https://knilt.arcc.albany.edu/api.php?action=feedcontributions&user=Mollybennett&feedformat=atomKNILT - User contributions [en]2021-04-14T20:52:18ZUser contributionsMediaWiki 1.31.12https://knilt.arcc.albany.edu/index.php?title=Molly_Bennett&diff=118264Molly Bennett2016-12-14T18:24:48Z<p>Mollybennett: /* My Topic/Purpose */</p>
<hr />
<div>== About me ==<br />
<br />
[[File:Mollypic1.png|right]]<br />
<br />
<br />
My name is Molly Bennett and I am a recent graduate from SUNY Geneseo. I hold my Bachelors Degree in Elementary Education with Special Education and a concentration in Spanish. This is my second semester of my masters and I'm excited to learn more about curriculum development, as well as learn new ways to integrate technology into my classroom. I'm currently working as a preschool teacher and have enjoyed working with younger students. This job has reinforced the important of good classroom management and maintaining a positive attitude with my students! When I'm not working or sleeping, I like to run, cook, bake, and read.<br />
<br />
== '''My Topic/Purpose''' ==<br />
<br />
'''Cooperative Learning in K-12 Classrooms'''<br />
<br />
The topic that I picked for my mini course is Cooperative Learning in K-12 classrooms. For this mini course, learners will develop a deeper understanding of what cooperative learning is, and the role that it holds in classrooms ranging from kindergarten through high shcool. When done correctly, cooperative learning allows all students to take an active role in their learning and work together to solve problems. This course will focus on the different types of cooperative learning grouping, and the advantages of each, as well as ways to create an environment where cooperative learning will thrive. <br />
<br />
The purpose of this course is to give teachers a guide on ways to create a cooperative learning environment in their classrooms, teach the benefits that cooperative learning has on students, and ways to avoid the potential downfalls that come with this learning environment. The course will help teachers to foster an understanding of what in means for a classroom to truly utilize cooperative learning that isn't just group work, and how to allow students to work together so that every student's voice is heard, and each are able to play a role in their learning.<br />
<br />
By the end of this course educators will be able to answer or reflect on the following questions:<br />
<br />
* What does it mean for a classroom to be a cooperative learning environment?<br />
* What are the different types of cooperative learning and when are they most useful?<br />
* How do students benefit from cooperative learning?<br />
* What are some advantages and disadvantages to cooperative learning?<br />
* What strategies can I use to effectively create a cooperative learning environment?<br />
<br />
<br />
Link to access Minicourse: [[Cooperative Learning in the K-12 Classroom]]<br />
<br />
== '''Needs Assessment''' ==<br />
<br />
'''Instructional Problem'''<br />
<br />
Multiple studies have been done determining the effectiveness of cooperative learning within the classroom. Not only has utilizing cooperative learning in the classroom been linked to higher levels of student achievement, but researchers have also found there to be an increase in student's social skills (Lumpe, Haney, Czerniak, 1998). With evidence pointing so strongly towards why teachers should be utilizing cooperative learning strategies in the classroom, teachers still do not feel properly prepared to utilize these strategies. There seems to be a disconnect between teachers ideals and teachers abilities, and a lack of instruction has lead to this. <br />
<br />
While many teachers report feeling improperly trained on methods to help them to incorporate their classroom, others report a lack of support coming from administration (Lumpe et al., 1998). When teachers are placed in an environment that doesn't welcome a newer learning style and materials aren't made available to them, they are less likely to try a new approach. <br />
<br />
Another misconception that is tied into the concepts of lack of training and lack of support, is a sense of fear that many teachers feel. Without knowing about ways to effectively incorporate cooperative learning, many teachers shy away from it due to fear that they will loss control of their classroom by putting so much control in the hands of the students, and fear that teachers won't be able to cover their whole curriculum (Kagan, 2012).<br />
<br />
While information is available to teachers which points to a long list of benefits to utilizing cooperative learning, without being trained on how and why these strategies work, there is resistance to utilizing it. Teachers must be trained in order to overcome the fear, and administrators and teachers must be on the same page in regards to what learning styles will be utilized within the district. <br />
<br />
'''What is to be Learned'''<br />
<br />
Educators, preservice teachers, and administrators will learn about the cooperative learning process and effectiveness of utilizing this learning style in a K-12 classroom. In addition, lessons will focus on what cooperative learning is and what it looks like in a K-12 classroom, the different types of cooperative learning groups and when they should be utilized, how students benefit from cooperative learning, and important strategies for both teachers and administrators. By creating an environment when everyone is aware of the types of cooperative learning and ways to eliminate it, it will allow for the fear to be overcome. <br />
<br />
This course is going to help the learners to develop a deep understanding of what cooperative learning is, what it looks like, and what is important for successful implementation of cooperative learning. Specifically, we are going to have 5 units, each of which is going to build off of the previous one. <br />
<br />
The first unit is going to serve as an introduction to cooperative learning and is going to have you think about your understandings of cooperative learning. This unit is going to focus on what the teacher should do before introducing cooperative learning, what the classroom environment should be set up like, what the teacher should do while the lesson is going on, and what students should be doing. Additionally, this unit will look at the differences between cooperative learning and group work, and why cooperative learning is more successful. <br />
<br />
The second unit is going to focus on specific types of cooperative learning activities. We are going to watch videos so we can see cooperative learning in action, and start seeing what cooperative learning looks like. We will then focus on six cooperative learning activities and discuss why they are useful and important in the classroom. We will then return back to the classroom jobs and roles that can be assigned to students, and what these roles look like in the activities we discussed. <br />
<br />
The third unit is going to focus on advantages and disadvantages to cooperative learning. We will go over the pros and cons, and then discuss how to avoid the downfalls to cooperative learning. This is going to provide you with ways to successfully implement cooperative learning. You will build your toolbox and figure out what you should do to avoid the common pitfalls to cooperative learning. <br />
<br />
The next two units will allow you to practice cooperative learning and creating activities. Unit 4 has two learning activities. The first is going to provide you with a sample lesson where cooperative learning was utilized, but the teacher had a lot of issues with it. You are going to analyze this lesson, state what went wrong, and describe what you would have done differently. The second learning activity is going to ask you to critique a lesson where cooperative learning was not utilized, and state what cooperative learning activity you would have used for this lesson. You will rationalize why you chose the activity you did and why it would make the lesson successful.<br />
<br />
The final unit is going to have a review section, and a section that is going to ask you to create your own cooperative learning lesson. This is going to require you to put together all the knowledge you have learned throughout this course and put it to the test. Your mini lesson is going to utilize a cooperative learning strategy, and you will state what you are going to do to make it successful. <br />
<br />
'''<font color="#252525">The Learners</font>'''<br />
<br />
Learners for this mini-course will include both teachers and administrators who are currently teaching in grades K-12, as well as preservice teachers who are on their way to achieving their certification in teaching. Those who participate in this course will learn why cooperative learning is such an effective learning style, and further, different ways to implement it to make a determination for what will work best in their classroom. For pre-service teachers, by learning about the effectiveness of cooperative learning and ways to implement it in their future classrooms, this learning style will become more readily available due to their prior training and learning regarding the effectiveness.<br />
<br />
== '''Analysis of the Leaner and Context''' ==<br />
<br />
<br />
'''Learner Analysis''' <br />
<br />
Learners in this mini course will be a variety of K-12 educators and preservice teachers who have a variety of knowledge pertaining to cooperative learning. Learners will have experiences with a variety of students in regards to their grades, demographics, and academic abilities. Because of this, learners will be welcomed to learning about a variety of cooperative learning styles and seeing their effectiveness when used with a variety of learners. <br />
<br />
'''Context for Instruction'''<br />
<br />
Participants in this mini course will complete the course online, in a setting of their choosing. Instruction will be delivered via the Wiki, which will utilize readings, videos, and other media resources. Throughout the course, learners will be asked to relate what they are learning to their students, in attempts to create a connection to the material. Learners will learn through reading prompts, reading articles, watching videos, and reflecting on questions. The reasons for this is so that learners will be able to go at their own pace and have all materials readily available to them. Students will be asked to engage with their learning and work through the levels of Bloom's Taxonomy to create a mini lesson in the end. The units leading up to the final summative assessment will take learners through different levels of Bloom's Taxonomy so they are prepared with all the information they need to create their own mini lesson using these strategies. Additionally, learners will be engaged in activities and assessed throughout the mini-course to ensure effective learning. The activities will be for the learners to keep track of their learning and ideas, and to create a platform where they can see how their ideas grow and change as the lesson goes on. The assessments will be mainly in the form of exit tickets, with a unit assessment at the end of each unit and a final assessment at the end of the final unit. The rationale for this is to keep students engage with their learning and keep them accountable for what they are doing. If the learners are struggling with the exit ticket or final assessment, they are encouraged to go back and re-do the lesson or re-read the articles and materials provided. If not, they may struggle when they are asked to create using the material they learned, if it has not been learned effectively. <br />
<br />
'''Exploring Instructional Problems/Solutions'''<br />
<br />
Participants in this mini course will work to overcome their misconceptions and fears that are frequently associated with cooperative learning styles through engaging in activities and viewing videos demonstrating effective cooperative learning groups. Additionally, the participants will be opened to opportunities to relate the material to their own students and determine strategies that would be effective for their classrooms. By providing learners with varied opportunities and engaging in a range of activities, learners will achieve a better sense of what it means to have a cooperative learning classroom, and how to do so effectively. <br />
<br />
'''Goals of this Mini-Course'''<br />
<br />
The main goal for this mini course is to provide teachers and administrators with the knowledge of what it means to have a cooperative learning environment and the effectiveness of this learning style. To achieve this goal, participants will first learn about what cooperative learning is. Secondly, they will learn about different cooperative learning strategies, and the the advantages and potential drawbacks associated with these. Third, participants will be taught strategies in order to help successfully utilize cooperative learning in their classroom.<br />
<br />
== '''Performance Objectives''' ==<br />
<br />
There are going to be 5 main Performance Objectives for this course. Each objective is going to be the main goal of the unit. Within the unit, there will be 2-3 lessons which will guide you to achieve the main objective of the unit. <br />
<br />
1. Following instruction on cooperative learning, students will state what components are necessary in a cooperative learning environment. Additional, students will receive instruction on cooperative learning and group work, students will state the differences between the two concepts, highlighting what it means to have a cooperative learning environment. <br />
<br />
2. Given articles and media-based materials, students will be able to discuss what they see in a cooperative learning environment, and state the different types of cooperative learning that they see take place. Students will be able to describe six different cooperative learning activities and the main components of each to make them successful. <br />
<br />
3. Given an outline and an article, learners will read about advantages and disadvantages of cooperative learning. After reading, learners will be able to analyze why certain issues arise during cooperative learning and engage in a discussion on ways to avoid these issues from occurring. <br />
<br />
4. Following instruction on strategies to utilize cooperative learning, learners will reflect and critique two lessons: one which used cooperative learning strategies but had a lot of issues with it, and one that did not use cooperative learning but should have. Learners will state what they would have done differently in each, providing reasons why it would have made the lessons more successful. <br />
<br />
5. Given a four units of instruction in cooperative learning and a lesson which reviewed the main points, learners will create their own mini lesson using a cooperative learning strategy, justifying why they chose the strategy they did and how they would make the lesson successful.<br />
<br />
== '''Task Analysis''' ==<br />
<br />
<u>Prerequisite Skills</u><br />
<br />
- Participants should have experience in K-12 setting; either as a student or teacher<br />
<br />
- Participants should have an understanding of different learning environments <br />
<br />
- Participants should have the skills to navigate an online space, including YouTube <br />
<br />
<br />
<u>Unit 1: Introduction to Cooperative Learning</u><br />
<br />
In this unit learners will..<br />
<br />
- ''Describe'' what they think a cooperative learning classroom looks like<br />
<br />
- ''Identify'' different aspects of a cooperative learning environment<br />
<br />
- ''Discuss'' the differences between cooperative learning and group work <br />
<br />
<br />
<u>Unit 2: Why Should I Use Cooperative Learning </u><br />
<br />
In this unit learners will...<br />
<br />
- ''Discuss'' what kinds of cooperative group work they see taking place<br />
<br />
- ''Compare'' their knew ideas to what they previously believed a cooperative learning environment looked liked<br />
<br />
- ''Classify'' the different types of cooperative learning that takes place <br />
<br />
<br />
<u>Unit 3: Advantages & Disadvantages to Cooperative Learning</u><br />
<br />
In this unit learners will...<br />
<br />
- ''Examine'' the advantages and disadvantages to cooperative learning <br />
<br />
- ''Outline'' reasons why issues arise during cooperative learning<br />
<br />
- ''Examine'' whys to avoid issues from arise and what steps to take during a lesson if issues arise<br />
<br />
<br />
<u>Unit 4: Practice Utilizing Cooperative Learning </u><br />
<br />
In this unit learners will...<br />
<br />
- ''Critique'' a lesson where cooperative learning was not utilized and<br />
<br />
- ''Select'' a style of cooperative learning that would have enhanced the lesson<br />
<br />
- ''Validate'' how the lesson would have been enhanced and potential drawbacks<br />
<br />
<br />
<u>Unit 5: Create A Cooperative Learning Mini-Lesson</u><br />
<br />
In this unit learners will...<br />
<br />
- ''Reflect'' on what they learners about cooperative learning and how their knowledge changed throughout the course<br />
<br />
- ''Design'' their own mini-lesson utilizing cooperative learning<br />
<br />
- ''Validate'' why this lesson would be successful and why they chose the strategy that they did<br />
<br />
== '''Curriculum Map''' ==<br />
<br />
[[File:Meb updated curriculum map.pdf]]<br />
<br />
== '''References and Resources''' ==<br />
<br />
Kagan, S. (2012). Overcoming resistance to kagan structures for engagement. Kagan Online Magazine, ''Summer 2012''.<br />
<br />
