1. The LEARN Strategy Professional Developer’s developed by D
The LEARN Strategy Professional Developer’s developed by D. Sue Vernon, Jean B. Schumaker, and Donald D. Deshler
The Cooperative Thinking
Strategies Series
2006
The University of Kansas
Center for Research on Learning
Lawrence, Kansas
University of Kansas Center for Research on Learning 2002

2. Cooperative Thinking Strategies
A group of strategies students can use to think and work productively together
University of Kansas Center for Research on Learning 2006

3. The Rationale for the Cooperative Thinking Strategies Series
Students have difficulty working together in groups.
Students have difficulty with higher-order cognitive processing tasks.
Teachers and students do not know how to create a learning community.
University of Kansas Center for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

4. The Purpose of the Cooperative Thinking Strategies Program
Students learn the skills for working in groups.
Students learn simple structures for completing higher-order thinking tasks.
Teachers and students learn how to create a learning community.
University of Kansas Center for Research on Learning 2006

5. Learning Community Characteristics Always Present
Trust among participants
Commitment to goal and group
Every participant valued
Resources are accessed by all
Everyone has a voice & contributes
Mastery emphasized
Everybody learns
Diversity is valued
Time available for work
University of Kansas Center for Research on Learning 2006

6. Learning Community Characteristics Always Present
Support & help for doing better next time
Goal is clear
Goals are shared
Authentic work related to shared goals
Rewards are shared
Everyone is a learner
Everyone is a teacher
Everyone is valued & feels valued
Everyone feels safe
University of Kansas Center for Research on Learning 2006

7. Learning Community Characteristics Sometimes Present Fun Hard work
Frustration
Failure
Success
People will take risks
People will do safe thing
University of Kansas Center for Research on Learning 2006

8. Learning Community Characteristics Sometimes Present Independent work
Group work
Individual grades
Group grades
Cooperation
Competition
Leader makes decision
Group decision making
University of Kansas Center for Research on Learning 2006

9. Learning Community Characteristics Never Present Shaming Putdowns
Negative remarks
Rudeness
Domination
People not doing their share
Some people learning and others not
Some people getting rewards and others not
Continued failure
University of Kansas Center for Research on Learning 2006

10. Manuals in the Cooperative Thinking Strategies Series
The SCORE Skills
The Teamwork Strategy
The THINK Strategy
The LEARN Strategy
The BUILD Strategy
University of Kansas Center for Research on Learning 2006

11. The Purpose of the LEARN Strategy
To enable students to work in teams to learn information.
To give students a structure for working as a cooperative group.
University of Kansas Center for Research on Learning 2006

12. The LEARN Strategy Locate and discuss clues Extract key words
Assemble a memory device
Rehearse and rotate
Note your SCORE
University of Kansas Center for Research on Learning 2006

13. The LEARN Strategy— Mean Percentage of Answers Correct on Content Tests
72%
64%
61%
48%
The Challenge
University of Kansas Center for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

14. The LEARN Strategy—Mean Percentage of Study Skills Steps Performed by Groups
The Challenge
University of Kansas Center for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

15. Lesson 1: Review of the SCORE Skills
Review basic concepts
Learning community
Social skills
Review the Share Ideas Skill
Review the Compliment Others Skill
Review the Offer Help or Encouragement Skill
Review the Recommend Changes Nicely Skill
Review the Exercise Self-Control Skill
University of Kansas Center for Research on Learning 2006

16. The Instructional Sequence Within Each Lesson
(“At-a-Glance” & “Play-by-Play”)
Give an advance organizer
Introduce and describe
Lead a guided practice activity
Conduct a practice activity
Give a post-organizer
Take it a step further
University of Kansas Center for Research on Learning 2006

17. Lesson 2: Introduction and the “L” Step
Advance Organizer
Introduce and Describe
Guided Practice Activity
Group Practice Activity
Post Organizer
Take It a Step Further
University of Kansas Center for Research on Learning 2006

18. Lesson 2: Introduction and the “L” Step
Introduce and Describe
Cooperate
Strategy
Clues
“LEARN” Steps
The “L” Step
Integrating the SCORE Skills
University of Kansas Center for Research on Learning 2006

19. The “L” Step Locate and Discuss Clues
Read the material
Look for the clues
Discuss the importance of the information
SCORE Skills: Share Ideas, Compliment Others, Offer Help or Encouragement
University of Kansas Center for Research on Learning 2006

20. Types of Clues Words in a column The seasons are: winter spring summer
fall
University of Kansas Center for Research on Learning 2006

21. Types of Clues Words separated by commas
Clay, coal, flint, and slate are types of rocks.
University of Kansas Center for Research on Learning 2006

22. Types of Clues Numbers or letters in sequence
The four oceans are: 1) Pacific, 2) Atlantic, 3) Arctic, and 4) Indian.
Causes of heart disease include a) stress, b) smoking, and c) being overweight.
University of Kansas Center for Research on Learning 2006

23. Types of Clues Word clues A number: “The five Great Lakes are…”
Types: “The types of food in the …”
Parts: “The parts of a sentence are…”
Steps: “The steps that you should follow are…”
University of Kansas Center for Research on Learning 2006

24. Types of Clues Visual clues Pictures Graphs Tables Diagrams
University of Kansas Center for Research on Learning 2006

25. Types of Clues Different print Bold-faced print: Italics: Underlined:
The seasons are winter, spring, summer, and fall.
Italics:
Underlined:
All capital letters:
The seasons are WINTER, SPRING, SUMMER, and FALL.
University of Kansas Center for Research on Learning 2006

26. Lesson 3: The “E” Step Advance Organizer Introduce and Describe
Extract
Integrating the SCORE Skills
Guided Practice Activity
Group Practice Activity
Post Organizer
Take It a Step Further
University of Kansas Center for Research on Learning 2006

