cooperative and experiential learning.pptx

This presentation focus on cooperative and experiential learning as well as strategies for cooperative instruction

1. ADD AND GUESS ME!

2. COLLABORATION

3. THINKING

4. METHODS

5. REFLECTION

6. WEAKNESS

7. TEAMWORK

8. Cooperative and Experiential Learning

9. What is Cooperative Learning? Cooperative Learning is an instructional strategy where small teams of students, usually two to six members, work together to maximize their individual and collective learning. After team members are organized into these small groups and receive instruction from their teacher, students within the team cooperate with one another and work through the assignment until each team member successfully understands and completes it. Ultimately the shared goals are accomplished individually by each team member, and collectively by the group as a whole.

10. 1. It promotes self-esteem and makes students feel better about themselves, school and others. 2. It promotes higher achievement, develops social skills including listening, taking turns, conflict resolution skills, leadership skills and team work skills 3.It teaches students to cooperate with others and do their best. 4.It welcomes students to benefit from their classmates’ knowledge and thoughts. 5.It protects less capable students from impossible challenges. 6.It facilitates problem solving skills and creativity. BENEFITS OF COOPERATIVE LEARNING

11. BENEFITS OF COOPERATIVE LEARNING 7.It leads to more relaxed atmosphere, greater motivation and increased student talk. 8. It makes student appreciate differences & diversity. It removes damaging competition between and among students and creates competition among groups. 9. It builds empathy i.e. understanding and appreciating the point of view and feeling of others, being considerate of others . 10. It leads to equal and increased participation . 11. It creates the feeling that “ Alone we are struck; in interaction we grow “ 12. It prepares students for the interdependent teambased workplace of the 21 st .( Dr.Spencer Kagan)

12. Five Elements of Cooperative Learning: 1. Positive Interdependence tasks and goals are clearly defined efforts of each team member benefits the individual as well as the group commitment is made to both personal as well as group success 2. Individual and Group Accountability each team member must contribute to the group as a whole each team member is accountable for helping the group reach its goals

13. Five Elements of Cooperative Learning: 3. Interpersonal and Small-Group Skills - Each team member must: be motivated provide effective leadership be able to make decisions be able to build trust be able to communicate be able to manage conflict

14. Five Elements of Cooperative Learning: 4. Face to Face Promotive Interaction - Students Promote one another's success by sharing resources Encourage, help, and applaud each other's efforts Support one another academically and personally Explain how to solve problems Teach each other Check for one another's understanding Discuss concepts being learned Connect present with past learning Foster the groups mutual goal

15. Five Elements of Cooperative Learning: 5. Group Processing (Reflection) - Students Communicate openly, freely, respectfully discussing their concerns Maintain effective working relationships Describe what member actions are helpful/unhelpful Make decisions about behaviors to continue/change/discontinue Process status of goal achievement and accomplishments

16. TEACHER’S ROLE 1. Before the lesson: • Make sure the learning objectives are clear. • Decide on group size and membership. • Determine the materials necessary for the group . 2. developing students’ social skills: Set rules for cooperating and ensure that they are implemented such as : • Work quietly together on team assignment • Ask for explanation not answers . • Listen carefully to teammate ‘ questions. • Ask teammates for help if you need it. • Help each other stay on task . • Ask the teacher for help only if you have asked everyone on your team and discovered they cannot help.

17. TEACHER’S ROLE 3. Establish Good Teamwork in which: • Team members are facing each other ,desks or chairs are close to each other. • Team members have all material ready. • Team members are taking turns. • Every team member is working hard. • Team members are listening to each other. • Team members are using twelve-inch voices. • Team members are asking “ will you please explain?”. • Team members are saying “it is your own”. • Team members are saying “ let’s see if each of us knows this.”

18. Essentials of Effective Cooperative Learning Groups: Participation Each team member should contribute their time and energy Each team member should participate in the decision making process Trust Each team member should trust that other team members will be contributing to the group Communication Each team member should listen respectfully and attentively to other team members Each team member should contribute ideas Each team member should ask questions when clarification is needed Each team member should give constructive feedback

19. COOPERATIVE LEARNING STRATEGIES: Student Teams Achievement Divisions (STAD) Students in heterogeneous groups of four to five members use study devices to master academic material and then help each other learn the material through tutoring, quizzing and team discussions. Jigsaw Each member of a five or six member heterogeneous group is responsible for mastering a portion of the material and then teaching that part to the other team members.

