1. Structuring Learning for Success
Cooperative Learning Strategies for Active Student Engagement

2. Workshop Goals
I will understand the difference between cooperative learning and group work.
I will explore the research on cooperative learning.
I will create connections to my standards and my classroom

3. Teamwork??

4. Instructional Strategies: from Classroom Instruction That Works
Identify similarities & differences
Summarizing & note taking
Reinforcing effort & providing recognition
Homework & practice
Nonlinguistic representations
Cooperative learning
Setting objectives & providing feedback
Generating & testing hypotheses
Questions, cues, & advance organizers

5. Time in Lecture when Information was Presented
Percentage Retained
10 min
50 min
70%
20%
Active exercises
Straight lecture
We must change the tempo of instruction every 10 minutes

6. Quiet Signal Raise Hand Focus on the speaker Signal others
The group should become quiet in 3 to 5 seconds
20 school days are lost each year gaining student attention

7. Basic Principles of Cooperative Learning
Positive Interdependence
“Is my gain your gain?”
Individual Accountability
“Is individual public performance required?”
Equal Participation
“How equal is the participation?”
Simultaneous Interaction
“What percent are overtly (talking, writing, drawing) active at once?”
Spencer Kagan, 1994

8. Cooperative Learning Caution
Organizing groups based on ability levels should be done sparingly.
Cooperative groups should be kept small in size. (teams of 3 or 4)
Cooperative learning should be applied consistently and systemically

9. Why Use Cooperative Learning?
Improved student achievement
Improved student persistence
Improved student attitude
Less marking and better papers

10. Take a bow Please stand up if… You are a principal You are left handed
You have principles
You balance your check book
You have finished your Christmas
shopping
You have a twin
You teach elementary age children
You teach hormonally charged children
You teach while you are hormonally charged
You provide school division leadership
You have children

11. Take a bow Please stand up if… You are a principal You are left handed
You have principles
You balance your check book
You have finished your Christmas
shopping
You have a twin
You teach elementary age children
You teach hormonally charged children
You teach while you are hormonally charged
You provide school division leadership
You have children

12. Mix it Up in the Box Listen for the topic and the amount of time
Silently mix around the room
When music stops pair up with person closest to you
In pairs, Partner A shares and Partner B listens
Partner B responds to what he/she heard “Thanks for sharing or You are interesting to listen to”
Switch Roles

13. Thinking inside the Box1 2 3 4
If you could have any job in the world outside of the field of education what would it be. Why would you choose it? Your skills are not a factor. YOU can do anything!!!
Make a list of the things you would do to make your current job easier. You have no budgetary limitations.
Look at the picture. What do you think we will study today? Complete this sentence: We will probably learn about_______.

15. Thinking inside the Box1 2 3 4
If you could have any job in the world outside of the field your currently work in what would it be? Why would you choose it? Your skills are not a factor. YOU can do anything!!!
Make a list of the things you would do to make your current job easier if you had no budgetary limits.
What do you like to do in your free time F U N
Look at the picture. What do you think we will study today? Complete this sentence: We will probably learn about _______.
Tell which University you graduated from
Tell something no one knows about you

16. The average student talks 35 seconds a day.
The student who is talking is growing dendrites.

17. Blind Sequencing
Team members place all the cards on the table face down
Each team member selects a card without showing it to anyone else.
Team members take turns describing what they see on their card and placing them in sequential order.
As a team come up with one sentence to describe the sequence you created.

18. Life Cycle of a Frog

19. Metamorphosis
Metamorphosis is the change that a frog goes through during its life cycle.
There are four main stages in the life cycle of a frog.

20. Egg The first stage in the life cycle of a frog is the egg.
A frog lays many eggs at one time.
The eggs are covered with a jellylike coating.

21. Tadpole The second stage of a frog life cycle is the tadpole.
Hatched tadpoles have gills for breathing in the water.
They have a tail, but no legs.

22. As a tadpole grows, lungs begin to form.
Back and front legs begin to grow. These parts allow the adult frog to live on land.

23. Adult Frog
Once the lungs form and begin to work, the gills and tail disappear.
The adult frog is now ready to live on land.

24. What is the first stage of the frog life cycle?

25. The first stage of the frog life cycle is the egg.

26. What is the second stage of the frog life cycle?

27. The second stage of
the frog life cycle
is the tadpole.

28. What is the last stage of the frog life cycle?

29. The last stage of the
frog life cycle is
the adult frog.

32. Teacher A Traditional Teacher B Group Work Teacher C
Cooperative Learning
Teacher asks a question
Wait time
Students put their hands up
Teacher calls on one student
One student will answer
Teacher responds
Talk it over
Pair discussion
Team discussion
“Work together”
Ask a question
Teacher gives wait time
Student to student interaction

33. Stand Up, Hand Up, Pair Up
Teacher says, stand up, hand up, and pair up!
Students stand up and keep one hand in the air until they find their closest partner who is not a teammate
Teacher asks a question or gives an assignment
Teacher provides think time
Partners share
Ideas…..
Stand up and summarize the main points of the lesson
Stand up and tell how we just learned is connected to what we learned yesterday
Stand up and compare and contrast two ideas

34. Rally Coach
Partner A solves the 1st problem, talking out loud about the steps to solving.
Partner B watches and listens and coaches as needed and praises.
Partner B solves the next problem.
Partner A watches and listens, checks and or coaches and praises.
Repeat starting at step 1.

35. A B
1 (+)
2 (+) 26 42 8 4 7 22 63 8
4 (+)
3 (+) 18 25 2 19 23 7

37. Forming Teams Set up: Class list, 3x5 cards for each student
Step 1: Make Cards
Step 2: Sort Cards
Step 3: Color Code Cards
Step 4: Form Teams

38. Make an index card for each student
Student name
Santa Claus
Male
98% or H
Quiz grade or make of high, middle, low
gender

39. Sort Cards Do the Math How many students? Four levels of groupsB. C.
Do the Math
How many students?
Four levels of groups
29 students divided by 4
High
Medium
Low
Remainders
1=HM or LM
2=HM + LM
3=3 different boxes

40. Color Code the Cards Blue = High Red = Low Yellow = Medium Low
Santa Claus
Blue = High
Red = Low
Yellow = Medium Low
Green = High Medium
98% or H
Male

41. Form Teams 1 2 3 4 5 6 7
Blue
Betty
Green
Sue
Yellow
Sam
Red
Fred

42. Reminders Mix boys and girls Extras 2 boys and 2 girls
3 girls and 1 boy
Extras
1 team of 5
2 teams of 3
1 team of 3

43. Management Tips Quiet Signal Number Seats AB Partner on the same side
Form mixed ability teams
Determine who goes first

44. Any Questions? Are there any questions? Is that clear?
This is a waste of time.
It may break up the lecture a little but it does not really help with learning.

45. Good Questions
Provoke curiosity, stimulate thought, illustrate meaning, …
Define a concept in your own words
Explain familiar phenomena in terms of course concepts
Predict system behaviour before calculating
Think about what has been calculated
Brainstorm
Formulate questions
Summarize

46. Thank you for your time and energy!
Remember one thing…
“If you ever think you are too small to make an impact, try going to bed with a mosquito!”
Thank you for your time and energy!