Lumpe, A. T., Czerniak, C. M., & Haney, J. J. (1998). Science teachers beliefs and intensions regarding the use of cooperative learning.''School and Science Mathematics, 98''(3), 123-135.</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Molly_Bennett&diff=117973Molly Bennett2016-12-14T01:14:42Z<p>Mollybennett: /* Analysis of the Leaner and Context */</p>
<hr />
<div>== About me ==<br />
<br />
[[File:Mollypic1.png|right]]<br />
<br />
<br />
My name is Molly Bennett and I am a recent graduate from SUNY Geneseo. I hold my Bachelors Degree in Elementary Education with Special Education and a concentration in Spanish. This is my second semester of my masters and I'm excited to learn more about curriculum development, as well as learn new ways to integrate technology into my classroom. I'm currently working as a preschool teacher and have enjoyed working with younger students. This job has reinforced the important of good classroom management and maintaining a positive attitude with my students! When I'm not working or sleeping, I like to run, cook, bake, and read.<br />
<br />
== '''My Topic/Purpose''' ==<br />
<br />
'''Cooperative Learning in K-12 Classrooms'''<br />
<br />
The topic that I picked for my mini course is Cooperative Learning in K-12 classrooms. For this mini course, learners will develop a deeper understanding of what cooperative learning is, and the role that it holds in classrooms ranging from kindergarten through high shcool. When done correctly, cooperative learning allows all students to take an active role in their learning and work together to solve problems. This course will focus on the different types of cooperative learning grouping, and the advantages of each, as well as ways to create an environment where cooperative learning will thrive. <br />
<br />
The purpose of this course is to give teachers a guide on ways to create a cooperative learning environment in their classrooms, teach the benefits that cooperative learning has on students, and ways to avoid the potential downfalls that come with this learning environment. The course will help teachers to foster an understanding of what in means for a classroom to truly utilize cooperative learning that isn't just group work, and how to allow students to work together so that every student's voice is heard, and each are able to play a role in their learning.<br />
<br />
By the end of this course educators will be able to answer or reflect on the following questions:<br />
<br />
* What does it mean for a classroom to be a cooperative learning environment?<br />
* What are the different types of cooperative learning and when are they most useful?<br />
* How do students benefit from cooperative learning?<br />
* What are some advantages and disadvantages to cooperative learning?<br />
* What strategies can I use to effectively create a cooperative learning environment?<br />
<br />
== '''Needs Assessment''' ==<br />
<br />
'''Instructional Problem'''<br />
<br />
Multiple studies have been done determining the effectiveness of cooperative learning within the classroom. Not only has utilizing cooperative learning in the classroom been linked to higher levels of student achievement, but researchers have also found there to be an increase in student's social skills (Lumpe, Haney, Czerniak, 1998). With evidence pointing so strongly towards why teachers should be utilizing cooperative learning strategies in the classroom, teachers still do not feel properly prepared to utilize these strategies. There seems to be a disconnect between teachers ideals and teachers abilities, and a lack of instruction has lead to this. <br />
<br />
While many teachers report feeling improperly trained on methods to help them to incorporate their classroom, others report a lack of support coming from administration (Lumpe et al., 1998). When teachers are placed in an environment that doesn't welcome a newer learning style and materials aren't made available to them, they are less likely to try a new approach. <br />
<br />
Another misconception that is tied into the concepts of lack of training and lack of support, is a sense of fear that many teachers feel. Without knowing about ways to effectively incorporate cooperative learning, many teachers shy away from it due to fear that they will loss control of their classroom by putting so much control in the hands of the students, and fear that teachers won't be able to cover their whole curriculum (Kagan, 2012).<br />
<br />
While information is available to teachers which points to a long list of benefits to utilizing cooperative learning, without being trained on how and why these strategies work, there is resistance to utilizing it. Teachers must be trained in order to overcome the fear, and administrators and teachers must be on the same page in regards to what learning styles will be utilized within the district. <br />
<br />
'''What is to be Learned'''<br />
<br />
Educators, preservice teachers, and administrators will learn about the cooperative learning process and effectiveness of utilizing this learning style in a K-12 classroom. In addition, lessons will focus on what cooperative learning is and what it looks like in a K-12 classroom, the different types of cooperative learning groups and when they should be utilized, how students benefit from cooperative learning, and important strategies for both teachers and administrators. By creating an environment when everyone is aware of the types of cooperative learning and ways to eliminate it, it will allow for the fear to be overcome. <br />
<br />
This course is going to help the learners to develop a deep understanding of what cooperative learning is, what it looks like, and what is important for successful implementation of cooperative learning. Specifically, we are going to have 5 units, each of which is going to build off of the previous one. <br />
<br />
The first unit is going to serve as an introduction to cooperative learning and is going to have you think about your understandings of cooperative learning. This unit is going to focus on what the teacher should do before introducing cooperative learning, what the classroom environment should be set up like, what the teacher should do while the lesson is going on, and what students should be doing. Additionally, this unit will look at the differences between cooperative learning and group work, and why cooperative learning is more successful. <br />
<br />
The second unit is going to focus on specific types of cooperative learning activities. We are going to watch videos so we can see cooperative learning in action, and start seeing what cooperative learning looks like. We will then focus on six cooperative learning activities and discuss why they are useful and important in the classroom. We will then return back to the classroom jobs and roles that can be assigned to students, and what these roles look like in the activities we discussed. <br />
<br />
The third unit is going to focus on advantages and disadvantages to cooperative learning. We will go over the pros and cons, and then discuss how to avoid the downfalls to cooperative learning. This is going to provide you with ways to successfully implement cooperative learning. You will build your toolbox and figure out what you should do to avoid the common pitfalls to cooperative learning. <br />
<br />
The next two units will allow you to practice cooperative learning and creating activities. Unit 4 has two learning activities. The first is going to provide you with a sample lesson where cooperative learning was utilized, but the teacher had a lot of issues with it. You are going to analyze this lesson, state what went wrong, and describe what you would have done differently. The second learning activity is going to ask you to critique a lesson where cooperative learning was not utilized, and state what cooperative learning activity you would have used for this lesson. You will rationalize why you chose the activity you did and why it would make the lesson successful.<br />
<br />
The final unit is going to have a review section, and a section that is going to ask you to create your own cooperative learning lesson. This is going to require you to put together all the knowledge you have learned throughout this course and put it to the test. Your mini lesson is going to utilize a cooperative learning strategy, and you will state what you are going to do to make it successful. <br />
<br />
'''<font color="#252525">The Learners</font>'''<br />
<br />
Learners for this mini-course will include both teachers and administrators who are currently teaching in grades K-12, as well as preservice teachers who are on their way to achieving their certification in teaching. Those who participate in this course will learn why cooperative learning is such an effective learning style, and further, different ways to implement it to make a determination for what will work best in their classroom. For pre-service teachers, by learning about the effectiveness of cooperative learning and ways to implement it in their future classrooms, this learning style will become more readily available due to their prior training and learning regarding the effectiveness.<br />
<br />
== '''Analysis of the Leaner and Context''' ==<br />
<br />
<br />
'''Learner Analysis''' <br />
<br />
Learners in this mini course will be a variety of K-12 educators and preservice teachers who have a variety of knowledge pertaining to cooperative learning. Learners will have experiences with a variety of students in regards to their grades, demographics, and academic abilities. Because of this, learners will be welcomed to learning about a variety of cooperative learning styles and seeing their effectiveness when used with a variety of learners. <br />
<br />
'''Context for Instruction'''<br />
<br />
Participants in this mini course will complete the course online, in a setting of their choosing. Instruction will be delivered via the Wiki, which will utilize readings, videos, and other media resources. Throughout the course, learners will be asked to relate what they are learning to their students, in attempts to create a connection to the material. Learners will learn through reading prompts, reading articles, watching videos, and reflecting on questions. The reasons for this is so that learners will be able to go at their own pace and have all materials readily available to them. Students will be asked to engage with their learning and work through the levels of Bloom's Taxonomy to create a mini lesson in the end. The units leading up to the final summative assessment will take learners through different levels of Bloom's Taxonomy so they are prepared with all the information they need to create their own mini lesson using these strategies. Additionally, learners will be engaged in activities and assessed throughout the mini-course to ensure effective learning. The activities will be for the learners to keep track of their learning and ideas, and to create a platform where they can see how their ideas grow and change as the lesson goes on. The assessments will be mainly in the form of exit tickets, with a unit assessment at the end of each unit and a final assessment at the end of the final unit. The rationale for this is to keep students engage with their learning and keep them accountable for what they are doing. If the learners are struggling with the exit ticket or final assessment, they are encouraged to go back and re-do the lesson or re-read the articles and materials provided. If not, they may struggle when they are asked to create using the material they learned, if it has not been learned effectively. <br />
<br />
'''Exploring Instructional Problems/Solutions'''<br />
<br />
Participants in this mini course will work to overcome their misconceptions and fears that are frequently associated with cooperative learning styles through engaging in activities and viewing videos demonstrating effective cooperative learning groups. Additionally, the participants will be opened to opportunities to relate the material to their own students and determine strategies that would be effective for their classrooms. By providing learners with varied opportunities and engaging in a range of activities, learners will achieve a better sense of what it means to have a cooperative learning classroom, and how to do so effectively. <br />
<br />
'''Goals of this Mini-Course'''<br />
<br />
The main goal for this mini course is to provide teachers and administrators with the knowledge of what it means to have a cooperative learning environment and the effectiveness of this learning style. To achieve this goal, participants will first learn about what cooperative learning is. Secondly, they will learn about different cooperative learning strategies, and the the advantages and potential drawbacks associated with these. Third, participants will be taught strategies in order to help successfully utilize cooperative learning in their classroom.<br />
<br />
== '''Performance Objectives''' ==<br />
<br />
There are going to be 5 main Performance Objectives for this course. Each objective is going to be the main goal of the unit. Within the unit, there will be 2-3 lessons which will guide you to achieve the main objective of the unit. <br />
<br />
1. Following instruction on cooperative learning, students will state what components are necessary in a cooperative learning environment. Additional, students will receive instruction on cooperative learning and group work, students will state the differences between the two concepts, highlighting what it means to have a cooperative learning environment. <br />
<br />
2. Given articles and media-based materials, students will be able to discuss what they see in a cooperative learning environment, and state the different types of cooperative learning that they see take place. Students will be able to describe six different cooperative learning activities and the main components of each to make them successful. <br />
<br />
3. Given an outline and an article, learners will read about advantages and disadvantages of cooperative learning. After reading, learners will be able to analyze why certain issues arise during cooperative learning and engage in a discussion on ways to avoid these issues from occurring. <br />
<br />
4. Following instruction on strategies to utilize cooperative learning, learners will reflect and critique two lessons: one which used cooperative learning strategies but had a lot of issues with it, and one that did not use cooperative learning but should have. Learners will state what they would have done differently in each, providing reasons why it would have made the lessons more successful. <br />
<br />
5. Given a four units of instruction in cooperative learning and a lesson which reviewed the main points, learners will create their own mini lesson using a cooperative learning strategy, justifying why they chose the strategy they did and how they would make the lesson successful.<br />
<br />
== '''Task Analysis''' ==<br />
<br />
<u>Prerequisite Skills</u><br />
<br />
- Participants should have experience in K-12 setting; either as a student or teacher<br />
<br />
- Participants should have an understanding of different learning environments <br />
<br />
- Participants should have the skills to navigate an online space, including YouTube <br />
<br />
<br />
<u>Unit 1: Introduction to Cooperative Learning</u><br />
<br />
In this unit learners will..<br />
<br />
- ''Describe'' what they think a cooperative learning classroom looks like<br />
<br />
- ''Identify'' different aspects of a cooperative learning environment<br />
<br />
- ''Discuss'' the differences between cooperative learning and group work <br />
<br />
<br />
<u>Unit 2: Why Should I Use Cooperative Learning </u><br />
<br />
In this unit learners will...<br />
<br />
- ''Discuss'' what kinds of cooperative group work they see taking place<br />
<br />
- ''Compare'' their knew ideas to what they previously believed a cooperative learning environment looked liked<br />
<br />
- ''Classify'' the different types of cooperative learning that takes place <br />
<br />
<br />
<u>Unit 3: Advantages & Disadvantages to Cooperative Learning</u><br />
<br />
In this unit learners will...<br />
<br />
- ''Examine'' the advantages and disadvantages to cooperative learning <br />
<br />
- ''Outline'' reasons why issues arise during cooperative learning<br />
<br />
- ''Examine'' whys to avoid issues from arise and what steps to take during a lesson if issues arise<br />
<br />
<br />
<u>Unit 4: Practice Utilizing Cooperative Learning </u><br />
<br />
In this unit learners will...<br />
<br />
- ''Critique'' a lesson where cooperative learning was not utilized and<br />
<br />
- ''Select'' a style of cooperative learning that would have enhanced the lesson<br />
<br />
- ''Validate'' how the lesson would have been enhanced and potential drawbacks<br />
<br />
<br />
<u>Unit 5: Create A Cooperative Learning Mini-Lesson</u><br />
<br />
In this unit learners will...<br />
<br />
- ''Reflect'' on what they learners about cooperative learning and how their knowledge changed throughout the course<br />
<br />
- ''Design'' their own mini-lesson utilizing cooperative learning<br />
<br />
- ''Validate'' why this lesson would be successful and why they chose the strategy that they did<br />
<br />
== '''Curriculum Map''' ==<br />
<br />
[[File:Meb updated curriculum map.pdf]]<br />
<br />
== '''References and Resources''' ==<br />
<br />
Kagan, S. (2012). Overcoming resistance to kagan structures for engagement. Kagan Online Magazine, ''Summer 2012''.<br />
<br />
Lumpe, A. T., Czerniak, C. M., & Haney, J. J. (1998). Science teachers beliefs and intensions regarding the use of cooperative learning.''School and Science Mathematics, 98''(3), 123-135.</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Review_of_Cooperative_Learning&diff=117952Review of Cooperative Learning2016-12-14T01:05:08Z<p>Mollybennett: /* Unit 3 Review */</p>
