1. Today’s Goals / Objectives
Content Objectives
I can provide effective interaction to help all of my students learn at higher levels.
Language Objectives:
Work effectively in a group to answer FAQ’s about interaction.

2. Interaction
SIOP Component 5

3. Sheltered Instruction 6. Practice & Application
1. Lesson Preparation
5. Interaction
2. Building Background
6. Practice & Application
3. Comprehensible Input
7. Lesson Delivery
4. Strategies
8. Assessment & Feedback

4. “School is a place where young people go to watch old people work.”
John Goodlad

5. “A long time ago, there was no such thing as school, and children spent their days learning a trade, a phrase which here means ‘standing around doing tedious tasks under the instruction of a bossy adult.’ In time, however, people realized that children could be allowed to sit, and the first school was invented.”
Lemony Snicket

6. F16 - Frequent opportunities for interaction / discussion
Research shows that classes are characterized by excessive teacher talk (99)
When students were asked to respond, it was usually only simple recall statements
Students learn more when participating fully, discussing ideas/information (102)
ELs need the most opportunities to practice using English language
Encourage elaboration – “what do you mean by,” “What else…(103)”
Clip from Ferris Bueller …..anyone anyone….

7. F17 – Group Configurations
In many schools, ELs are grouped in low ability groups regardless of ability. In “low” groups, teachers…
…talk more; ask lower-level questions; cover less;
…spend more time on skill and drill; provide fewer opportunities for leadership & independent research;
…encourage more oral than silent reading; teach less vocabulary; allow less wait time;
…spend twice as much time on behaviors

8. Structure 1: Round Robin
Preview pages of chapter 1, “Frequent Questions.”
Select 4-5 questions that your group is most interested in and assign these to individuals in your group.
Have each person read the passages that answer the questions assigned.
As a group, give each person a group role card.
Each person will now 1) summarize the answer to the question they were assigned while also 2) completing the task assigned to their “role.”

9. Paraphrase and summarize what another member said.
Maintain/ encourage extended sharing: (uh-huh, yeah, right, hmmm…)
Make sure all members participate.
Validate (praise) another’s ideas.
Keep the conversation on topic.
Encourage speaker to back up claims with evidence.
Connect discussion to real-world and student life.
Build on what another member said.
Offer different perspectives.
Ask key questions.
Ask for elaboration, explanation, examples, & clarification.
Use active listening strategies (nod, make eye contact, take notes).

10. Characteristics of Effective Interaction Structures
Organizes Classroom Instruction – A structure is a strategy that describes how teachers and students will interact with curriculum.
Is Content-Free and Repeatable – Structures are not tied to any specific curriculum but can be used repeatedly to create new learning experiences in ANY class (WITH current lesson plans!).
Implements the Basic Principles of Cooperative Learning (PIES) – the inclusion of PIES is what makes cooperative learning truly effective.

11. P I E S Positive Interdependence Individual Accountability
Question 1: Are students on the same side?
Question 2: Does the task require working together?
Individual Accountability
Question 3: Is individual, public performance required?
Equal Participation
Question 4: Is participation approximately equal?
Simultaneous Interaction
Question 5: What percent of students are overtly interacting at once?

12. How are students grouped?
To the extent possible, students are seated in teams of four.
Teams of four allow pair work (face partners, shoulder partners – not diagonal partners)
Teams of four increase variety.

13. How are students grouped?
Heterogeneous teams are recommended for stable based teams.
The heterogeneous team is mixed in achievement level, gender, and ethnicity.
Heterogeneous teams maximize the potential for cross-ability tutoring, positive race relations, improved gender relations, and efficient classroom management.

