Cooperative Teaching Strategies-LAC.pptx

LAC

1. LAC SESSION 4 Edcel SJ. Sales March 27, 2023 4:00-5:00 pm

2. Cooperative Teaching Strategies

3. You’re Great! COLLABORATIVE GROUP COMMON GOAL SHARED IDEAS TEAMWORK INTERACTION

4. Cooperative Learning It is a method of instruction that has students working together in groups, usually with the goal of completing a specific task. This method can help students  develop leadership skills  and the  ability to work with others  as a team. Students work as heterogeneous teams in an inclusive learning environment, with each student’s task important for team goal achievement . (Dyson Grineski , 2001)

5. It promotes achievement, enhances retention, increases motivation, develops social skills , and builds self-esteem. Students work together to help one another learn.

6. Collaborative vs Cooperative learning

7. 10 Cooperative Teaching Strategies

8. Mix Freeze Pair Popcorn Share Circle the Sage Give One, Get One 5 Whys Text Rendering Three-Stay One-Stray Go Fish! Commit and Toss Corners – Vocabulary Style

9. Mix-Freeze-Pair Grouping of Students: No groups necessary for the start of this activity Materials Needed: No materials necessary Teacher should have questions prepared that can be answered with a number  

10. Direction“: students begin by walking quietly while music is playing. After about 10 seconds, the teacher stops the music and says, “Freeze.” When everyone is still, the teacher will say, “Pair.” The students will pair up with whoever is closest to them. The teacher will announce the topic or question then given think time and discussion time. Then, after everyone has had time to discuss, the teacher says, “Mix” and the activity starts again

11.   Popcorn Share Grouping:   no grouping strategy is needed; the entire class will participate in this cooperative learning strategy. Materials:   the students will need writing utensils and paper to take notes on the information.   Directions:   This is a very short and simple strategy that can be implemented in a variety of ways, such as test reviews, class discussions, etc.

12.   direction: The teacher poses a question or problem with multiple answers. The teacher then gives the class time to think about the problem. When the teacher calls “Popcorn,” the students quickly and voluntarily pop up from their chairs one at a time to share an answer. 4. Seated students write responses and mark incorrect answers. 5. Inaccurate information is discussed at the conclusion of the activity.

13.   Circle the Sage Grouping of Students: Teams of 3-5 Materials Needed:  Pencil/pen Paper (for taking notes)

14.   direction: Teacher polls the class to see who has special knowledge/experiences that would benefit the class. Those students are the “sages”. They stand and spread out in the room. The remaining students are placed in teams of 3-5. Each member of a team goes to a different sage (students will surround or “circle” the sages). No two members of the same team go to the same sage.

15.   6. The sage then shares his/her knowledge/experiences with the students that surround him/her. 7. The students ask questions, listen, and take notes. 8. After a designated period of time, students return to their teams. 9.Each student shares what he/she learned from the sage with the team. 10. The team members compare notes. 11. If there is a disagreement within a group, that team will stand. Disagreements are discussed with the class and resolved.

16.   Give One, Get One Groupings:   Students wander the classroom in this activity and pair up randomly multiple times. Materials:   One piece of folded paper, pencil/pen/etc.

17.   direction: 1.)    Have students get out a piece of paper and fold it lengthwise. 2.)    Instruct students to open the paper and draw a line down the folded center.  On the top of the left side, they should write “Give One”.  At the top of the right side, they should write “Get One”. 3.)    Pose a question or topic with multiple answers. 4.)    Tell the students to write as much as they know about the topic in the “give one” column.  Set a time limit for this part (Example: 1 minute). 5.)    Alert students that time is up.

18. 6.)    Tell students to stand, put a hand up, and find a partner. 7.)    Have students greet their partner. 8.)    Partner A will then read a statement off of his/her “Give One” list.  If Partner B has this on his/her “Give One” list, he/she places a check next to it.  If he/she does not have this information already, he/she will write it in the “Get One” list.  Partners A and B will then reverse roles and repeat the process.  When they are done, they say goodbye, put their hands back up, and find a new partner. 9.)    The activity continues until the teacher decides when time is up.

19.   5 Why’s Grouping: Pair: A&B Materials: strip paper with questions Pen

20.   direction: Have students partner up. Assign roles of partner A and B. Provide students with a question. Have partner A answer the question and partner B ask Why ___? (the blank represents what partner A said). Then partner A has to give a thoughtful answer. Then partner B follows partner A’s answer with Why _____? 4 more times. Then they switch roles.

21.   Text Rendering Grouping: 3 members for each group Materials: Short strip paper Medium strip paper Long strip paper pen

22.   direction Provide each cooperative learning group with three strips of paper, one long, medium, and short strip. After a lesson, have each group write a sentence summary on a long strip, a phrase on a medium strip, and a word on the shortest strip. Then have groups share their strips and the thinking behind their choices. If desired, post the strips (sentences together, phrases together, and words together on their own chart paper) for students to view via a gallery walk.

23.   Three Stay, One-Stray Grouping: 3-5 members for each group Materials: Playing cards Notebook/Pen

24.   direction: Give each group playing cards (Ace, One, Two, Three for instance). Ask each a question and have each group discuss together. Then call one of the playing cards (such as the aces) to rotate to a different group. When they arrive at their new group, they will share what answer their group came up with and why. Pose a new question and repeat.

25.   Go Fish Grouping: no standard numbers of member Materials: Box filled with questions

26.   direction Provide each group with lunch paper bags filled with questions (or facts for fun!) about the topic you’re learning. Every 10 minutes or so, stop and tell the groups to “Go Fish!” (You can pick someone to draw [most pets, brightest shirt] or they can pick.) The group discusses the question or fact- if it wasn’t covered yet, they just return it to the bag and draw another one. If desired, have students share occasionally.

27.   Commit and Toss Students write down a summary, opinion or idea on a piece of paper (they don’t write their names). They wad up the paper and toss it multiple times until the teacher says to stop. Students then pick up one wad of paper near them, open it, and reads it. Students then discuss it and share.

28.   Corners- Vocabulary Style We have all heard of the 4 corners game, but in this one, each group member goes to a corner to learn about a concept or vocabulary word. (The teacher tapes or places information in the corner ahead of time). The students in that corner take notes and then return to their group to teach that information.

29. References: http://cooperativelearningstrategies.pbworks.com/w/changes http://edtech.kennesaw.edu/intech/cooperativelearning.htm https://www.eduhk.hk/aclass/Theories/cooperativelearning.pdf https://theowlteacher.com/cooperative-learning-strategies/#:~:text=Go%20Fish!,%5D%20or%20they%20can%20pick .) Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Massachusetts: Harvard University Press.