Cooperative Learning for M. Phil Class 1.pptx

Cooperative Learning for M. Phil

1. Instructional Designs/ models Cooperative Learning Unit 5 By Dr. Zaheer Ahmad Class M. Phil Distance education-1(3732)

2. Set Induction Two best qualities of a good teacher? How many teachers do you think use innovative instructional strategy? How many teachers follow learning pyramid? How are low achievers treated/ supported by the teacher? Explain negative and positive interdependence. What is cooperative learning (CL)?

3. Teaching Learning Process by CL Focuses at the Bottom level of Learning Pyramid

4. Objectives of the Session Honorable participants are expected to: Thoroughly understand CL Develop self-efficacy to implement CL Learn how to implement CL in their sessions Learn how to address/ fix CL implementation issues

5. Cooperative Learning(CL) – An Introduction Cooperative learning is an instructional strategy in which students work actively and purposely together in small heterogeneous teams on target content area (under teacher supervision) to maximize their own and their team-mates learning. The teacher facilitates, monitors and mentors CL teams Five components of CL differentiate it from group work CL eliminates/ minimizes, free riders/ hitch hikers and work horses Literature suggests that CL is the most researched instructional strategy in the history of educational research It can supplement and/ or strengthen other teaching methods

6. Why Cooperative Learning? Highest achievement Development of Pro social behavior/Social Skills Sports man Spirit/ Team spirit Cognitive development Interest/ likeness for subject, faculty and institution Motivation to achieve/ excel Preparation for exams and reducing test anxiety For enhancing teachers respect/ popularity ratings Developing 21 st century skills (leadership, collaboration, critical, creative and problem solving skills)

7. Advantages of Cooperative Learning Quality education for all Ensuring equity Addressing individual differences Distributed teaching T20 matches like teaching Teaching / training like never before Influencing and inspiring teaching

8. Components of Cooperative Learning (Formation of balance teams pre-requisite) Positive interdependence Individual accountability Verbal interaction Social skills Group processing

9. CL Teams Formation For development ; Use past scores Take new test Ensuring balanced teams of 4, 3 or 6 members Average/ mean score (or each team is almost same) No team is extreme/ outlier by its positions/ results

10. Formation of CL Teams Pre-requisite

11. 60 Students converted into Balanced CL Teams

12. F orming ten compatible/ balanced teams from following 40 students’ Average score in last examination. Std. No. Std. Score Std. No. Std. Score Std. No. Std. Score Std. No. Std. Score 1 90 11 52 21 51 31 75 2 61 12 69 22 60 32 69 3 72 13 95 23 44 33 95 4 45 14 75 24 94 34 57 5 94 15 43 25 56 35 93 6 67 16 40 26 91 36 40 7 41 17 62 27 57 37 92 8 77 18 90 28 70 38 54 9 98 19 65 29 53 39 65 10 93 20 42 30 72 40 42

13. Stages of Team Development Forming Storming Norming Performing Mourning (insignificant)

14. Components of Cooperative Learning Positive interdependence Individual accountability Verbal interaction Social skills Group processing

15. Components of Cooperative Learning 1. Positive interdependence All members of each team are made to realize that their success or failure depends upon the efforts of all team members. Feelings of “sink and swim together” are ensured and this can be done through reward/ task structure. Examples: Rile race Boat/ Ship in a storm

16. 2. Individual accountability Each student is made to realize that he/she is responsible for his/her own learning. This component facilitates to minimize social loafing and discourage work horses, free riders/ hitch hikers. How to ensure? Individual quiz (STAD Model) Oral quiz (Learning together) Selecting one member from team (Numbered heads together) Selecting participants randomly to present their part/ portion of assignment/ task Components of Cooperative Learning

17. 3. Verbal interaction Pre-requisite Going through the given hand outs/ study material Asking and answering questions Explaining things to other team members Giving elaborations to team members Discussing things for mastering Involving all in the discussion Components of Cooperative Learning

