1. How to Apply it in the Classroom Elicit ideas Elaboration & Reconstruc- tion Frequent problem based activities Variety of info. & resources Collaboration Model own thinking Evidence based learning Reflective & Autonomous thinking Variety of assessments Scaffold

2. Inquiry and Problem Based Learning Engage: Claim Hypothesis Question Investigate Procedures relationships Report Explain INQUIRYINQUIRY Puzzling situation Problem Based Challenge  generate ideas  multiple perspectives  research and revise  test hypothesis  report  look ahead and reflect back TEACHER ROLE Orient students Organize Assist independence Develop artifacts and exhibits Analyze and evaluate the process

3. Cognitive Apprenticeships and Reciprocal Teaching Definition: a less experienced learner acquires knowledge and skills under the guidance of an expert –Observe expert –Get external support through coaching –Scaffold –Articulate knowledge –Reflect on their progress explore ways to transfer Collaboration and Cooperation Definition of collaboration: a philosophy on how to relate to the others  how to learn and work

4. Definition of Cooperation: –Way of working with others to attain a shared goal Definition of Cooperative learning: –Situations where elaboration, interpretations, explanations and argumentation are integral to the activity of the group –Where learning is supported by other individuals What can go wrong with group work: –Student value process over content –Rather than challenging and correcting misconceptions, students reinforce misunderstandings –Socializing and interpersonal relationships make take over learning

5. Different Forms of Cooperative Learning ConsiderationsElaborationPiagetanVygotsky Group size Group Composition 2-4 Heterogeneous/ homogeneous Small Homogeneous Dyads Heterogeneous Tasks Teacher Role Rehearsal/ integrative Facilitator Exploratory Facilitator Skills Model Potential Problems Averting problems Poor help Unequal participation Direct instruction Modeling & Scripts Inactive & no cognitive conflict Structuring controversy Lack of time and Poor help Direct instruction modeling

6. Tasks for Cooperative Learning –Highly structured, review and skill- building tasks –Ill-structured, conceptual and problem solving tasks –Social skills and communication tasks –Elements of true cooperative learning Face to face interaction Positive interdependence Individual accountability Collaborative skills group processing Preparing Students for Cooperative Learning –Setting up the group  balance is the key –Giving and receiving explanations  relevant, timely, correct and elaborated –Assigning roles  the role must support the learning

7. Designs for Cooperation –Reciprocal questioning  students work in pairs or triads and answer questions about lesson materials –Jigsaw—>in a group a student is given part of the material to be learned, so that the whole group covers the chapter –Structured controversies  4-person group, students work in pairs to research each aspect of the controversy

8. Service Learning Combines academic learning with personal and social development for secondary and college students These activities are: –Organized and meet academic and community needs –Integrated into the student curriculum –Provide time to reflect and write about service experience –Provide opportunities to apply newly acquired knowledge –Enhance both academic learning and a sense of caring for others.

9. Class Exercise – Develop a concept map on any concept of this chapter with at least 3 relationships Concept