<hr />
<div>== ''' What Will We See in This Lesson? ''' ==<br />
<br />
In this lesson, we are going to review the main components of the first four units. This lesson is going to allow you to reflect on what you have learned and your new understandings of cooperative learning. You will reflect on how your understanding has changed over time, and prepare yourself to create our own lesson and utilize this strategy in your classroom. <br />
<br />
By the end of this lesson you should have an understanding of what we have learned in each of the units, and be prepared to use this knowledge to create our own mini lesson.<br />
<br />
Please have the google doc open so you can easily access the information for review!<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google Doc]<br />
<br />
== ''' Unit 1 Review ''' ==<br />
<br />
In the first unit you received a brief instruction to cooperative learning, and began determining the importance of cooperative learning. Additionally, you developed an understanding regarding the differences between cooperative learning and group work.<br />
<br />
'''Main points of Lesson 1:''' <br />
<br />
* Learned the basic components of cooperative learning (what it is and what is necessary for students to be successful with cooperative learning_<br />
* Discussed our current thoughts on cooperative learning and what we believe it looks like in a K-12 classroom<br />
* Learned more regarding what the teachers role is during cooperative learning<br />
* Began thinking about what is required for cooperative learning<br />
<br />
'''Main points of Lesson 2:''' <br />
<br />
* Discussed the important aspects for cooperative learning to be successful<br />
* Overview of what the teacher should do before the lesson<br />
* Overview of what the cooperative learning environment should look like<br />
* Description of what the students should be doing in their groups<br />
<br />
'''What did you learn in Lesson 2?''' <br />
<br />
* Before introducing cooperative learning, students need to learn how to work together cooperatively<br />
* Discussion of cooperative learning games to play with your students to get them prepared for cooperative learning<br />
* Teach students what cooperative learning means; what it means to work together and equally contribute to the lesson<br />
* Traditional rows may not be the easiest way to set up a classroom for cooperative learning<br />
* Placing students desks in groups or having them seat at numbered tables helps to ease into cooperative learning<br />
* Provide students with bins in the center of their group table and fill it with what students need for the lesson<br />
* Provide students with jobs so they can determine ways to divide up the work and help the group to run smoothly <br />
<br />
'''Main points of Lesson 3:'''<br />
<br />
* There is a distinction between cooperative learning and group work<br />
* Learned how to identify differences between the two by reading two examples<br />
<br />
'''What are the some differences between cooperative learning and group work?'''<br />
<br />
* Cooperative learning involves students being held accountable for their work<br />
* The final product must demonstrate the work of all group members<br />
* Students have roles within their groups<br />
* Students may become expert on topics and teach it to their students<br />
* The students are engaged in their learning while the teacher is supporting students<br />
* Students are the ones who are encouraging each other to dig deeper into the learning<br />
* Students take an active role in their learning<br />
<br />
Take a moment to review the notes you wrote down and the questions you answered in the google doc.<br />
<br />
== ''' Unit 2 Review ''' ==<br />
<br />
In unit 2, you observed classrooms where cooperative learning was utilized and began learning about different cooperative learning strategies. We went back to specific student roles and thought about how giving students roles within their groups helps to enhance the cooperative learning strategies we learned about. This unit allowed you to get a visual of what cooperative learning looks like and how to utilize specific strategies effectively.<br />
<br />
'''Main points of Lesson 1:''' <br />
<br />
* Observed different examples of cooperative learning by watching videos<br />
* Watched an overview of cooperative learning and important components of cooperative learning<br />
* Utilized the videos to see what cooperative learning looks like in terms of how the classroom is set up and how students are interacting<br />
* Recognized characteristics that were similar throughout out the groups and noticed what was going on in each activity<br />
<br />
Please refer back to the google doc and see what notes you took on the videos in terms of what was occurring<br />
<br />
'''Main points of Lesson 2'''<br />
<br />
* Received an overview of seven cooperative learning strategies, what they are and why they are useful: <br />
* Think-Pair-Share: students are asked a question, think about the answer to themselves for a moment, share with someone sitting next to them, then share with the whole class, engaging a whole class discussion<br />
* Jigsaw: students are placed into home groups and expert groups. Students are each assigned a different topic in their home groups which are all related to a larger topic. Students work with others in their expert groups and learn about their topic, return back to their home groups and teach them about their topic. Together they come up with a presentation on what their group learned.<br />
* Numbered Heads Together: students are working in groups and everyone in the group is given a number. Teacher asks the students a question and they take time to answer the question in their groups. After a few moments, the teacher calls out a number and each student who is assigned that number and they share what their group talked about. This leads to whole class discussion and deeper conversations.<br />
* Tea Party: students form two circles facing each other (one inner circle and one outer circle). The students are given a question and they are to discuss the the question with the student they are facing. The students on the outer circle moves in one direction, so they have a new partner to discuss with. Another question is asked, and more discussion is created with a new partner.<br />
* Round Robin: students are sitting with groups (3-4 students), and they teacher asks them a question or gives them a problem to solve. The questions or problems are deliberating chosen, in that there are multiple ways to solve the problem and multiple points for discussion. Students in their groups take turns answer and sharing their ideas with each other, working together to come up with an answer that they all agree on.<br />
* Write Around: students are placed in groups with 3-4 students and the teacher gives each group a topic or idea. Once again, it is important for the topic/idea to have multiple answers or understandings. Students take turns writing their response to the question or idea on a piece of paper, shared by the group. After a certain amount of time, the teacher tells the students to pass the paper to the next group member, who then takes the time to read over what the other group member wrote and add to it, explain it further, or clarify what was written. The process repeats throughout the group.<br />
* Carousel: students are broken into groups of 3-4 and the teacher places chart paper around the room with different questions on them, related to a certain topic. This lesson can be done before starting a new unit to activate prior knowledge, during the unit, or at the end of review. Each group starts at a different poster and is given a different color marker to write with. The marker travels with the groups around the rooms, and each group has 1-2 minutes to answer the question on the chart paper. They then rotate around the room to the next poster and repeat the process. You may want to try to get each group member to write their ideas down on the paper so that each student's ideas are evident on the paper. When every group has written on each piece of paper, the class comes together for a whole class discussion and shares what is written on the posters.<br />
<br />
'''Main points of Lesson 3:'''<br />
<br />
* Referred back to student jobs and how they are used in the cooperative learning activities <br />
* Thought about how these jobs are useful and helpful for successful integration of cooperative learning<br />
* The jobs we learned about were:<br />
* Team Leader: the student who is the task master/team leader is in charged of keeping their group members on task. When the students are getting off topic, this student is the one who will help to refocus the students, remind them of their goals, and remind them of the time remaining in the lesson<br />
<br />
* Checker: simply, the checker's job in the group is to make sure that everyone agrees on an answer within the group. This student gets the group in agreement, and allows further discussion if students aren't in agreement.<br />
* Recorder: this student is responsible for writing down the answers that the students previously agreed upon in their groups<br />
<br />
* Editor: this student's role goes hand in hand with the recorder. Since this work is going to be displayed and shared with the class, the editor's job is to make sure the grammatical errors are corrected and that the final product looks neat.<br />
<br />
* Gatekeeper: this student's job is very important for cooperative learning to be successful. They are responsible for keeping the peace among group members, making sure everyone is getting along, making sure everyone is participating, and making sure everyone has a turn to share. If they notice one student is hogging the conversation, they will guide the conversation to another student or in another direction. If a student is not participating, they will call on them to add their input.<br />
* Praiser: this student's job is to offer words of encouragement to others to help them to continue sharing their ideas and working hard in the group. This student is responsible for making sure students feel heard and that their words are appreciated. They will offer encouragement to individuals, while also encouraging the group to expand further on their ideas.<br />
<br />
== ''' Unit 3 Review ''' ==<br />
In this unit, we focused on the advantages and disadvantages of cooperative learning. We discussed in detail the pros & cons and learned about things that could go wrong. We created deeper knowledge on what the potential downfalls are and how to avoid them, as well as what to do if they happen in our classroom while teaching.<br />
<br />
'''Main points of Lesson 1:'''<br />
<br />
* Overview of the pros & cons of cooperative learning <br />
* Began thinking about why they are positive/negative aspects to cooperative learning<br />
* Some pros include:<br />
* Promotes Critical Thinking<br />
* Students are actively involved in their learning<br />
* Deep Learning occurs<br />
* Learning communities are developed<br />
* Students learn appropriate problem solving techniques<br />
* Students gain from each others efforts<br />
* Some negatives include:<br />
* The group isn't working well together<br />
* The work isn't being equally shared by the students<br />
* The classroom is out of control<br />
* All the material doesn't get covered<br />
* There isn't enough time<br />
<br />
'''Main points of Lesson 2'''<br />
<br />
* Discussed situations where the bumps are likely to occur<br />
* Learned what to do to prevent the bumps from happening<br />
* Learned how to intervene when the lesson is going downhill and problems are occurring <br />
<br />
'''What were some details?'''<br />
<br />
* If the group isn't working well together the students may be unfamiliar with cooperative learning and how to work together cooperatively. Students may not have received jobs, so students may be fighting. It may be that students did not receive instruction on how to work cooperatively, so they are arguing rather than fighting<br />
* If students are not pulling their weight it may be because they are unaware of their task or unaware about what cooperative learning is. The might think it is simply group work and there is not reason for them to support their group members; rather than can get by just by copying what they are writing<br />
* If the classroom is out of control it may be because students chose their own groups and they are too busy discussing their plans or getting off topic. Additionally, they may be unaware of what is expected of them and how to work together. The directions may have been unclear, causing confusion among the group members<br />
* If the material isn't getting covered it is probably again because they did not reason training prior to instruction, so there is a lot of time where students are off topic. The teacher may not have planned out the lesson to its fullest extent, leaving parts out and necessitating reteaching<br />
* If there isn't enough time it is likely, once again, because the lesson isn't fully planned out and the students are unaware of what they should be doing. Students may be off topic and not deeply learning, so the teacher has to take extra time to reteach. If the teacher isn't observing what the groups are doing, they may be getting off task, meaning the lesson is going to take longer. <br />
* You can avoid many of the bumps by being prepared in your lessons<br />
* Being prepared means that you have planned out the lesson and are providing students with all the materials they need<br />
* Additionally, you prepared your students on how to work together and provide them with the knowledge of what it means to work cooperatively<br />
* Make students aware of the end goal and what is expected of them throughout the lesson<br />
* Circulate around the classroom and use this as teaching time<br />
* If students are off task, redirect their attention and refocus them on the lesson<br />
* If students are lost or confused, make yourself available to support their learning so they can be successful<br />
<br />
== ''' Unit 4 Review ''' ==<br />
<br />
Unit 4 was the first unit when you were asked to put your knowledge to the test. We will review what was done in this lesson, but please take some time to gloss over the google doc and see what changes you made to instruction.<br />
<br />
'''Main points of Lesson 1'''<br />
<br />
* Provided you with an example of a lesson that utilized cooperative learning but had a lot of problems with the lesson<br />
* You critiqued the lesson; thinking about what Mr. Roberts did wrong<br />
* You stated reasons why the lesson was unsuccessful<br />
* You came up with what you would change to improve the lesson<br />
<br />
'''Main points of Lesson 2:'''<br />
<br />
* Provided you with a lesson that did not use cooperative learning<br />
* You once again critiqued the lesson, thinking of things you would change<br />
* You picked a cooperative learning strategy that would have been useful in this lesson<br />
* You proved why this was a beneficial cooperative learning strategy<br />
<br />
== ''' Before Moving On... ''' ==<br />
<br />
This lesson served as a review to get you ready to move on to the final piece of this mini course. Now that you have reviewed all what we went over in Units 1-4, and looked over the notes you took in your google doc, you are going to create your own mini lesson using cooperative learning.<br />
<br />
Before moving on, please complete this short Exit Ticket:<br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSeUZSzF-ALcqLisQho3AIOtIgVXKzhMbEUuSEwBFKG-lwA2mw/viewform Exit Ticket]<br />
<br />
[[Creating a Mini Lesson with Cooperative Learning|Return to Unit Homepage]] or Move on to Lesson 2: [[ My Mini Lesson with Cooperative Learning ]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Mini Course Homepage]]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Review_of_Cooperative_Learning&diff=117948Review of Cooperative Learning2016-12-14T01:04:38Z<p>Mollybennett: /* Unit 2 Review */</p>
<hr />
<div>== ''' What Will We See in This Lesson? ''' ==<br />
<br />
In this lesson, we are going to review the main components of the first four units. This lesson is going to allow you to reflect on what you have learned and your new understandings of cooperative learning. You will reflect on how your understanding has changed over time, and prepare yourself to create our own lesson and utilize this strategy in your classroom. <br />
<br />
By the end of this lesson you should have an understanding of what we have learned in each of the units, and be prepared to use this knowledge to create our own mini lesson.<br />
<br />
Please have the google doc open so you can easily access the information for review!<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google Doc]<br />
<br />
== ''' Unit 1 Review ''' ==<br />
<br />
In the first unit you received a brief instruction to cooperative learning, and began determining the importance of cooperative learning. Additionally, you developed an understanding regarding the differences between cooperative learning and group work.<br />
<br />
'''Main points of Lesson 1:''' <br />
<br />
* Learned the basic components of cooperative learning (what it is and what is necessary for students to be successful with cooperative learning_<br />
* Discussed our current thoughts on cooperative learning and what we believe it looks like in a K-12 classroom<br />