18. 4. Social Skills Bad example of parliament Respecting all team members Taking turns Not dominating the discussion Giving time to each participant Disagreeing to argument not the person politely Either convince or being convinced Conflict resolution Using win win strategy Use of talking chip Round robin Think pair share Group processing Components of Cooperative Learning

19. 5. Group Processing Group processing is done by both the teacher and team leader Scanning the teams as well as individuals Ensuring support/ efforts of each team member and avoiding Work horse Free riders/ hitch hikers Placing a tick or cross against team after scanning it Assessing level of participation by writing high, average or low interaction Assessing team speed/ work on the assigned task Components of Cooperative Learning

20. Activity Three minutes to revise what we have learnt so far Share it with your partner (pairing) Ensure that each team member is clear about the taught/ target content

21. Four Perspectives of CL (Why and how students achieve maximum in CL?) Motivational perspective Social care perspective Cognitive developmental perspective Cognitive elaboration perspective

22. Models of Cooperative Learning

23. Models of Cooperative Learning Learning Together (LT) Student Teams’ Achievement Divisions (STAD) Teams, Games, Tournaments (TGT) JIGSAW

24. I. Learning Together (LT) In LT model, team based learning tasks, projects, assignments and/ or assessment teachers are carry out. The whole CL team is responsible for the task collectively.

25. Steps of Learning Together Model: Formation of CL teams (already done) Teacher’s presentation Students’ team work Students’ assessment through team quiz/ single task Team certificates and rewards

26. Learning Together Model for Familiarizing with team work Moving towards performing stage smoothly Its non use will result in storming stage Learning together for test taking skills

27. Steps of LT Model 1. Teacher’s presentation Teaching of key concepts/ theme of the lesson or full lesson (in the beginning) Instructions for the activity Attribution of success or failure Motivating and focusing on interpersonal skills

28. Ratio of Teacher’s Presentation and CL Team Work Teacher Presentation Working in CL Teams

29. Steps of LT Model 2. Students’ Team work Mutual cooperation Verbal interaction/ verbalize thinking Learning together Taking turns Respect for teacher and peers Conflict resolution Ensuring on task behavior Asking answering questions, explaining, elaborating content Meeting deadline

30. Steps of LT Model 3. Students’ assessment through team quizzes/ tasks Administration of single quiz to each team as a whole in team sitting condition (ten teams = ten quizzes) Checking of quizzes Awarding team scores Ensuring that no cheating is done and all are given equal time

31. Steps of LT Model 4. Team certificates and rewards Celebrating success is must and must not be taken casually rather use it for motivating students Each member will come at the stage Awarding certificates/ giving appreciation to successful teams Declaration of first, second and third position in the class (cluster/ block)

32. Criteria for Team Qualification for Certificates At least 75% participants are available Each has got passing marks/ or marks set as criterion Having maximum score from all qualifying teams No member of the team is disqualified due to disruptive behavior/ social loafing

33. II. STAD Model Used to ensured each student’s participation in learning activities through individual assessment tasks/ quizzes Steps of STAD Model Formation of Teams Teacher’s presentation Students’ team work (same as LT) Students’ assessment through individual quizzes (in teaching conditions) Team certificates and rewards (same as LT)

34. Difference between LT and STAD 3. Students’ assessment through individual quizzes Ensuring individual accountability Administration of quizzes to all team members in testing conditions Checking of quizzes Awarding individual and team scores Ensuring that no cheating is done and all are given equal time

35. III. Teams, Games, Tournaments Working on target content/ assigned tasks in the base teams with or without teacher’s presentation Assessment tasks are designed as per level of the students (easy, moderate, slightly moderate and complex) Each member of each team performs task as per his / her level and his / her performance is compared with his / her counterparts (compatible norm group) Be careful to label/ stigmatize low achievers

36. Assessment Task as per Type of Students i.e. high, average and low Simple/ Easy Difficult Complex Lower Order Higher Order OR MCQs Restricted Response Extended Response OR

