2. Cooperative Learning An old idea whose time has come!! We > I

3. George Jacobs Email: gmjacobs@pacific.net.sg Tel: 9-389-8360 WWW: www.georgejacobs.net

4. Acknowledgements Kagan Publications and Professional Development - www.KaganOnline.com CL Center, U. of Minnesota (USA) - www.clcrc.com Success for All Foundation - www.successforall.net

5. Write-Pair-Switch Each S works alone to write answers (2 mins) In pairs, Ss share answers (2 mins) Ss switch partners & share their former partner’s ideas with their new partner (2 mins)

6. Questions Name, subject, etc. Experience with groups as S or T Current knowledge about CL Want to learn about CL 2 questions of your own

7. How Can We Use Write- Pair-Switch? Meeting new group members Before lesson to discuss what Ss know about topic/remember from last lesson During a lesson for Ss to practice concepts taught or to give their own ideas Afterwards to discuss what they have learned & still need to learn

8. Write-Pair-Switch: Examples Books read during USSR/Extensive Reading How did you choose the book? Is it fiction or non-fiction? What did you like about the book? What do you plan to read next?

9. Write-Pair-Switch: Examples Plants What plants do you know about? How did you learn about them? What plants are useful to you? How do you use them? If you could grow a plant, which one would you grow? Why?

10. Write-Pair-Switch: Your Ideas Level? Subject? Topic? What questions? How much time for each step? Use questions without 1 right answer or that need an explanation of the entire answer

11. Outline Potential advantages of groups Problems with groups Definition of CL Dimensions of CL

12. Attention Signal T claps - T’s hand raised Ss’ hands raised, mouths closed, eyes on T Ss alert classmates who do not see T’s hand raised

13. Quick, easy way to get Ss’ attention. The longer it takes to get Ss’ attention, the more time is lost.

14. RSP A Raise hand Stop talking Pass signal A ttention to teacher

15. Rally-Robin 2 groups of 2 within each foursome 1 gives an idea 2 gives an idea 1 gives another idea 2 gives another idea T calls on Ss to share partner’s ideas

16. Topic for Discussion What are potential advantages of groups? Explain, please. 2: You’re full of good ideas! 1: You’re smart! I learned something from you.

17. Potential Advantages of Grps 1. Quantity of learner speech can increase

18. Simultaneous Interaction What percent of students in the entire class are overtly active at the same time? How do Write-Pair-Switch and Rally Robin encourage Simultaneous Interaction?

19. 2. Individualization can increase

20. Equal Participation How equal is the participation in the group? How do Write-Pair-Switch and Rally Robin encourage Equal Participation?

21. Potential Advantages cont.... 3. Anxiety can be reduced 4. Thinking can increase

22. Individual Accountability Is individual public performance required? How do Write-Pair-Switch and Rally Robin encourage Individual Accountability?

23. Potential Advantages cont.... 5. Motivation can increase

24. Positive Interdependence Is a gain for one group member a gain for another? Is help needed, or can one student do the task alone? How do Write-Pair-Switch and Rally Robin encourage Positive Interdependence?

25. 6. Enjoyment can increase

26. Potential Advantages cont.... 7.Independence can increase 8. Social integration can increase

27. Potential Advantages cont.... 9. Students can learn to collaborate

28. Collaborative Skills Do students show that they know how to work together? checking for understanding disagreeing politely asking for help speaking with 15 cm voices making suggestions asking for repetition

29. 10. Learning can increase

30. How Can You Use RallyRobin? What question or task will you give the pairs? Notice how in the Rally Robin you did the question called for short answers.

31. RallyRobin Examples 5 times table: 1 says 5 x 1 = 5; 2 - 5 x 2 = 10; 1 - 5 x 3 = 15, etc. 1 says a present tense verb; 2 says the past tense form. Reverse roles. Mammals: 1 says ‘rabbit’; 2 says ‘deer’; 1 says orangutan, etc.