* Learned more regarding what the teachers role is during cooperative learning<br />
* Began thinking about what is required for cooperative learning<br />
<br />
'''Main points of Lesson 2:''' <br />
<br />
* Discussed the important aspects for cooperative learning to be successful<br />
* Overview of what the teacher should do before the lesson<br />
* Overview of what the cooperative learning environment should look like<br />
* Description of what the students should be doing in their groups<br />
<br />
'''What did you learn in Lesson 2?''' <br />
<br />
* Before introducing cooperative learning, students need to learn how to work together cooperatively<br />
* Discussion of cooperative learning games to play with your students to get them prepared for cooperative learning<br />
* Teach students what cooperative learning means; what it means to work together and equally contribute to the lesson<br />
* Traditional rows may not be the easiest way to set up a classroom for cooperative learning<br />
* Placing students desks in groups or having them seat at numbered tables helps to ease into cooperative learning<br />
* Provide students with bins in the center of their group table and fill it with what students need for the lesson<br />
* Provide students with jobs so they can determine ways to divide up the work and help the group to run smoothly <br />
<br />
'''Main points of Lesson 3:'''<br />
<br />
* There is a distinction between cooperative learning and group work<br />
* Learned how to identify differences between the two by reading two examples<br />
<br />
'''What are the some differences between cooperative learning and group work?'''<br />
<br />
* Cooperative learning involves students being held accountable for their work<br />
* The final product must demonstrate the work of all group members<br />
* Students have roles within their groups<br />
* Students may become expert on topics and teach it to their students<br />
* The students are engaged in their learning while the teacher is supporting students<br />
* Students are the ones who are encouraging each other to dig deeper into the learning<br />
* Students take an active role in their learning<br />
<br />
Take a moment to review the notes you wrote down and the questions you answered in the google doc.<br />
<br />
== ''' Unit 2 Review ''' ==<br />
<br />
In unit 2, you observed classrooms where cooperative learning was utilized and began learning about different cooperative learning strategies. We went back to specific student roles and thought about how giving students roles within their groups helps to enhance the cooperative learning strategies we learned about. This unit allowed you to get a visual of what cooperative learning looks like and how to utilize specific strategies effectively.<br />
<br />
'''Main points of Lesson 1:''' <br />
<br />
* Observed different examples of cooperative learning by watching videos<br />
* Watched an overview of cooperative learning and important components of cooperative learning<br />
* Utilized the videos to see what cooperative learning looks like in terms of how the classroom is set up and how students are interacting<br />
* Recognized characteristics that were similar throughout out the groups and noticed what was going on in each activity<br />
<br />
Please refer back to the google doc and see what notes you took on the videos in terms of what was occurring<br />
<br />
'''Main points of Lesson 2'''<br />
<br />
* Received an overview of seven cooperative learning strategies, what they are and why they are useful: <br />
* Think-Pair-Share: students are asked a question, think about the answer to themselves for a moment, share with someone sitting next to them, then share with the whole class, engaging a whole class discussion<br />
* Jigsaw: students are placed into home groups and expert groups. Students are each assigned a different topic in their home groups which are all related to a larger topic. Students work with others in their expert groups and learn about their topic, return back to their home groups and teach them about their topic. Together they come up with a presentation on what their group learned.<br />
* Numbered Heads Together: students are working in groups and everyone in the group is given a number. Teacher asks the students a question and they take time to answer the question in their groups. After a few moments, the teacher calls out a number and each student who is assigned that number and they share what their group talked about. This leads to whole class discussion and deeper conversations.<br />
* Tea Party: students form two circles facing each other (one inner circle and one outer circle). The students are given a question and they are to discuss the the question with the student they are facing. The students on the outer circle moves in one direction, so they have a new partner to discuss with. Another question is asked, and more discussion is created with a new partner.<br />
* Round Robin: students are sitting with groups (3-4 students), and they teacher asks them a question or gives them a problem to solve. The questions or problems are deliberating chosen, in that there are multiple ways to solve the problem and multiple points for discussion. Students in their groups take turns answer and sharing their ideas with each other, working together to come up with an answer that they all agree on.<br />
* Write Around: students are placed in groups with 3-4 students and the teacher gives each group a topic or idea. Once again, it is important for the topic/idea to have multiple answers or understandings. Students take turns writing their response to the question or idea on a piece of paper, shared by the group. After a certain amount of time, the teacher tells the students to pass the paper to the next group member, who then takes the time to read over what the other group member wrote and add to it, explain it further, or clarify what was written. The process repeats throughout the group.<br />
* Carousel: students are broken into groups of 3-4 and the teacher places chart paper around the room with different questions on them, related to a certain topic. This lesson can be done before starting a new unit to activate prior knowledge, during the unit, or at the end of review. Each group starts at a different poster and is given a different color marker to write with. The marker travels with the groups around the rooms, and each group has 1-2 minutes to answer the question on the chart paper. They then rotate around the room to the next poster and repeat the process. You may want to try to get each group member to write their ideas down on the paper so that each student's ideas are evident on the paper. When every group has written on each piece of paper, the class comes together for a whole class discussion and shares what is written on the posters.<br />
<br />
'''Main points of Lesson 3:'''<br />
<br />
* Referred back to student jobs and how they are used in the cooperative learning activities <br />
* Thought about how these jobs are useful and helpful for successful integration of cooperative learning<br />
* The jobs we learned about were:<br />
* Team Leader: the student who is the task master/team leader is in charged of keeping their group members on task. When the students are getting off topic, this student is the one who will help to refocus the students, remind them of their goals, and remind them of the time remaining in the lesson<br />
<br />
* Checker: simply, the checker's job in the group is to make sure that everyone agrees on an answer within the group. This student gets the group in agreement, and allows further discussion if students aren't in agreement.<br />
* Recorder: this student is responsible for writing down the answers that the students previously agreed upon in their groups<br />
<br />
* Editor: this student's role goes hand in hand with the recorder. Since this work is going to be displayed and shared with the class, the editor's job is to make sure the grammatical errors are corrected and that the final product looks neat.<br />
<br />
* Gatekeeper: this student's job is very important for cooperative learning to be successful. They are responsible for keeping the peace among group members, making sure everyone is getting along, making sure everyone is participating, and making sure everyone has a turn to share. If they notice one student is hogging the conversation, they will guide the conversation to another student or in another direction. If a student is not participating, they will call on them to add their input.<br />
* Praiser: this student's job is to offer words of encouragement to others to help them to continue sharing their ideas and working hard in the group. This student is responsible for making sure students feel heard and that their words are appreciated. They will offer encouragement to individuals, while also encouraging the group to expand further on their ideas.<br />
<br />
== ''' Unit 3 Review ''' ==<br />
In this unit, we focused on the advantages and disadvantages of cooperative learning. We discussed in detail the pros & cons and learned about things that could go wrong. We created deeper knowledge on what the potential downfalls are and how to avoid them, as well as what to do if they happen in our classroom while teaching.<br />
<br />
'''Main points of Lesson 1?:'''<br />
<br />
* Overview of the pros & cons of cooperative learning <br />
* Began thinking about why they are positive/negative aspects to cooperative learning<br />
* Some pros include:<br />
* Promotes Critical Thinking<br />
* Students are actively involved in their learning<br />
* Deep Learning occurs<br />
* Learning communities are developed<br />
* Students learn appropriate problem solving techniques<br />
* Students gain from each others efforts<br />
* Some negatives include:<br />
* The group isn't working well together<br />
* The work isn't being equally shared by the students<br />
* The classroom is out of control<br />
* All the material doesn't get covered<br />
* There isn't enough time<br />
<br />
'''Main points of Lesson 2?'''<br />
<br />
* Discussed situations where the bumps are likely to occur<br />
* Learned what to do to prevent the bumps from happening<br />
* Learned how to intervene when the lesson is going downhill and problems are occurring <br />
<br />
'''What were some details?'''<br />
<br />
* If the group isn't working well together the students may be unfamiliar with cooperative learning and how to work together cooperatively. Students may not have received jobs, so students may be fighting. It may be that students did not receive instruction on how to work cooperatively, so they are arguing rather than fighting<br />
* If students are not pulling their weight it may be because they are unaware of their task or unaware about what cooperative learning is. The might think it is simply group work and there is not reason for them to support their group members; rather than can get by just by copying what they are writing<br />
* If the classroom is out of control it may be because students chose their own groups and they are too busy discussing their plans or getting off topic. Additionally, they may be unaware of what is expected of them and how to work together. The directions may have been unclear, causing confusion among the group members<br />
* If the material isn't getting covered it is probably again because they did not reason training prior to instruction, so there is a lot of time where students are off topic. The teacher may not have planned out the lesson to its fullest extent, leaving parts out and necessitating reteaching<br />
* If there isn't enough time it is likely, once again, because the lesson isn't fully planned out and the students are unaware of what they should be doing. Students may be off topic and not deeply learning, so the teacher has to take extra time to reteach. If the teacher isn't observing what the groups are doing, they may be getting off task, meaning the lesson is going to take longer. <br />
* You can avoid many of the bumps by being prepared in your lessons<br />
* Being prepared means that you have planned out the lesson and are providing students with all the materials they need<br />
* Additionally, you prepared your students on how to work together and provide them with the knowledge of what it means to work cooperatively<br />
* Make students aware of the end goal and what is expected of them throughout the lesson<br />
* Circulate around the classroom and use this as teaching time<br />
* If students are off task, redirect their attention and refocus them on the lesson<br />
* If students are lost or confused, make yourself available to support their learning so they can be successful<br />
<br />
== ''' Unit 4 Review ''' ==<br />
<br />
Unit 4 was the first unit when you were asked to put your knowledge to the test. We will review what was done in this lesson, but please take some time to gloss over the google doc and see what changes you made to instruction.<br />
<br />
'''Main points of Lesson 1'''<br />
<br />
* Provided you with an example of a lesson that utilized cooperative learning but had a lot of problems with the lesson<br />
* You critiqued the lesson; thinking about what Mr. Roberts did wrong<br />
* You stated reasons why the lesson was unsuccessful<br />
* You came up with what you would change to improve the lesson<br />
<br />
'''Main points of Lesson 2:'''<br />
<br />
* Provided you with a lesson that did not use cooperative learning<br />
* You once again critiqued the lesson, thinking of things you would change<br />
* You picked a cooperative learning strategy that would have been useful in this lesson<br />
* You proved why this was a beneficial cooperative learning strategy<br />
<br />
== ''' Before Moving On... ''' ==<br />
<br />
This lesson served as a review to get you ready to move on to the final piece of this mini course. Now that you have reviewed all what we went over in Units 1-4, and looked over the notes you took in your google doc, you are going to create your own mini lesson using cooperative learning.<br />
<br />
Before moving on, please complete this short Exit Ticket:<br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSeUZSzF-ALcqLisQho3AIOtIgVXKzhMbEUuSEwBFKG-lwA2mw/viewform Exit Ticket]<br />
<br />
[[Creating a Mini Lesson with Cooperative Learning|Return to Unit Homepage]] or Move on to Lesson 2: [[ My Mini Lesson with Cooperative Learning ]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Mini Course Homepage]]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Review_of_Cooperative_Learning&diff=117946Review of Cooperative Learning2016-12-14T01:04:19Z<p>Mollybennett: /* What Will We See in This Lesson? */</p>
<hr />
<div>== ''' What Will We See in This Lesson? ''' ==<br />
<br />
In this lesson, we are going to review the main components of the first four units. This lesson is going to allow you to reflect on what you have learned and your new understandings of cooperative learning. You will reflect on how your understanding has changed over time, and prepare yourself to create our own lesson and utilize this strategy in your classroom. <br />
<br />
By the end of this lesson you should have an understanding of what we have learned in each of the units, and be prepared to use this knowledge to create our own mini lesson.<br />
<br />
Please have the google doc open so you can easily access the information for review!<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google Doc]<br />
<br />
== ''' Unit 1 Review ''' ==<br />
<br />
In the first unit you received a brief instruction to cooperative learning, and began determining the importance of cooperative learning. Additionally, you developed an understanding regarding the differences between cooperative learning and group work.<br />
<br />
'''Main points of Lesson 1:''' <br />
<br />
* Learned the basic components of cooperative learning (what it is and what is necessary for students to be successful with cooperative learning_<br />
* Discussed our current thoughts on cooperative learning and what we believe it looks like in a K-12 classroom<br />
* Learned more regarding what the teachers role is during cooperative learning<br />
* Began thinking about what is required for cooperative learning<br />
<br />
'''Main points of Lesson 2:''' <br />
<br />
* Discussed the important aspects for cooperative learning to be successful<br />
* Overview of what the teacher should do before the lesson<br />
* Overview of what the cooperative learning environment should look like<br />
* Description of what the students should be doing in their groups<br />
<br />
'''What did you learn in Lesson 2?''' <br />
<br />
* Before introducing cooperative learning, students need to learn how to work together cooperatively<br />
* Discussion of cooperative learning games to play with your students to get them prepared for cooperative learning<br />
* Teach students what cooperative learning means; what it means to work together and equally contribute to the lesson<br />
* Traditional rows may not be the easiest way to set up a classroom for cooperative learning<br />
* Placing students desks in groups or having them seat at numbered tables helps to ease into cooperative learning<br />
* Provide students with bins in the center of their group table and fill it with what students need for the lesson<br />
* Provide students with jobs so they can determine ways to divide up the work and help the group to run smoothly <br />
<br />
'''Main points of Lesson 3:'''<br />
<br />
* There is a distinction between cooperative learning and group work<br />
* Learned how to identify differences between the two by reading two examples<br />
<br />
'''What are the some differences between cooperative learning and group work?'''<br />