27. The “E” Step Extract Key Words
Look for key words within the information
Make a list
title
critical items
SCORE Skills: Share Ideas, Compliment Others, and Offer Help or Encouragement
University of Kansas Center for Research on Learning 2006

28. Lesson 4: The “A” Step (part 1: acronyms)
Advance Organizer
Introduce and Describe
The first way to assemble a memory device: by making an acronym
Guided Practice Activity
Group Practice Activity
Post Organizer
University of Kansas Center for Research on Learning 2006

29. The “A” Step (part 1) Assemble a Memory Device by Making an Acronym
Brainstorm and manipulate items in the list to create an acronym
Make study cards
University of Kansas Center for Research on Learning 2006

30. Items that must stay in order
Examples of Acronyms
Items that must stay in order
Paraphrasing Steps*
R Read a paragraph.
A Ask yourself, “What were the main idea and details in this paragraph?”
P Put the main idea and details into your own words.
* Reprinted with permission from Schumaker, Denton, & Deshler (1984). The Paraphrasing Strategy. Lawrence, KS: University of Kansas
University of Kansas Center for Research on Learning 2006

31. Some North American Islands
Examples of Acronyms
Items Not in Order
Some islands in North America are Long Island, Alcatraz, Bermuda, and Liberty Island.
Some North American Islands
B Bermuda
A Alcatraz
L Liberty Island
L Long Island
University of Kansas Center for Research on Learning 2006

32. Teacher Demonstration
Make an Acronym:
Teacher Demonstration
The sense organs are the skin, eyes, ears, tongue, and nose.
Title:
Items:
Acronym:
Front of the
study card
Back of the
study card
The Challenge
University of Kansas Center for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

33. Lesson 5: The “A” Step (part 2: sentences)
Advance Organizer
Introduce and Describe
The second way to assemble a memory device: by making a sentence
Integrating the SCORE Skills
Guided Practice Activity
Group Practice Activity
Post Organizer
Take It a Step Further
University of Kansas Center for Research on Learning 2006

34. The “A” Step (part 2) Assemble a Memory Device by Making a Sentence
Continue to brainstorm and create a “first-letter” sentence
Make study cards
SCORE Skills: Share Ideas, Compliment Others, Exercise Self-Control
University of Kansas Center for Research on Learning 2006

35. Make a Sentence Memory Device Sentence My Very Educated Mother
The NINE Planets
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Sentence
My Very Educated Mother
Just Served Us Nine Pizzas
University of Kansas Center for Research on Learning 2006

36. Teacher Demonstration
Make a Sentence:
Teacher Demonstration
The four oceans of the world are the Indian, Arctic, Atlantic, and Pacific
Title:
Items:
Sentence:
Front of the
study card
Back of the
study card
University of Kansas Center for Research on Learning 2006

37. Lesson 6: The “R” Step Advance Organizer Introduce and Describe
Integrating the SCORE Skills
Guided Practice Activity
Group Practice Activity
Post Organizer
Take It a Step Further
University of Kansas Center for Research on Learning 2006

38. The “R” Step Rehearse and Rotate
Practice with a partner
Switch partners and try again
SCORE Skills: Compliment Others, Exercise Self-Control
University of Kansas Center for Research on Learning 2006

39. Responsibilities of the Coach
Ask Questions
Think of a question to ask your partner about the information on the card. Remember, the questions must include the words on the study card.
Give hints only if needed. Hints include:
Saying the acronym.
Saying each letter of the acronym.
University of Kansas Center for Research on Learning 2006

40. Responsibilities of the Coach
Give Feedback
Compliment the person
Offer help or encouragement
Recommend changes nicely
University of Kansas Center for Research on Learning 2006

41. Responsibilities of the Coach
Keep Track
Put the cards into two piles
The “Know” Pile
The “Don’t Know” Pile
University of Kansas Center for Research on Learning 2006

42. Responsibilities of the Coach
Ask the Questions Again
Go through the “Don’t Know” cards and repeat the steps above until all the cards are in the “Know” Pile.
University of Kansas Center for Research on Learning 2006

43. Responsibilities of the Learner
Try to answer each question the coach asks.
Tell what memory device you selected, if asked.
Tell what the device means, if asked.
Spell key words in the list of information.
Exercise self-control.
University of Kansas Center for Research on Learning 2006

44. Lesson 7: The “N” Step & Apply the LEARN Strategy
Advance Organizer
Introduce and Describe
The “N” Step
Integrating the SCORE Skills
Guided Practice Activity
Group Practice Activity
A new problem
All LEARN Steps
Post Organizer
Take It a Step Further
University of Kansas Center for Research on Learning 2006

45. Note Your SCORE Checklist
Directions: Make a checkmark (√) next to each skill and step that your group used. Then complete the sentences to the right of the lists.
Did we:
Share Ideas?
Compliment Others?
Offer Help or Encouragement?
Recommend Changes Nicely?
Exercise Self-Control?
For this assignment, our best skill was:
Overall, did everyone use the SEE steps?
Sound of our voices was appropriate
Expressions were appropriate
Eye contact was good
We need to remember to use this skill more often:
Did we:
Locate and discuss clues?
Extract key words?
Assemble a memory device?
Rehearse and rotate?
Note our SCORE?
The best thing that happened in our group today was:
We need to improve:
Were all members of the group SATISFIED with the solution?
Yes No Signature:
Did all members of the group LIKE the way the team worked together?
Yes No Signature:
University of Kansas Center for Research on Learning 2006

46. Generalization of the LEARN Strategy
Ongoing activities
More practice activities
Content-based learning activities
University of Kansas Center for Research on Learning 2006