37. IV. JIGSAW Model Used when we have 4/5 portions/ parts of a topic/ unit (as per number of members in a team, 5 member team = 5 CL components) Based teams are transformed/ converted to expert teams Each expert team is meant for mastering a single component (expert 1 = individual accountability………….expert 5 = group processing)

38. Cont…. JIGSAW Model After working substantially each team member from expert teams returns back to base teams for teaching the learnt portion to others and learning four portions from other members. Assessment is done as per nature of the task. Limitation: Difficult for low achievers

39. CL Based Teams Assignment of main tasks and sub-tasks to all teams and their members

40. Expert Teams Experimental Research Action Research Qualitative Research Descriptive Research Conversion of base teams into expert teams on each sub-theme/ task

41. CL Based Teams Teaching their learnt part to others and learning the remaining three parts from others in each team

42. Sample Scoring System Sheet Team Team Name Team Members Quiz 1 Quiz 2 Quiz 3 Team Score Individual Score Team Score Individual Score Team Score Individual Score 1 Pakistan 4 39 5 To be filled by the participant 3 7 20 10 1 9 40 8 2 Australia 21 42 10 9 10 14 10 7 4 2 8

43. CL Informal/ Mini Techniques Use of CL techniques during the session Talking chip Round robin Three minute review Think pair share Numbered heads together academic controversy

44. Talking Chip & Round Robin Used when teams are formed for learning social skills Three Minutes Review For revision and retention For a small break For handling emergency or call For making micro lessons Think Pair Share For revision and retention Learning verbal interaction component

45. Numbered Heads Together All teams are given a question or theme to get mastery. All members join their heads to understand the answer and ensure that each ofthem knows the answer/concept. Sample Topic : Educational Research: Important Concepts Manipulation Internal validity Type 1 and Type 2 error Conceptual framework Mixed method research CVI Experimental research design Regression Phenomenology Constructivism

46. Academic Controversy Among quantitative, qualitative or mixed method research which do you prefer and why? Medium of instruction: English/ mother tongue/ bilingual Semester system, annual system, combination of both Objective/ subjective and both

47. Completing a CL Cycle In a session (possible in PhD or MPhil only) Weekly Fortnightly After 3 weeks Monthly

48. Addressing CL Implementation Issues (Team Activity) Students’ resistance to work in their friendship groups Blaming for low achievers Sitting arrangement, noise, crowded classes, off task behaviour , indiscipline, cost, preparation time, workload/ over burden Share of high, average and low achievers Celebration of team rewards (different options) Completing a CL cycle (different options) Use of assessment for learning/ of learning and norm reference and criterion referenced

49. Implementing CL: Recommendations First for revision For teaching in the class/ section you are comfortable with For teaching content you are comfortable with Implementing on new course Complete CL cycle in weekly/ fortnightly basis Follow the CL eclectic model (Traditional, LT, STAD, TGT, Jigsaw) and in combination but not telling students model name Modify/ contextualize as per context need without damaging the spirit of CL Selecting the best one or use of two simultaneously

50. Considerations: Questions on Facilitating Cooperative Learning in Distance Education 1. What size should groups be ? 2.Which students should join which group ? 3. Should time be spent teaching collaborative skills ? .4. Are tasks at the right difficulty level ? 5. How often should cooperative learning activities be done ? 6. How to encourage students to do their fair share in their groups ? 7.How should students be assessed ? 8.Do thinking skills need to be a part of cooperative learning ? 9.Do we need to explain to students why we are asking them to work together ? 10. How should other stakeholders be involved ? 11.Do teachers need help to use cooperative learning in distance education ? Infusing Cooperative Learning in Distance Education May 2020 – Volume 24, Number 1

51. Activity Assess yourself to what extent you have developed self-efficacy to implement CL Visualize / hypothesizing potential challenges you might face while implementing CL

52. Administration of scale for attitude towards CL and efficacy to implement CL

53. Any Questions & Thanks for your active participation Allah Hafiz