<br />
* Cooperative learning involves students being held accountable for their work<br />
* The final product must demonstrate the work of all group members<br />
* Students have roles within their groups<br />
* Students may become expert on topics and teach it to their students<br />
* The students are engaged in their learning while the teacher is supporting students<br />
* Students are the ones who are encouraging each other to dig deeper into the learning<br />
* Students take an active role in their learning<br />
<br />
Take a moment to review the notes you wrote down and the questions you answered in the google doc.<br />
<br />
== ''' Unit 2 Review ''' ==<br />
<br />
In unit 2, you observed classrooms where cooperative learning was utilized and began learning about different cooperative learning strategies. We went back to specific student roles and thought about how giving students roles within their groups helps to enhance the cooperative learning strategies we learned about. This unit allowed you to get a visual of what cooperative learning looks like and how to utilize specific strategies effectively.<br />
<br />
'''Main points of Lesson 1:''' <br />
<br />
* Observed different examples of cooperative learning by watching videos<br />
* Watched an overview of cooperative learning and important components of cooperative learning<br />
* Utilized the videos to see what cooperative learning looks like in terms of how the classroom is set up and how students are interacting<br />
* Recognized characteristics that were similar throughout out the groups and noticed what was going on in each activity<br />
<br />
Please refer back to the google doc and see what notes you took on the videos in terms of what was occurring<br />
<br />
'''Main points of Lesson 2'''<br />
<br />
* Received an overview of six cooperative learning strategies, what they are and why they are useful: <br />
* Think-Pair-Share: students are asked a question, think about the answer to themselves for a moment, share with someone sitting next to them, then share with the whole class, engaging a whole class discussion<br />
* Jigsaw: students are placed into home groups and expert groups. Students are each assigned a different topic in their home groups which are all related to a larger topic. Students work with others in their expert groups and learn about their topic, return back to their home groups and teach them about their topic. Together they come up with a presentation on what their group learned.<br />
* Numbered Heads Together: students are working in groups and everyone in the group is given a number. Teacher asks the students a question and they take time to answer the question in their groups. After a few moments, the teacher calls out a number and each student who is assigned that number and they share what their group talked about. This leads to whole class discussion and deeper conversations.<br />
* Tea Party: students form two circles facing each other (one inner circle and one outer circle). The students are given a question and they are to discuss the the question with the student they are facing. The students on the outer circle moves in one direction, so they have a new partner to discuss with. Another question is asked, and more discussion is created with a new partner.<br />
* Round Robin: students are sitting with groups (3-4 students), and they teacher asks them a question or gives them a problem to solve. The questions or problems are deliberating chosen, in that there are multiple ways to solve the problem and multiple points for discussion. Students in their groups take turns answer and sharing their ideas with each other, working together to come up with an answer that they all agree on.<br />
* Write Around: students are placed in groups with 3-4 students and the teacher gives each group a topic or idea. Once again, it is important for the topic/idea to have multiple answers or understandings. Students take turns writing their response to the question or idea on a piece of paper, shared by the group. After a certain amount of time, the teacher tells the students to pass the paper to the next group member, who then takes the time to read over what the other group member wrote and add to it, explain it further, or clarify what was written. The process repeats throughout the group.<br />
* Carousel: students are broken into groups of 3-4 and the teacher places chart paper around the room with different questions on them, related to a certain topic. This lesson can be done before starting a new unit to activate prior knowledge, during the unit, or at the end of review. Each group starts at a different poster and is given a different color marker to write with. The marker travels with the groups around the rooms, and each group has 1-2 minutes to answer the question on the chart paper. They then rotate around the room to the next poster and repeat the process. You may want to try to get each group member to write their ideas down on the paper so that each student's ideas are evident on the paper. When every group has written on each piece of paper, the class comes together for a whole class discussion and shares what is written on the posters.<br />
<br />
'''Main points of Lesson 3:'''<br />
<br />
* Referred back to student jobs and how they are used in the cooperative learning activities <br />
* Thought about how these jobs are useful and helpful for successful integration of cooperative learning<br />
* The jobs we learned about were:<br />
* Team Leader: the student who is the task master/team leader is in charged of keeping their group members on task. When the students are getting off topic, this student is the one who will help to refocus the students, remind them of their goals, and remind them of the time remaining in the lesson<br />
<br />
* Checker: simply, the checker's job in the group is to make sure that everyone agrees on an answer within the group. This student gets the group in agreement, and allows further discussion if students aren't in agreement.<br />
* Recorder: this student is responsible for writing down the answers that the students previously agreed upon in their groups<br />
<br />
* Editor: this student's role goes hand in hand with the recorder. Since this work is going to be displayed and shared with the class, the editor's job is to make sure the grammatical errors are corrected and that the final product looks neat.<br />
<br />
* Gatekeeper: this student's job is very important for cooperative learning to be successful. They are responsible for keeping the peace among group members, making sure everyone is getting along, making sure everyone is participating, and making sure everyone has a turn to share. If they notice one student is hogging the conversation, they will guide the conversation to another student or in another direction. If a student is not participating, they will call on them to add their input.<br />
* Praiser: this student's job is to offer words of encouragement to others to help them to continue sharing their ideas and working hard in the group. This student is responsible for making sure students feel heard and that their words are appreciated. They will offer encouragement to individuals, while also encouraging the group to expand further on their ideas.<br />
<br />
== ''' Unit 3 Review ''' ==<br />
In this unit, we focused on the advantages and disadvantages of cooperative learning. We discussed in detail the pros & cons and learned about things that could go wrong. We created deeper knowledge on what the potential downfalls are and how to avoid them, as well as what to do if they happen in our classroom while teaching.<br />
<br />
'''Main points of Lesson 1?:'''<br />
<br />
* Overview of the pros & cons of cooperative learning <br />
* Began thinking about why they are positive/negative aspects to cooperative learning<br />
* Some pros include:<br />
* Promotes Critical Thinking<br />
* Students are actively involved in their learning<br />
* Deep Learning occurs<br />
* Learning communities are developed<br />
* Students learn appropriate problem solving techniques<br />
* Students gain from each others efforts<br />
* Some negatives include:<br />
* The group isn't working well together<br />
* The work isn't being equally shared by the students<br />
* The classroom is out of control<br />
* All the material doesn't get covered<br />
* There isn't enough time<br />
<br />
'''Main points of Lesson 2?'''<br />
<br />
* Discussed situations where the bumps are likely to occur<br />
* Learned what to do to prevent the bumps from happening<br />
* Learned how to intervene when the lesson is going downhill and problems are occurring <br />
<br />
'''What were some details?'''<br />
<br />
* If the group isn't working well together the students may be unfamiliar with cooperative learning and how to work together cooperatively. Students may not have received jobs, so students may be fighting. It may be that students did not receive instruction on how to work cooperatively, so they are arguing rather than fighting<br />
* If students are not pulling their weight it may be because they are unaware of their task or unaware about what cooperative learning is. The might think it is simply group work and there is not reason for them to support their group members; rather than can get by just by copying what they are writing<br />
* If the classroom is out of control it may be because students chose their own groups and they are too busy discussing their plans or getting off topic. Additionally, they may be unaware of what is expected of them and how to work together. The directions may have been unclear, causing confusion among the group members<br />
* If the material isn't getting covered it is probably again because they did not reason training prior to instruction, so there is a lot of time where students are off topic. The teacher may not have planned out the lesson to its fullest extent, leaving parts out and necessitating reteaching<br />
* If there isn't enough time it is likely, once again, because the lesson isn't fully planned out and the students are unaware of what they should be doing. Students may be off topic and not deeply learning, so the teacher has to take extra time to reteach. If the teacher isn't observing what the groups are doing, they may be getting off task, meaning the lesson is going to take longer. <br />
* You can avoid many of the bumps by being prepared in your lessons<br />
* Being prepared means that you have planned out the lesson and are providing students with all the materials they need<br />
* Additionally, you prepared your students on how to work together and provide them with the knowledge of what it means to work cooperatively<br />
* Make students aware of the end goal and what is expected of them throughout the lesson<br />
* Circulate around the classroom and use this as teaching time<br />
* If students are off task, redirect their attention and refocus them on the lesson<br />
* If students are lost or confused, make yourself available to support their learning so they can be successful<br />
<br />
== ''' Unit 4 Review ''' ==<br />
<br />
Unit 4 was the first unit when you were asked to put your knowledge to the test. We will review what was done in this lesson, but please take some time to gloss over the google doc and see what changes you made to instruction.<br />
<br />
'''Main points of Lesson 1'''<br />
<br />
* Provided you with an example of a lesson that utilized cooperative learning but had a lot of problems with the lesson<br />
* You critiqued the lesson; thinking about what Mr. Roberts did wrong<br />
* You stated reasons why the lesson was unsuccessful<br />
* You came up with what you would change to improve the lesson<br />
<br />
'''Main points of Lesson 2:'''<br />
<br />
* Provided you with a lesson that did not use cooperative learning<br />
* You once again critiqued the lesson, thinking of things you would change<br />
* You picked a cooperative learning strategy that would have been useful in this lesson<br />
* You proved why this was a beneficial cooperative learning strategy<br />
<br />
== ''' Before Moving On... ''' ==<br />
<br />
This lesson served as a review to get you ready to move on to the final piece of this mini course. Now that you have reviewed all what we went over in Units 1-4, and looked over the notes you took in your google doc, you are going to create your own mini lesson using cooperative learning.<br />
<br />
Before moving on, please complete this short Exit Ticket:<br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSeUZSzF-ALcqLisQho3AIOtIgVXKzhMbEUuSEwBFKG-lwA2mw/viewform Exit Ticket]<br />
<br />
[[Creating a Mini Lesson with Cooperative Learning|Return to Unit Homepage]] or Move on to Lesson 2: [[ My Mini Lesson with Cooperative Learning ]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Mini Course Homepage]]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Make_it_a_Cooperative_Learning_Activity&diff=117936Make it a Cooperative Learning Activity2016-12-14T01:01:14Z<p>Mollybennett: /* Sample Lesson- Without Cooperative Learning */</p>
<hr />
<div>== ''' What Will We See in This Lesson? ''' ==<br />
<br />
This lesson is going to be set up similar to the previous lesson in that you are going to be provided with a lesson example, and you are going to analyze it, critique it, and pick a cooperative learning strategy that would enhance this lesson. You are going to validate why you chose the lesson you did and state why it would enhance the lesson. Please note: you are not actually creating a new mini lesson during this unit, that is in the next unit. This unit is to get you thinking about how different learning strategies can work with different lessons and content areas. You are simply stating which one you believe would help the lesson work the best and why, then going forward and proving your point.<br />
<br />
By the end of this lesson you should be able to: critique a lesson and and state a cooperative learning strategy that would enhance the lesson if it was utilized. Further, you are going to validate why you picked the cooperative learning strategy/activity that you did and detail why it would enhance the lesson. <br />
<br />
Please have the google doc open as that is where you will share your ideas: [https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to GoogleDoc]<br />
<br />
== ''' Sample Lesson- Without Cooperative Learning ''' ==<br />
<br />
Mrs. Casey was doing a Read Aloud with her 3rd grade students. During this unit of instruction, students were going to be learning more about predicting what is going to happen next based on what has already happened. Mrs. Casey thought it was important for students to hear from each other and come up with answers, but she didn't know how to get students to work together and actually share ideas with one another and have a whole class discussion. <br />
<br />
Mrs. Casey read a chapter from the book and at the end of the reading, she figured it would be best just to call on random students to get their input. She was thinking that there was a chance this would lead to whole class discussion, but knew it was just as likely that only students who were paying attention would raise their hands. Mrs. Casey's goal was to generate some kind of whole class discussion as a result of the individuals who shared their thoughts.<br />
<br />
When she began calling on students, many of them muttered one or two words, or felt put on the spot and asked the teacher to call on someone else. There ended up being very little conversation that occurred during this time, and Mrs. Casey decided just to have students write individually their thoughts on a piece of paper. She had thought that they weren't paying attention, and didn't understand why they couldn't come up with an answer to share with the class.<br />
<br />
== ''' How Can We Utilize Cooperative Learning Strategies? ''' ==<br />
<br />
There are a number of ways that Mrs. Casey could have incorporated cooperative learning strategies into this lesson that would have helped students to feel more comfortable with sharing their ideas with the class. Please go to the google doc and fill out the chart for this lesson. Remember, you are critiquing this lesson, and picking a cooperative learning strategy that would have enhanced this lesson. You should have enough of an understanding about the strategy to state why this would have enhanced the lesson. <br />
<br />
There is more than one right answer for this lesson. The most important thing is that you have a solid enough understanding of the cooperative learning strategies that you can prove that they would work in this lesson. The goal of Mrs. Casey's lesson is to have her students work together to come up with an answer to her question, but ensure that each student is contributing. Mrs. Casey would like a whole class discussion to happen as a result of the those who share their answers. Think: How can Mrs. Casey do this?<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Click to go to the Google Doc]<br />
<br />
== ''' Before Moving On...''' ==<br />
<br />
In this lesson, we had another opportunity to put our understandings to the test. After reading about a lesson that did not utilize cooperative learning, we critiqued the lesson and began thinking about what we cooperative learning strategy we would use to enhance the lesson. This lesson asked you to deepen your understanding of cooperative learning in such a way that you had to prove that you had deep knowledge of the strategy to prove why they would be effective. As with the previous lesson, the exit ticket/assessment for this unit is going to be more a reflection.<br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSecmuHxhQ3YBtSk7_R7uEvMS3uJxcEvapeU41t7AJv1TFNMeQ/viewform Unit 4 Assessment]<br />
