Unit 2: Cooperative Learning

1. Unit 2: Cooperative Learning Cooperative LearningFacilitating Learning by Diverse Learners in Regular ClassroomsAdapted from the work of Gordon Porter Gorodn Porter UMPI

2. Learning Approaches • Learning Alone • Learning With Others • Competing With Others Gorodn Porter UMPI

3. Critical Components of Cooperative Learning 1. Positive interdependence 2. Individual accountability 3. Cooperative skills 4. Face-to-face interaction 5. Group reflection and goal setting Gorodn Porter UMPI

4. Positive Interdependence • Work together to accomplish a shared goal • coordination of individual actions • dialogue • planning • decision making • negotiation • Each member plays a part - tasks may vary • WE - thinking not ME - thinking Gorodn Porter UMPI

5. Individual accountability • Individuals assume responsibility for achieving group goals • Each does their share of the work • Each member must accomplish the appropriate learning • Members make certain learning occurs by checking each other & quizzing and tutoring each other as needed. Gorodn Porter UMPI

6. Cooperative skills • Social skills in groups • Listening to one another • Sharing ideas • Discuss what needs to be done • Discuss how to do it • Take turns • Respect others need for physical space Gorodn Porter UMPI

7. Face-to-Face Interaction • Interaction among group members • Together - group members • discuss ideas • make decisions • engage in negotiations • Physical proximity required • Eye-to-eye • Knee- to- knee Gorodn Porter UMPI

8. Group Reflection and Goal Setting • How well are they achieving the group goal? • How well do they function as a team? • Successes • Areas for improvement • Explore group problems and seek solutions • Set new goals • Seek feedback from others including the teacher Gorodn Porter UMPI

9. Positive interdependence Individual accountability Cooperative skill instruction Concern for peer learning No positive interdependence No individual accountability No cooperative skill instruction Little concern for peer learning Comparing Cooperative Learning Groups and Traditional Groups Gorodn Porter UMPI

10. Heterogeneous groups Teacher selected groups Student reflection and goal setting Teacher observation and feedback Equal opportunity for success Homogeneous groups Student selected groups No student reflection and goal setting No teacher observation and feedback Uniform standard for success Comparing Cooperative Learning Groups and Traditional Groups Gorodn Porter UMPI

11. Examples of group goals • One product - a report, a poster • Finding a solution to a problem • Reaching consensus on an issue • Achieving a group grade - averaging the grades in the group or setting a grade and ensuring that all members achieve it. Gorodn Porter UMPI

12. Cooperative structures • Three-Step Interview • Numbered Heads Together • Think-Pair-Share • Problem solving “merry-go round” • Jigsaw II - Base Group and Expert Group Gorodn Porter UMPI

13. Recorder Reader Summarizer Encourager Courier Checker Interrogator Manager Time keeper Voice control technician Equalizer Cooperative group roles Gorodn Porter UMPI

14. Issues - Cooperative learning groups • Size of group • Selection of the group • Time allotted for group work • Establishing roles of group members • Evaluating learning of individuals • Keeping the process dynamic Gorodn Porter UMPI

15. Multi-level Instruction An Instructional Model to Meet Diverse Student Needs Gorodn Porter UMPI

16. An Instructional Model to Accommodate Diverse Learners in Regular Classrooms Four (4) step process: • Establish Goal • Method of Teacher Presentation • Method of Student Practice • Method of Evaluation Gorodn Porter UMPI

17. Multi-level Instruction • Assumes inclusion of all students • The teacher plans for all students within one lesson • The teacher is able to weave individual goals into the classroom curriculum and through instructional strategies. • The necessity for separate programs is decreased. Gorodn Porter UMPI

18. Multi-level Instruction 4 Steps • Identify the underlying concepts of the lesson or unit • Determine method of teacher presentation how concepts will be presented • Determine method of student practice • Determine method of student evaluation Gorodn Porter UMPI

19. Key Concepts • Principle of Partial Participation • Use of Bloom’s Taxonomy of Cognitive Domains • Use of Howard Gardner’s “Model of Multiple Intelligences” Gorodn Porter UMPI

20. Partial Participation • Diminishes readiness concept ( This student is not ready for my class!) • Doing part of the task has value (We know this is true for each of us!) • Emphasizes sense of community (Being included matters to all of us) • One lesson for all (Teachers can only do so much in one time period!) Gorodn Porter UMPI

21. Other Instructional Strategies that Support Inclusion • Cooperative learning • Individualized learning modules • Activity based learning • Peer tutoring for all students