14. 2 1 3 4 A A B B L LM HM H Face Partners Shoulder Partners
Look at desk mats
Even if you have “homogeneous” groups of GT students keep this arrangement in mind. HM H B B
Face Partners

15. Teacher A, B, C Comparison For each box, “Which students benefit?”
Traditional
Instruction
Teacher B
Group Work
Teacher C
Structures
(Cooperative Learning)
Achievement Gains
Social Skills
Required Participation
Active Engagement
Many
Some
All
None
All
Some
Q&A: Some
Some
All
Guided Practice: All
All
Some
Q&A: Some
All
Some
Guided Practice: All
Some
All
Teacher A, B, C Comparison For each box, “Which students benefit?”

16. Percent Actively Engaged at Once Student Participation Time Per Hour
Efficiency in Action Simultaneous Interaction Increases Engagement and Participation
Structure
Percent Actively Engaged at Once
Student Participation Time Per Hour
Whole Class Q & A
RoundRobin
RallyRobin
1 in 30 (3.33%)
2 minutes per student
1 in 4 (25%)
15 minutes per student
1 in 2 (50%)
30 minutes per student

17. Efficiency in Action Time for Three-Minute Student Presentations
Structure
Required Class Time
Student Presentation
Student Presents to class.
Timed RoundRobin
Student presents to teammates.
Timed Pair Share
Student presents to partner.
90 minutes
12 minutes
6 minutes

18. Rationale for Cooperative Learning
Cooperative learning appeals to students because they are social, enjoy working with their peers, and need and like to move.
During , 32% of referrals at Eagle Rock were caused by students who were trying to get peers’ attention and 24% were by students trying to avoid individual tasks / activities.
After 1⅓ years of implementing cooperative learning at ER, only 8% of referrals are currently motivated by getting peers’ attention and 18% by avoiding tasks.

19. Benefits of Cooperative Learning
Fun, active engagement
Stimulating the brain
Everyone has a role
Time flies
Active not passive
Fewer discipline problems
Increased self-esteem
Sense of belonging / community
Better use of time
All students learning from one another
Improved social skills
Generation of more ideas
Employment skills: communication, interpersonal skills, teamwork, analytical skills, flexibility, adaptability,
Leadership skills: respect, kindness, responsibility, citizenship,
Improved race relationships.

20. Assigning Grades in a Cooperative Learning Classroom

21. Don’t assign Group Grades. Why?
Group grades tell us little or nothing about individual students.
Group grades undermine motivation.
Group grades are a poor method of communication to parents, scholarship committees, employers, etc.
Group grades don’t provide good feedback.

22. Don’t assign Group Grades. Why?
Group grades convey the message that grades are partially a function of forces entirely out of students’ control.
Group grades are not fair.
Group grades create resistance to cooperative learning.

23. Don’t assign Group Grades. Why?
Group grades could be challenged in court.
Group grades fail to “certify” students correctly for advanced or remedial courses.
Group grades violate individual accountability.

24. Learn Together.
Test Alone.

25. The Big Five Structures 1. Organize Classroom Instruction 2
The Big Five Structures 1. Organize Classroom Instruction 2. Content-free and Repeatable 3. Implements the basic principles of cooperative learning (PIES)
Please refer to the handout:
Rally Robin
Timed/Pair/Share
Rally Coach
Stand up hand up pair up
Round Robin

26. Start with very simple structures like RoundRobin, RallyRobin, and Timed Pair Share
When you are really comfortable with one structure, begin using a second structure. Build these in to already existing lesson plans.

27. Each E-log should clearly reflect the last class session
Each E-log should clearly reflect the last class session. Points may be earned for the following:
Details about *Case Study Student – BLUE font (2 pts).
Successes / Aha Moments – GREEN font (2 pts).
Reading, Writing, & Talking Activities in class– PINK font (2 pts).
Use of Differentiation Strategies – ORANGE font (2 pts).
Use of Cooperative Learning / Interaction – PURPLE font (2 pts).
Academic Vocabulary Instruction – BROWN font (2 pts).
Strategic Efforts to build community among your students – BLACK font (2 pts).
Obstacles/Questions for Instructor – RED font (0 pts).
Implement effective cooperative learning with your students. Try the “Big Five” structures.
Review the rest of the questions that your group did not discuss.