<br />
[[What Went Wrong?|Return to Lesson 1]] or Click to go to Unit 5: [[ Creating a Mini Lesson with Cooperative Learning ]]<br />
<br />
[[Practice Utilizing Cooperative Learning|Return to Unit Homepage]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Mini Course Homepage]]<br />
<br />
== ''' Resources ''' ==<br />
<br />
Once again, this section will contain additional resources for you related to this lesson.<br />
<br />
[http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/5cooperative-learning-strategies.pdf Additional Cooperative Learning Activities ]<br />
<br />
[http://www.teach-nology.com/currenttrends/cooperative_learning/ Additional tips on Successful Intervention]<br />
<br />
[https://www.jigsaw.org/ All About Jigsaw]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Make_it_a_Cooperative_Learning_Activity&diff=117933Make it a Cooperative Learning Activity2016-12-14T01:00:46Z<p>Mollybennett: /* Sample Lesson- Without Cooperative Learning */</p>
<hr />
<div>== ''' What Will We See in This Lesson? ''' ==<br />
<br />
This lesson is going to be set up similar to the previous lesson in that you are going to be provided with a lesson example, and you are going to analyze it, critique it, and pick a cooperative learning strategy that would enhance this lesson. You are going to validate why you chose the lesson you did and state why it would enhance the lesson. Please note: you are not actually creating a new mini lesson during this unit, that is in the next unit. This unit is to get you thinking about how different learning strategies can work with different lessons and content areas. You are simply stating which one you believe would help the lesson work the best and why, then going forward and proving your point.<br />
<br />
By the end of this lesson you should be able to: critique a lesson and and state a cooperative learning strategy that would enhance the lesson if it was utilized. Further, you are going to validate why you picked the cooperative learning strategy/activity that you did and detail why it would enhance the lesson. <br />
<br />
Please have the google doc open as that is where you will share your ideas: [https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to GoogleDoc]<br />
<br />
== ''' Sample Lesson- Without Cooperative Learning ''' ==<br />
<br />
Mrs. Casey was doing a Read Aloud with her 3rd grade students. During this unit of instruction, students were going to be learning more about predicting what is going to happen next based on what has already happened. Mrs. Casey thought it was important for students to hear from each other and come up with answers, but she didn't know how to get students to work together and actually share ideas with one another and have a whole class discussion. <br />
<br />
Mrs. Casey read a chapter from the book and at the end of the reading, she figured it would be best just to call on random students to get their input. She was thinking that there was a chance this would lead to whole class discussion, but knew it was just as likely that only students who were paying attention would raise their hands. Mrs. Casey's goal was to generate some kind of whole class discussion as a result of the individuals who shared their thoughts.<br />
<br />
When she began calling on students, many of them muttered one or two words, or felt put on the spot and asked the teacher to call on someone else. There ended up being very little conversation that occurred during this time, and Mrs. Roberts decided just to have students write individually their thoughts on a piece of paper. She had thought that they weren't paying attention, and didn't understand why they couldn't come up with an answer to share with the class.<br />
<br />
== ''' How Can We Utilize Cooperative Learning Strategies? ''' ==<br />
<br />
There are a number of ways that Mrs. Casey could have incorporated cooperative learning strategies into this lesson that would have helped students to feel more comfortable with sharing their ideas with the class. Please go to the google doc and fill out the chart for this lesson. Remember, you are critiquing this lesson, and picking a cooperative learning strategy that would have enhanced this lesson. You should have enough of an understanding about the strategy to state why this would have enhanced the lesson. <br />
<br />
There is more than one right answer for this lesson. The most important thing is that you have a solid enough understanding of the cooperative learning strategies that you can prove that they would work in this lesson. The goal of Mrs. Casey's lesson is to have her students work together to come up with an answer to her question, but ensure that each student is contributing. Mrs. Casey would like a whole class discussion to happen as a result of the those who share their answers. Think: How can Mrs. Casey do this?<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Click to go to the Google Doc]<br />
<br />
== ''' Before Moving On...''' ==<br />
<br />
In this lesson, we had another opportunity to put our understandings to the test. After reading about a lesson that did not utilize cooperative learning, we critiqued the lesson and began thinking about what we cooperative learning strategy we would use to enhance the lesson. This lesson asked you to deepen your understanding of cooperative learning in such a way that you had to prove that you had deep knowledge of the strategy to prove why they would be effective. As with the previous lesson, the exit ticket/assessment for this unit is going to be more a reflection.<br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSecmuHxhQ3YBtSk7_R7uEvMS3uJxcEvapeU41t7AJv1TFNMeQ/viewform Unit 4 Assessment]<br />
<br />
[[What Went Wrong?|Return to Lesson 1]] or Click to go to Unit 5: [[ Creating a Mini Lesson with Cooperative Learning ]]<br />
<br />
[[Practice Utilizing Cooperative Learning|Return to Unit Homepage]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Mini Course Homepage]]<br />
<br />
== ''' Resources ''' ==<br />
<br />
Once again, this section will contain additional resources for you related to this lesson.<br />
<br />
[http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/5cooperative-learning-strategies.pdf Additional Cooperative Learning Activities ]<br />
<br />
[http://www.teach-nology.com/currenttrends/cooperative_learning/ Additional tips on Successful Intervention]<br />
<br />
[https://www.jigsaw.org/ All About Jigsaw]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=What_Went_Wrong%3F&diff=117930What Went Wrong?2016-12-14T00:59:50Z<p>Mollybennett: /* Resources */</p>
<hr />
<div>== ''' What Will We See in This Lesson? ''' ==<br />
<br />
As stated, this lesson is going to ask you to put your knowledge to your test. The previous unit had us analyze the downfalls to cooperative learning and think about situations where they occur and what we can do about it. This lesson is going to ask you to use what you learned to fix a lesson that was full of issues. You are going to first read the lesson and think about what went wrong, then go to the google doc and critique the lesson, analyze why it was not successful, and state what you would have done differently. <br />
<br />
By the end of this lesson, you should be able to critique and analyze your ideas of why a cooperative learning was not successful, and discuss what you would have done differently.<br />
<br />
Please have the google doc open, as that is where you will be sharing your thoughts:<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google doc]<br />
<br />
== ''' Lesson that Utilized Cooperative Learning ''' ==<br />
<br />
Mr. Jacobs had recently heard about Cooperative Learning and was excited to use the Jigsaw Strategy with his 4th grade students. To start, he decided to use this during a social studies lesson where students were learning about the Revolutionary War. He had never used cooperative learning strategies before, but heard some good things about it. Mr. Jacobs had always taught in a very traditional style with his class set up in rows and students seated facing the SmartBoard & white board. Before Mr. Jacobs started the lesson he told his students that they were going to be learning differently and that they were going to work in groups. Students were excited about the opportunity to work with one another, so Mr. Jacobs informed them they could sit with any people they wanted as long as they formed groups of four.<br />
<br />
Quickly, the class ran to find their friends and Mr. Jacobs put together a few stragglers who were without a group. He went around to each group and assigned the group members each to their own subtopic: Battles, Patriots, Loyalists, and Woman of the War. Students were told that they were going to be learning about their specific topic and then discussing it with their group members. Mr. Jacobs had set out a few materials around the room for each student, and students had some access to computers, but felt that they were left on their own.<br />
<br />
As soon as Mr. Jacobs told them to start, the volume of the room quickly grew. Students were moving desks around the classroom, others were arguing over the topic they had, others were just sitting quietly in their seats. Mr. Jacobs could hear students who were researching their topics saying things like, "can I just see what you wrote so I can show it to my group?" or "I thought I was working with my friends this is stupid!" Overall, students seemed frustrated with what they were doing. They weren't finding much information, and were spending most of the time arguing with the members of their expert group, or copying what they wrote down. <br />
<br />
When it was time for the students to return back to their home groups and share what they learned, conversations ranged from who won the baseball game to what they were doing after school that day. Students were chatting with their friends- but not about anything related to what they were learning. When it was time for students to put together what they learned in their group and create a poster with all the information they learned from the experts in the group, students had nothing. They told Mr. Roberts there wasn't enough time and that they didn't know where to find information.<br />
<br />
Mr. Roberts became frustrated, and believed that he had given all the information to them. He didn't understand why after three days they weren't able to come up with information about their topics, and why they didn't get anything done in the groups. He had one group where one of the students completed the whole project herself since her group members didn't do their part. Mr. Roberts believed that his class was not ready for cooperative learning and believed that it took way too long and the students didn't learn a thing. He had the students return back to their rows and began teaching the unit topic by topic while the students sat and took notes.<br />
<br />
== ''' What Went Wrong Here? ''' ==<br />
<br />
After reading the lesson above, please take the thing to think about what went wrong in the lesson. Think back to the units that we have learned about so far, and critique the lesson determining where it had fallen apart for Mr. Roberts and the students. Detail the reasons why the lesson was not successful, and offer up your ideas of what you would have done differently. <br />
<br />
Please use the google doc to detail your results, so that other students can see your thinking and comment on your thoughts. While you are doing this, think about the following ideas:<br />
<br />
* What was wrong with the classroom set up?<br />
<br />
* What should Mr. Roberts have done before?<br />
<br />
* What should Mr. Robers had done during the lesson?<br />
<br />
* How could have Mr. Roberts helped the students?<br />
<br />
* What did the students need to be successful?<br />
<br />
* What additionally teaching should have occurred?<br />
<br />
* What advice would you give to Mr. Roberts/what would you change?<br />
<br />
<br />
Please use the chart on the google doc to critique the lesson, detail why it wasn't successful, and state what should have gone differently:<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google Doc]<br />
<br />
== ''' Before Moving On... ''' ==<br />
<br />
This lesson asked you to apply your knowledge and extend your thinking. While we have spent so much time discussing how to successfully incorporate cooperative learning into the classroom, you had the opportunity to put what you have learned to the test. Since this lesson was asking you to extend your knowledge, the exit ticket is going to more of a reflection on the lesson and how your understanding has changed overtime. If you struggled in this lesson, please go back and review the previous units and lessons.<br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSdb5EpZgtQrXkbqYeeGiRQhPOwP0vCK0awJAd_5Nrq1neDsOg/viewform Exit Ticket]<br />
<br />
[[Practice Utilizing Cooperative Learning|Return to Unit Homepage]] or Click to go to Lesson 2: [[ Make it a Cooperative Learning Activity ]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]<br />
<br />
== ''' Resources ''' ==<br />
<br />
As these next few lessons utilize self-created material, the 'Reference' section you have been seeing will contain a few additional resources instead for you to explore if you wish. <br />
<br />
[https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/ Effective Cooperative Learning]<br />
<br />
[http://www.co-operation.org/what-is-cooperative-learning/ How Cooperative Learning is Effective]<br />
<br />
[http://www.kaganonline.com/catalog/cooperative_learning.php Spencer Kagan's website]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=What_Went_Wrong%3F&diff=117928What Went Wrong?2016-12-14T00:59:00Z<p>Mollybennett: /* Lesson that Utilized Cooperative Learning */</p>
<hr />
<div>== ''' What Will We See in This Lesson? ''' ==<br />
<br />
As stated, this lesson is going to ask you to put your knowledge to your test. The previous unit had us analyze the downfalls to cooperative learning and think about situations where they occur and what we can do about it. This lesson is going to ask you to use what you learned to fix a lesson that was full of issues. You are going to first read the lesson and think about what went wrong, then go to the google doc and critique the lesson, analyze why it was not successful, and state what you would have done differently. <br />
<br />
By the end of this lesson, you should be able to critique and analyze your ideas of why a cooperative learning was not successful, and discuss what you would have done differently.<br />
<br />
Please have the google doc open, as that is where you will be sharing your thoughts:<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google doc]<br />
<br />
== ''' Lesson that Utilized Cooperative Learning ''' ==<br />
<br />
Mr. Jacobs had recently heard about Cooperative Learning and was excited to use the Jigsaw Strategy with his 4th grade students. To start, he decided to use this during a social studies lesson where students were learning about the Revolutionary War. He had never used cooperative learning strategies before, but heard some good things about it. Mr. Jacobs had always taught in a very traditional style with his class set up in rows and students seated facing the SmartBoard & white board. Before Mr. Jacobs started the lesson he told his students that they were going to be learning differently and that they were going to work in groups. Students were excited about the opportunity to work with one another, so Mr. Jacobs informed them they could sit with any people they wanted as long as they formed groups of four.<br />
<br />
Quickly, the class ran to find their friends and Mr. Jacobs put together a few stragglers who were without a group. He went around to each group and assigned the group members each to their own subtopic: Battles, Patriots, Loyalists, and Woman of the War. Students were told that they were going to be learning about their specific topic and then discussing it with their group members. Mr. Jacobs had set out a few materials around the room for each student, and students had some access to computers, but felt that they were left on their own.<br />
<br />
As soon as Mr. Jacobs told them to start, the volume of the room quickly grew. Students were moving desks around the classroom, others were arguing over the topic they had, others were just sitting quietly in their seats. Mr. Jacobs could hear students who were researching their topics saying things like, "can I just see what you wrote so I can show it to my group?" or "I thought I was working with my friends this is stupid!" Overall, students seemed frustrated with what they were doing. They weren't finding much information, and were spending most of the time arguing with the members of their expert group, or copying what they wrote down. <br />
<br />
When it was time for the students to return back to their home groups and share what they learned, conversations ranged from who won the baseball game to what they were doing after school that day. Students were chatting with their friends- but not about anything related to what they were learning. When it was time for students to put together what they learned in their group and create a poster with all the information they learned from the experts in the group, students had nothing. They told Mr. Roberts there wasn't enough time and that they didn't know where to find information.<br />
<br />