32. Outline Potential advantages of groups Problems with groups

33. Timed-Pair-Share Groups of 2 One partner is 1; Other is 2 1 talks for 1 min.; 2 listens 2 talks for 1 min.; 1 listens 1 & 2 share the other’s ideas with the class

34. Topic Potential problems with groups w hy the problem occurs effects of the problem experience with the consequences of the problem as S or T

35. Example Problem: too much noise Why: Ss get very excited Effects: headache, other Ts complain Experience: My Ss played a word game in groups. They were shouting and laughing. Later that day, another T told me I had disturbed her next door class.

36. 1: I enjoy working with you! 2: _____________________!

37. Keep Up The Good Work But don’t ask me to help

38. Problems with Groups 1. Freeloading 2. Take-overs 3. Arguing

39. Problems cont.... 4. Socializing 5. Crowd control 6. Furniture

40. Problems, cont.... 7. Appearances 8. Ignorance 9. Coverage 10. Assessment

41. How Can We Use Timed-Pair-Share? During or after a lecture, CD-ROM, etc., Timed-Pair-Share lets us assess students’ understanding. If one member ends before time is up, their partner can ask questions.

42. Using Timed-Pair-Share What question or task will you give the pairs? How much time? Use questions/tasks that promote discussion Give prompts for questions to encourage fuller answer?

43. Timed-Pair-Share: Example What is one method of saving paper? How does the method work? Do you already do this? Why does it save paper? Can you convince other people to use this method?

44. Timed-Pair-Share: Example Describe one plant Parts? Habitat? Its place in the web of life?

45. Outline Potential advantages of groups Problems with groups Definition of CL

46. Numbered Heads Together Each member has a #: 1,2,3,4 T asks a question/gives a task Grp puts their heads together T calls a #; S with that # gives & explains their grp’s answer

47. Task - Part 1 Choose 1 problem with groups that does/would cause you difficulties Explain why the one problem is important and give an example of the problem

48. Task - Part 2 Take the problem you described in Part 1. Think of ways to solve the problem. Explain why you think your solutions will work. Perhaps CL techniques can help.

49. Focus on Collaborative Skills What is one thing a grp member did to help your group work together as a team? Who did it? What did they say/do? Be incredibly specific.

50. Collaborative Skills: Examples Leong asked, “Please explain positive interdependence to me.” Asking for help Azizah referred us to the two questions and gave examples. Giving examples Renu said to me, “You always have good ideas. What do you think?” Encouraging others to participate

51. How can you use Numbered Heads Together (NHT)?

52. Using NHT T teaches, then gives Ss a question or task to check understanding Be sure to ask for reasons or for how the answer was obtained ?s/tasks w/ many possible answers or parts let many Ss answer

53. NHT: Example T explains how to do division Ss do division problems in groups T calls a number Ss with that number take turns to explain one step that their group took in solving the problem

54. NHT: Example T asks Ss to design a robot that uses photosynthesis Ss put their heads together T calls a number Ss with that number explain what their robot looks like and how it functions

55. Definition of CL Concepts and techniques for enhancing the value of group activities

56. Definition of CL, cont.... What CL is NOT: 1. Not new 2. Not all the time 3. Not magic

57. What CL is NOT, cont.... 4. Not usually by itself 5. Not simple 6. Not as easy for Ts as for workshop leaders

58. What CL Is NOT, cont.... 7. Not switched to all at once 8. Not mainly about groups 9. Not a fad

59. What CL Is NOT, cont.... 10. Not just for students *** Not just with a small classroom group

60. Outline Potential advantages of groups Problems with groups Definition of CL Dimensions of CL

61. Dimensions of CL - #1 Group Size Group Composition

62. Write-Timed-Pair-Share Each partner writes alone 1 talks for 2 mins.; 2 listens 2 talks for 2 mins.; 1 listens 1 & 2 share the other’s ideas with the class

63. Write-Timed-Pair-Share 1. Is 4 a good size for groups? Why or why not? 2. Should T choose the group members? Why or why not?