20. COOPERATIVE LEARNING STRATEGIES: Group Investigation The most complex cooperative learning approach and most difficult to implement. Students are involved in planning the group topics as well as the ways in which they will proceed with their investigations. Once students select topics for study, they conduct in-depth investigations and then prepare and present a report to the whole class. The Structural Approach The teacher poses a question to the entire class and students provide answers by raising their hands and are called on with the goal of increasing student acquisition of academic content and teaching social skills.

21. COOPERATIVE LEARNING STRATEGIES: Think-Pair-Share The teacher poses a question to the entire class and the students spend a moment thinking alone about their answer. The teacher asks the students to pair off with one classmate and discuss their answers with their partner for four to five minutes. The teacher asks the pairs to share their answers with the entire class. Numbered Heads Together The teacher has groups of three to five members number off so that each member has a different number. The teacher asks either a very specific or very broad question, depending on the subject matter. Students put their heads together to arrive at an answer and make sure that everyone knows the answer. The teacher calls out a number and the students from each group with that specific number share their answers with the entire class.

22. Choose Appropriate Content: Teachers must be sure to choose content that will spark and keep the interest of the students. If the students do not find the content interesting and appropriately challenging, they will quickly lose interest and the cooperative learning approach will fail. Research shows that the more conceptual knowledge is emphasized the more successful cooperative learning will be.

23. Form Student Teams: The formation of student teams will vary according to the goals and objectives of the lesson as well as the diversity among racial, ethical, gender and ability groups. Teacher-selected groups have been proven time and again to be the best method of forming teams because it ensures a good mix and avoids friends from working together, which neglects to achieve the goal of improvement of social interactions among students who do not know each other as well.

24. The Strengths of Cooperative Learning: The greatest strength of cooperative learning methods is the wide range of positive outcomes that have been found in the research. The research demonstrates that when the classroom is structured in a way that allows students to work cooperatively on learning tasks, students benefit academically as well as socially. Cooperative learning methods are usually inexpensive and easy to implement. Teachers need minimal training to use these techniques. The widespread and growing use of cooperative learning techniques demonstrates that, in addition to their effectiveness, they are practical and attractive to teachers

25. Weaknesses of Cooperative Learning: • A weakness of Cooperative Learning is that students do not learn equally. Many believe that combining gifted students with lower achievers does not sufficiently challenge gifted students.

26. What is it? Process of making meaning out of a direct experience. Learning by doing. Experiential learning is an engaged learning process whereby students “learn by doing” and by reflecting on the experience.

27. David Kolb’s Experiential Learning Cycle It’s a learning process initiated by a concrete  experience , which demands  reflection , review and perspective-taking about the experience; then abstract  thinking  to reach conclusions and conceptualize the meaning of the experience; leading to a decision to  act , engaging in active experimentation or trying out what you’ve learned.

28. The Experiential Learning Styles Experiencing : When using the Experiencing style, you are engaged, connected, warm and intuitive. You excel in teamwork and establish trusting relationships with others. You are comfortable with emotional expression. Imagining : When using the Imagining style, you are caring, trusting, empathetic and creative. You demonstrate self-awareness and empathy for others. You are comfortable in ambiguous situations, and you enjoy helping others, generating new ideas and creating a vision for the future.

29. Reflecting : When using the Reflecting style, you are patient, careful and reserved, allowing others to take center stage. You listen with an open mind and gather information from a variety of sources. You are able to view issues from many perspectives and identify underlying problems and issues. Analyzing : When using the Analyzing style, you are structured, methodical and precise. You plan ahead to minimize mistakes, integrate information to get the full picture, and use critical thinking to understand situations. You are methodical as you analyze details and data. The Experiential Learning Styles

30. Thinking : When using the Thinking style, you are skeptical, structured, linear and controlled. You use quantitative tools to analyze problems and frame arguments with logic. You know how to communicate ideas effectively and make independent judgments. Deciding : When using the Deciding style, you are realistic, accountable and direct. You find practical solutions to problems and set performance goals. You are able to commit to one focus. The Experiential Learning Styles

31. Acting : When using the Acting style, you are on time, assertive, achievement oriented and courageous. You commit to goals and objectives and find ways to accomplish them under a deadline. You are able to implement plans with limited resources. Initiating : When using the Initiating style, you are outgoing, spontaneous and able to shrug off losses or “failure” in favor of trying again. You actively seize opportunities and participate without holding back. Balancing : When using the Balancing style, you identify blind spots in a situation and bridge differences between people. You are resourceful and can adapt to shifting priorities. The Experiential Learning Styles