Mr. Roberts became frustrated, and believed that he had given all the information to them. He didn't understand why after three days they weren't able to come up with information about their topics, and why they didn't get anything done in the groups. He had one group where one of the students completed the whole project herself since her group members didn't do their part. Mr. Roberts believed that his class was not ready for cooperative learning and believed that it took way too long and the students didn't learn a thing. He had the students return back to their rows and began teaching the unit topic by topic while the students sat and took notes.<br />
<br />
== ''' What Went Wrong Here? ''' ==<br />
<br />
After reading the lesson above, please take the thing to think about what went wrong in the lesson. Think back to the units that we have learned about so far, and critique the lesson determining where it had fallen apart for Mr. Roberts and the students. Detail the reasons why the lesson was not successful, and offer up your ideas of what you would have done differently. <br />
<br />
Please use the google doc to detail your results, so that other students can see your thinking and comment on your thoughts. While you are doing this, think about the following ideas:<br />
<br />
* What was wrong with the classroom set up?<br />
<br />
* What should Mr. Roberts have done before?<br />
<br />
* What should Mr. Robers had done during the lesson?<br />
<br />
* How could have Mr. Roberts helped the students?<br />
<br />
* What did the students need to be successful?<br />
<br />
* What additionally teaching should have occurred?<br />
<br />
* What advice would you give to Mr. Roberts/what would you change?<br />
<br />
<br />
Please use the chart on the google doc to critique the lesson, detail why it wasn't successful, and state what should have gone differently:<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google Doc]<br />
<br />
== ''' Before Moving On... ''' ==<br />
<br />
This lesson asked you to apply your knowledge and extend your thinking. While we have spent so much time discussing how to successfully incorporate cooperative learning into the classroom, you had the opportunity to put what you have learned to the test. Since this lesson was asking you to extend your knowledge, the exit ticket is going to more of a reflection on the lesson and how your understanding has changed overtime. If you struggled in this lesson, please go back and review the previous units and lessons.<br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSdb5EpZgtQrXkbqYeeGiRQhPOwP0vCK0awJAd_5Nrq1neDsOg/viewform Exit Ticket]<br />
<br />
[[Practice Utilizing Cooperative Learning|Return to Unit Homepage]] or Click to go to Lesson 2: [[ Make it a Cooperative Learning Activity ]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]<br />
<br />
== ''' Resources ''' ==<br />
<br />
As these next few lessons created self-created material, the 'Reference' section you have been seeing will contain a few additional resources instead for you to explore if you wish. <br />
<br />
[https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/ Effective Cooperative Learning]<br />
<br />
[http://www.co-operation.org/what-is-cooperative-learning/ How Cooperative Learning is Effective]<br />
<br />
[http://www.kaganonline.com/catalog/cooperative_learning.php Spencer Kagan's website]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=How_Can_I_Avoid_%26_Overcome_the_Barriers%3F&diff=117926How Can I Avoid & Overcome the Barriers?2016-12-14T00:57:32Z<p>Mollybennett: /* What Should I do if I Hit a Bump? */</p>
<hr />
<div>== ''' What Will I See in This Lesson? ''' ==<br />
<br />
In the previous lesson, we learned about examples of the advantages and disadvantages to cooperative learning. In this lesson, we are going to dive into the bumps in the roads that can come with cooperative learning. To help us to learn how to successfully integrate cooperative learning, we are going to discuss situations where these bumps might arise, what we can do to avoid them, and what we should do if they are already occurring in our classrooms during our lessons. In essence, this lesson is going to help us to build our toolboxes to help to have successful integration into cooperative learning.<br />
<br />
Please have the google doc open to grow your understanding.<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google Doc]<br />
<br />
== ''' Review of the Bumps in The Road ''' ==<br />
<br />
To start, we are going to go back and review examples of bumps in the road that could arise with cooperative learning. In essence, the bumps in the road that teachers commonly see with cooperative learning include:<br />
<br />
* The group is not working together well<br />
<br />
* Students aren't sharing the workload<br />
<br />
* Lack of classroom management/the room is out of control<br />
<br />
* The teacher cannot cover all the material <br />
<br />
* There is not enough time to get everything done<br />
<br />
These bumps can occur for a variety of reason, some of which we stated in the previous lesson. Please take a moment to review the google doc from the previous lesson. In the next section, we will move on and review situations/settings where these problems may arise. Continuing on, we are going to begin to build our toolbox and discover ways to prevent them, things to change, and things to do to help avoid/encounter the bumps in the road.<br />
<br />
== ''' Thinking of Situations/Settings ''' ==<br />
<br />
We have talked about reasons why cooperative learning may not be successful, but in this section we are going to think of situations and settings where the barriers to cooperative learning are likely to occur. We will use the ones that we discussed in the previous lesson to discuss the cases and situations. Think of these next few situations as an analysis. We are going to analyze what is going on in the classroom that is leading to issues. Let's get started.<br />
<br />
{| class="wikitable"<br />
|-<br />
! What's the problem? !! Why is happening? What's the situation? <br />
|-<br />
| Group is not working well together || This is likely to occur when students are unfamiliar with cooperative learning and how to work together cooperatively. Additionally, if students are unfamiliar with their jobs, or if jobs were not assigned to them, it is likely that there will be issues with their groups. When students don't know what is expected of them, or if they don't understand what their roles are within their jobs, students are likely to struggle and unaware about how to work together. If students are not explicitly thought how to work together cooperatively, they might not naturally have this knowledge. <br />
|-<br />
| Students are not pulling their weight || This is likely to occur, once again, if students are unaware of what their task is or how cooperative learning works. Students may have the understanding that group work is the same as cooperative learning. If student's understanding of cooperative learning is that they are just working with a group, that they don't have to do anything, than it is likely that you may have a hard time getting all students actively involved in their learning. Students have to be made aware of what cooperative learning is if they want to be successful. <br />
|-<br />
| Classroom is out of control || This is likely to occur when students aren't made aware of what the end goal or the point is of the lesson. Students may become out of control due to lack of knowledge as to what they are supposed to be doing, lack of materials to support the learning, or lack of direction. This may be especially evident if those jobs are not assigned to students, as they may lack a leader of the group who is keeping them on task. When students don't know what they should be doing, it is likely the class will get loud and a bit wild. <br />
|-<br />
| The material won't all be covered || This is likely to occur if the students don't receive training prior to instruction on how to work together cooperatively, or, if the teacher fails to fully plan out all components of the lesson. Cooperative Learning activities may take a bit longer to complete than traditional learning styles, and it might not be completed the way that you planned to have it done, but that doesn't mean that the material is not being covered. If the activity is structured in such a way that there is not opportunity for students to learn all the material, this issue will probably arise. <br />
|-<br />
| There isn't enough time || As stated above, cooperative learning takes time. An activity might stretch over a few days, rather than just one or two days. Teachers may feel that there isn't enough time in their schedule to account for the extra days, but if their lessons are concise in that they contain all the necessary knowledge and more, and they have their students practice with cooperative learning, they may find this to be less of an issue. However, if the material is lacking and the students are rushed, they probably will not learn the material effectively, and the teacher will probably have to re-teach them.<br />
|}<br />
<br />
Now that we have a good understanding of situations where these problems arise, we are going to discuss further how to avoid them and what we can do if they come up. Please take a moment to access the google doc and answer the questions for this unit.<br />
<br />
== ''' How Can I Avoid These Bumps? ''' ==<br />
<br />
For many of the bumps and pitfalls that we have discussed, the best way to avoid them is being prepared. If you are prepared with your lessons and materials, than the lesson will go more smoothly. However, if you decide to just throw the students into the lesson, and you are unprepared for what students should be doing, the class may quickly move from some organized chaos to just plain old chaos. Students may begin arguing and fighting, or getting off topic. By being prepared and knowing what materials your students need to be successful, you can avoid many of the pitfalls.<br />
<br />
Another important component involves preparing your students. As we stated earlier in the course, students may need a pre-lesson to get them ready to work cooperatively. Especially if they have never done so before, they may need time to learn the rules, learn what cooperative learning looks like, and learn how to engage with their peers so that everyone is involved, everyone is helping, and everyone is learning. It is the job of the teacher to engage students in their learning, teach them what cooperative learning is and what it looks like, and provide them with everything they need for the lesson. Additionally, students should be made aware of the end goal of the lesson, so that they realize how important everyone's contribution is to group success.<br />
<br />
To avoid groups not working well together, it might be helpful to make the groups beforehand. This way you can decide if you want to group students by ability level or not, and you will have an awareness of groups that will work will together. By teaching students how to work together and how to engage with one another effectively, and you have selected groups that will work will together, you are taking the first step to avoid groups not working well together. Another helpful hint is to prepare students to work in cooperative groups. Provide your students with the knowledge of what to do and what cooperative learning looks like.<br />
<br />
To avoid students who are not pulling their weight in their groups, once again, teach them beforehand what cooperative learning is, and what is expected of them. Ensure that the end goal is clear and students know what their role is in their groups. If students are able to see what they are supposed to be doing and what their job is to help their group get to the finished product, they will realize that they have to contribute as well. Also, while it is important for students to realize that their contributions are crucial for group success, develop a grading system that holds students responsible for their work. This way, students won't be able to get a good grade just because their group members picked up the slack for them.<br />
<br />
To avoid the classroom being out of control, ensure that the learning goal for the lesson is clear and that the students have what they need to be successful. Giving students clear goals and a clear understanding of what is expected of them- as well as a time limit- will help them to focus on their work. Providing jobs to students will also help to keep the students on track and focused, as well as guide them into the direction towards getting their work completed. If students are giving what they need to be successful, and the teacher is circulating and re-directing any groups who are off task, the classroom will remain in control. <br />
<br />
As for avoiding the time limits and not being able to cover all the material, plan out the lesson beforehand and be aware of the time that it is going to take. Make sure that you are utilizing the time efficiently, by allowing students enough time to get done what they need to do and they aren't spending time off topic. If you plan out your lesson beforehand and take the time to prepare all the necessary materials, you can see how long it will take and what exactly will get covered. <br />
<br />
Source: Instructional Innovation Network<br />
<br />
Now that we have gone over some steps to take to avoid the downfalls to cooperative learning, we are going to go over what we can do if we notice them happening in our classroom.<br />
<br />
== ''' What Should I do if I Hit a Bump? ''' ==<br />
<br />
If while you are teaching your lesson you realize that things are going wrong and the lesson isn't turning out the way you wanted it to, it may be necessary to stop and reflect on what is going wrong and why it is happening. If groups aren't working well together or students aren't pulling their weight, step in and redirect them. Let the students know that you are watching them and this is still teaching/learning time. Even though students are so actively engaged in their learning, you need to make them aware that you are there not only to support and guide them if they get lost, but to refocus their attention. By redirecting students or intervening when groups of struggling, you can help to set students on the right track.<br />
<br />
If groups are struggling to work together, students aren't doing their part, or, the classroom is out of control, take time to reteach them cooperative learning strategies. Perhaps do a cooperative game with them that allows them to engage with their group members and work together. Get the students comfortable with their groups and reteach them what their task is and what they are doing.<br />
<br />
As with any lesson that isn't working out, you may have to end the learning for the day and come back to it later. It may be that the material is too hard for the students, or there isn't enough there for them to learn off of. It might be an issue of students not knowing what they should be doing. It is not necessary to let a lesson go on if it isn't working. This might be wasting more time. Rather, take time to reflect on what was going wrong, look at the materials again, and receive feedback from your students, which will help you to find places of struggle.<br />
<br />
Now that we have analyzed the barriers of cooperative learning, please refer to the google doc and answer the questions for this lesson.<br />
<br />
== ''' Before Moving On... ''' ==<br />
<br />
In this lesson, we analyzed the barriers to cooperative learning and thought about why they were occurring. We took the time to build our toolbox and fill it with information about how to avoid common pitfalls and what to do if they arise. This unit served as a way for us to incorporate cooperative learning effectively into our classroom, and figure out ways to help the lesson run smoothly. In the next unit, we are going to put our knowledge to the test and analyze situations where cooperative learning either didn't work and what we would have done differently, and rework a lesson that did not use cooperative learning. Before moving on to the next unit, please complete the Unit 3 Assessment.<br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSdtPWUZjZV5Nr_kc_Q_0utleBCgDDUii-m_ayTxcN693y1bFQ/viewform Unit 3 Assessment]<br />
<br />
[[What Are the Pros & Cons?|Return to Lesson 1]] or, Click to go Unit 4: [[ Practice Utilizing Cooperative Learning ]]<br />
<br />
[[Advantages & Disadvantages of Cooperative Learning|Return to Unit Homepage]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
Instructional Innovation Network. (2008, May 19). ''Fifteen common mistakes in using cooperative learning- and what to do about them.'' Retrieved from: http://cpd.suny.edu/files/mistakes.htm<br />
<br />
'''Additional Information''' <br />
<br />
[http://eds-courses.ucsd.edu//tep129/coophandouts/Pitfalls.pdf Read More about Pitfalls to Cooperative Learning]<br />
<br />
[http://brandongaille.com/8-pros-and-cons-of-cooperative-learning/ More on Pros & Cons]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=How_Can_I_Avoid_%26_Overcome_the_Barriers%3F&diff=117925How Can I Avoid & Overcome the Barriers?2016-12-14T00:57:08Z<p>Mollybennett: /* How Can I Avoid These Bumps? */</p>
<hr />
<div>== ''' What Will I See in This Lesson? ''' ==<br />
<br />
In the previous lesson, we learned about examples of the advantages and disadvantages to cooperative learning. In this lesson, we are going to dive into the bumps in the roads that can come with cooperative learning. To help us to learn how to successfully integrate cooperative learning, we are going to discuss situations where these bumps might arise, what we can do to avoid them, and what we should do if they are already occurring in our classrooms during our lessons. In essence, this lesson is going to help us to build our toolboxes to help to have successful integration into cooperative learning.<br />
