussion

27. THINK-PAIR-SHARE Every student in the class will have an opportunity to express her or his perspective PHASES: THINK  Teacher poses a question that should stimulate discussion  Depending on the complexity of the question, the teacher might want students to write their answers PAIR  Each student works with a partner  Partners explain the rationale that led to their answers  Each student will have to talk SHARE  Whole class reconvenes; the floor is open for students to share their answers  Duo might have to talk a bit about how they arrived at their answers

28. C THREE-STEP INTERVIEW Each person in the group must produce and receive information

29. THREE-STEP INTERVIEW Students interact in pairs, interviewing each other about the topic Teacher asks a thought- provoking question Class separates into groups of four Within each group, each student works with a partner (1 interviewer, 1 interviewee) 1 Students reverse roles “Follow-up” questions 2 Group of four comes back together Each student shares her or his answer in a round-robin fashion 3

30. MAKING COOPERATIVE LEARNING WORK (a)GROUP GOALS (b)INDIVIDUAL ACCOUNTABILITY (c)SOCIAL SKILLS (d)EFFECTIVE PLANNING

31. GROUP GOALS Positive interdependence is key to achieving group goals Group must have a clear sense of what they are supposed to accomplish Tangible rewards for groups must be give, and to each member of the group “Students must believe that they sink or swim together.” -Johnson and Johnson

32. INDIVIDUAL ACCOUNTABILI TY Ensure that each member is strengthened by holding students individually accountable to do their share Each student’s performance must be evaluated Keep records that describes: 1) student’s performance (process); and, 2) student’s level of achievement (product) “Students learn together so that they can subsequently perform better as individuals.” -Johnson and Johnson

33. SOCIAL SKILLS 1. Students must see the need for the skill. 2. Students must understand the skill. 3. Students must have many opportunities to practice these social skills. 4. Students must evaluate how well they are doing. Students must “get to know and trust one another, and resolve conflicts constructively” -Johnson and Johnson

34. EFFECTIVE PLANNING For all cooperative activities, each of the following must be accomplished: 1.Be sure the goal is clear. 2.Be sure the goal is attainable. 3.Be sure that role are clearly and reasonably defined. 4.Be sure the group has adequate materials and resources to finish their task. 5.Be sure that timeilne are set and that members of the group adhere to them “Students learn together so that they can subsequently perform better as individuals.” -Johnson and Johnson

36. MARIA ANDREA BERNADAS KNARZ DOMINIQUE JAYME AIRA MATALUBOS ROJELYN JOYCE VERDE PRESENTED TO YOU BY