64. Dimensions of CL Grps sit close together so they see/hear each other easily & do not bother other grps 2. Seating Arrangement

65. Dimensions of CL Instead of: Ss assumed / hoped to know how to work together 3. Collaborative Skills

66. Collaborative Skills CL: Collaborative skills taught

67. Collaborative Skills Encouraging others to participate Asking for help Thanking others who give help Making suggestions Disagreeing

68. Collaborative Skills Checking that others understand Asking for reasons Praising others Listening attentively Speaking quietly in groups

69. RallyRobin What are collaborative skills your students need to improve?

70. Rally-Robin 1 gives an idea 2 gives an idea 1 gives another idea 2 gives another idea

71. Dimensions of CL Instead of: When grps finish an activity, the group disbands 4. Duration of Groups

72. Group Duration CL: Grps often exist for more than one activity, and discuss how they function

73. Dimensions of CL Instead of: Ss assumed / hoped to feel solidarity with and care about grp members 5. Group Solidarity

74. Group Solidarity CL: Ts attempt to build grp solidarity - Positive Interdependence

75. Goal Resource Identity Role Reward

76. Timed-Pair-Share How can we encourage Ss to care about their groupmates’ learning?

77. Dimensions of CL Instead of: Grp members assumed / hoped to want to participate / learn 6. Individual Participation/Learning

78. Individual Participation/Learning CL: Activities foster participation / learning by all - Individual Accountability

79. Dimensions of CL Instead of: When Ss in grps, Ts catch up on paperwork 7. Teachers’ Roles

80. Teachers’ Role CL: Ts actively monitor grp learning/ functioning

81. Dimensions of CL Instead of: As far as Ss know, Ts don’t participate in grps 8. Teachers’ Roles

82. Teachers’ Role CL: Ts discuss / model how they collaborate with fellow educators and others

83. RallyRobin How do you or how could you collaborate with other Ts?

84. Dimensions of CL Instead of: No attention given to creating solidarity beyond the grp 9. Solidarity Beyond the Group

85. Solidarity Beyond the Group CL: Ts try to create solidarity throughout the class and beyond

86. Dimensions of CL Instead of: Cooperation just a way of learning, not an instructional theme 10. Solidarity Beyond the Group

87. Solidarity Beyond the Group CL: Cooperation not only a way of learning but also a topic for learning

88. Sequential Roundtable One piece of paper per group #1 writes & passes the paper to #2 #2 writes & passes the paper to #3, etc.

89. Sequential Roundtable - Topic What is one CL idea you would like to try?

90. Examples I want to try … - Timed-Pair-Share - Attention Signal

91. Simultaneous RoundTable 4 pieces of paper per group Each S writes & then passes the paper to their left Ss read what the other S has written, continue based on that, and then pass the paper Ss pass & write until papers return to original writers

92. Simultaneous RoundTable - Topic One question about CL When you receive someone else’s paper, respond to that question Thus, each question will have 3 responses

93. Example I wonder what to do with Ss who don’t say anything in their group How can I use CL if there are more than 40 students in my class? Can I cover the syllabus if I use CL?

94. RoundRobin The class has a topic or question with multiple answers One at a time, each S stands and tells groupmates their response

95. RoundRobin - Topic Give your reaction to the RoundTable responses that your groupmates wrote to your question about CL

96. Using RoundTable Can be simultaneous (1 paper /person) or sequential (1 paper/grp)

97. Using RoundTable Each S begins a story & passes to a groupmate who continues the story Each S does one part of a mathematics problem that has multiple steps 4 sheets: each with a different animal. Ss write one characteristic of the animal and how that affect’s the animal’s behaviour.

98. Using RoundRobin What is one thing you learned in today’s class? Explain it.

99. 5% Lecture 10% Reading 20% Audio-visual 30% Demonstration 50% Discussion Group 75% Practice by Doing 90% Teach Others LEARNING PYRAMID % of Average Retention Rate CRAIGEN, J. & GREEN, N.

100. INQUIRING EXPLORING UNDERSTANDING REFLECTING Cooperative Learning Independent Learning Whole Class Learning WE ALL ME Cooperative Independent Learning Grades 7-12 Peel School District, Canada A HEALTHY BALANCE

101. Direct Teaching = Learning ?

102. Who’s Teaching Whom?