<br />
Please have the google doc open to grow your understanding.<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google Doc]<br />
<br />
== ''' Review of the Bumps in The Road ''' ==<br />
<br />
To start, we are going to go back and review examples of bumps in the road that could arise with cooperative learning. In essence, the bumps in the road that teachers commonly see with cooperative learning include:<br />
<br />
* The group is not working together well<br />
<br />
* Students aren't sharing the workload<br />
<br />
* Lack of classroom management/the room is out of control<br />
<br />
* The teacher cannot cover all the material <br />
<br />
* There is not enough time to get everything done<br />
<br />
These bumps can occur for a variety of reason, some of which we stated in the previous lesson. Please take a moment to review the google doc from the previous lesson. In the next section, we will move on and review situations/settings where these problems may arise. Continuing on, we are going to begin to build our toolbox and discover ways to prevent them, things to change, and things to do to help avoid/encounter the bumps in the road.<br />
<br />
== ''' Thinking of Situations/Settings ''' ==<br />
<br />
We have talked about reasons why cooperative learning may not be successful, but in this section we are going to think of situations and settings where the barriers to cooperative learning are likely to occur. We will use the ones that we discussed in the previous lesson to discuss the cases and situations. Think of these next few situations as an analysis. We are going to analyze what is going on in the classroom that is leading to issues. Let's get started.<br />
<br />
{| class="wikitable"<br />
|-<br />
! What's the problem? !! Why is happening? What's the situation? <br />
|-<br />
| Group is not working well together || This is likely to occur when students are unfamiliar with cooperative learning and how to work together cooperatively. Additionally, if students are unfamiliar with their jobs, or if jobs were not assigned to them, it is likely that there will be issues with their groups. When students don't know what is expected of them, or if they don't understand what their roles are within their jobs, students are likely to struggle and unaware about how to work together. If students are not explicitly thought how to work together cooperatively, they might not naturally have this knowledge. <br />
|-<br />
| Students are not pulling their weight || This is likely to occur, once again, if students are unaware of what their task is or how cooperative learning works. Students may have the understanding that group work is the same as cooperative learning. If student's understanding of cooperative learning is that they are just working with a group, that they don't have to do anything, than it is likely that you may have a hard time getting all students actively involved in their learning. Students have to be made aware of what cooperative learning is if they want to be successful. <br />
|-<br />
| Classroom is out of control || This is likely to occur when students aren't made aware of what the end goal or the point is of the lesson. Students may become out of control due to lack of knowledge as to what they are supposed to be doing, lack of materials to support the learning, or lack of direction. This may be especially evident if those jobs are not assigned to students, as they may lack a leader of the group who is keeping them on task. When students don't know what they should be doing, it is likely the class will get loud and a bit wild. <br />
|-<br />
| The material won't all be covered || This is likely to occur if the students don't receive training prior to instruction on how to work together cooperatively, or, if the teacher fails to fully plan out all components of the lesson. Cooperative Learning activities may take a bit longer to complete than traditional learning styles, and it might not be completed the way that you planned to have it done, but that doesn't mean that the material is not being covered. If the activity is structured in such a way that there is not opportunity for students to learn all the material, this issue will probably arise. <br />
|-<br />
| There isn't enough time || As stated above, cooperative learning takes time. An activity might stretch over a few days, rather than just one or two days. Teachers may feel that there isn't enough time in their schedule to account for the extra days, but if their lessons are concise in that they contain all the necessary knowledge and more, and they have their students practice with cooperative learning, they may find this to be less of an issue. However, if the material is lacking and the students are rushed, they probably will not learn the material effectively, and the teacher will probably have to re-teach them.<br />
|}<br />
<br />
Now that we have a good understanding of situations where these problems arise, we are going to discuss further how to avoid them and what we can do if they come up. Please take a moment to access the google doc and answer the questions for this unit.<br />
<br />
== ''' How Can I Avoid These Bumps? ''' ==<br />
<br />
For many of the bumps and pitfalls that we have discussed, the best way to avoid them is being prepared. If you are prepared with your lessons and materials, than the lesson will go more smoothly. However, if you decide to just throw the students into the lesson, and you are unprepared for what students should be doing, the class may quickly move from some organized chaos to just plain old chaos. Students may begin arguing and fighting, or getting off topic. By being prepared and knowing what materials your students need to be successful, you can avoid many of the pitfalls.<br />
<br />
Another important component involves preparing your students. As we stated earlier in the course, students may need a pre-lesson to get them ready to work cooperatively. Especially if they have never done so before, they may need time to learn the rules, learn what cooperative learning looks like, and learn how to engage with their peers so that everyone is involved, everyone is helping, and everyone is learning. It is the job of the teacher to engage students in their learning, teach them what cooperative learning is and what it looks like, and provide them with everything they need for the lesson. Additionally, students should be made aware of the end goal of the lesson, so that they realize how important everyone's contribution is to group success.<br />
<br />
To avoid groups not working well together, it might be helpful to make the groups beforehand. This way you can decide if you want to group students by ability level or not, and you will have an awareness of groups that will work will together. By teaching students how to work together and how to engage with one another effectively, and you have selected groups that will work will together, you are taking the first step to avoid groups not working well together. Another helpful hint is to prepare students to work in cooperative groups. Provide your students with the knowledge of what to do and what cooperative learning looks like.<br />
<br />
To avoid students who are not pulling their weight in their groups, once again, teach them beforehand what cooperative learning is, and what is expected of them. Ensure that the end goal is clear and students know what their role is in their groups. If students are able to see what they are supposed to be doing and what their job is to help their group get to the finished product, they will realize that they have to contribute as well. Also, while it is important for students to realize that their contributions are crucial for group success, develop a grading system that holds students responsible for their work. This way, students won't be able to get a good grade just because their group members picked up the slack for them.<br />
<br />
To avoid the classroom being out of control, ensure that the learning goal for the lesson is clear and that the students have what they need to be successful. Giving students clear goals and a clear understanding of what is expected of them- as well as a time limit- will help them to focus on their work. Providing jobs to students will also help to keep the students on track and focused, as well as guide them into the direction towards getting their work completed. If students are giving what they need to be successful, and the teacher is circulating and re-directing any groups who are off task, the classroom will remain in control. <br />
<br />
As for avoiding the time limits and not being able to cover all the material, plan out the lesson beforehand and be aware of the time that it is going to take. Make sure that you are utilizing the time efficiently, by allowing students enough time to get done what they need to do and they aren't spending time off topic. If you plan out your lesson beforehand and take the time to prepare all the necessary materials, you can see how long it will take and what exactly will get covered. <br />
<br />
Source: Instructional Innovation Network<br />
<br />
Now that we have gone over some steps to take to avoid the downfalls to cooperative learning, we are going to go over what we can do if we notice them happening in our classroom.<br />
<br />
== ''' What Should I do if I Hit a Bump? ''' ==<br />
<br />
If while you are teaching your lesson you realize that things are going wrong and the lesson isn't turning out the way you wanted it to, it may be necessary to stop and reflect on what is going wrong and why it is happening. If groups aren't working well together or students aren't pulling their weight, step in a redirect them. Let the students know that you are watching them and this is still teaching/learning time. Even though students are so actively engaged in their learning, you need to make them aware that you are there not only to support and guide them if they get lost, but to refocus their attention. By redirecting students or intervening when groups of struggling, you can help to set students on the right track.<br />
<br />
If groups are struggling to work together, students aren't doing their part, or, the classroom is out of control, take time to reteach them cooperative learning strategies. Perhaps do a cooperative game with them that allows them to engage with their group members and work together. Get the students comfortable with their groups and reteach them what their task is and what they are doing.<br />
<br />
As with any lesson that isn't working out, you may have to end the learning for the day and come back to it later. It may be that the material is too hard for the students, or there isn't enough there for them to learn off of. It might be an issue of students not knowing what they should be doing. It is not necessary to let a lesson go on if it isn't working. This might be wasting more time. Rather, take time to reflect on what was going wrong, look at the materials again, and receive feedback from your students, which will help you to find places of struggle.<br />
<br />
Now that we have analyzed the barriers of cooperative learning, please refer to the google doc and answer the questions for this lesson.<br />
<br />
== ''' Before Moving On... ''' ==<br />
<br />
In this lesson, we analyzed the barriers to cooperative learning and thought about why they were occurring. We took the time to build our toolbox and fill it with information about how to avoid common pitfalls and what to do if they arise. This unit served as a way for us to incorporate cooperative learning effectively into our classroom, and figure out ways to help the lesson run smoothly. In the next unit, we are going to put our knowledge to the test and analyze situations where cooperative learning either didn't work and what we would have done differently, and rework a lesson that did not use cooperative learning. Before moving on to the next unit, please complete the Unit 3 Assessment.<br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSdtPWUZjZV5Nr_kc_Q_0utleBCgDDUii-m_ayTxcN693y1bFQ/viewform Unit 3 Assessment]<br />
<br />
[[What Are the Pros & Cons?|Return to Lesson 1]] or, Click to go Unit 4: [[ Practice Utilizing Cooperative Learning ]]<br />
<br />
[[Advantages & Disadvantages of Cooperative Learning|Return to Unit Homepage]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
Instructional Innovation Network. (2008, May 19). ''Fifteen common mistakes in using cooperative learning- and what to do about them.'' Retrieved from: http://cpd.suny.edu/files/mistakes.htm<br />
<br />
'''Additional Information''' <br />
<br />
[http://eds-courses.ucsd.edu//tep129/coophandouts/Pitfalls.pdf Read More about Pitfalls to Cooperative Learning]<br />
<br />
[http://brandongaille.com/8-pros-and-cons-of-cooperative-learning/ More on Pros & Cons]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=How_Can_I_Avoid_%26_Overcome_the_Barriers%3F&diff=117922How Can I Avoid & Overcome the Barriers?2016-12-14T00:55:49Z<p>Mollybennett: /* Review of the Bumps in The Road */</p>
<hr />
<div>== ''' What Will I See in This Lesson? ''' ==<br />
<br />
In the previous lesson, we learned about examples of the advantages and disadvantages to cooperative learning. In this lesson, we are going to dive into the bumps in the roads that can come with cooperative learning. To help us to learn how to successfully integrate cooperative learning, we are going to discuss situations where these bumps might arise, what we can do to avoid them, and what we should do if they are already occurring in our classrooms during our lessons. In essence, this lesson is going to help us to build our toolboxes to help to have successful integration into cooperative learning.<br />
<br />
Please have the google doc open to grow your understanding.<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google Doc]<br />
<br />
== ''' Review of the Bumps in The Road ''' ==<br />
<br />
To start, we are going to go back and review examples of bumps in the road that could arise with cooperative learning. In essence, the bumps in the road that teachers commonly see with cooperative learning include:<br />
<br />
* The group is not working together well<br />
<br />
* Students aren't sharing the workload<br />
<br />
* Lack of classroom management/the room is out of control<br />
<br />
* The teacher cannot cover all the material <br />
<br />
* There is not enough time to get everything done<br />
<br />
These bumps can occur for a variety of reason, some of which we stated in the previous lesson. Please take a moment to review the google doc from the previous lesson. In the next section, we will move on and review situations/settings where these problems may arise. Continuing on, we are going to begin to build our toolbox and discover ways to prevent them, things to change, and things to do to help avoid/encounter the bumps in the road.<br />
<br />
== ''' Thinking of Situations/Settings ''' ==<br />
<br />
We have talked about reasons why cooperative learning may not be successful, but in this section we are going to think of situations and settings where the barriers to cooperative learning are likely to occur. We will use the ones that we discussed in the previous lesson to discuss the cases and situations. Think of these next few situations as an analysis. We are going to analyze what is going on in the classroom that is leading to issues. Let's get started.<br />
<br />
{| class="wikitable"<br />
|-<br />
! What's the problem? !! Why is happening? What's the situation? <br />
|-<br />
| Group is not working well together || This is likely to occur when students are unfamiliar with cooperative learning and how to work together cooperatively. Additionally, if students are unfamiliar with their jobs, or if jobs were not assigned to them, it is likely that there will be issues with their groups. When students don't know what is expected of them, or if they don't understand what their roles are within their jobs, students are likely to struggle and unaware about how to work together. If students are not explicitly thought how to work together cooperatively, they might not naturally have this knowledge. <br />
|-<br />
| Students are not pulling their weight || This is likely to occur, once again, if students are unaware of what their task is or how cooperative learning works. Students may have the understanding that group work is the same as cooperative learning. If student's understanding of cooperative learning is that they are just working with a group, that they don't have to do anything, than it is likely that you may have a hard time getting all students actively involved in their learning. Students have to be made aware of what cooperative learning is if they want to be successful. <br />
|-<br />
| Classroom is out of control || This is likely to occur when students aren't made aware of what the end goal or the point is of the lesson. Students may become out of control due to lack of knowledge as to what they are supposed to be doing, lack of materials to support the learning, or lack of direction. This may be especially evident if those jobs are not assigned to students, as they may lack a leader of the group who is keeping them on task. When students don't know what they should be doing, it is likely the class will get loud and a bit wild. <br />
|-<br />
| The material won't all be covered || This is likely to occur if the students don't receive training prior to instruction on how to work together cooperatively, or, if the teacher fails to fully plan out all components of the lesson. Cooperative Learning activities may take a bit longer to complete than traditional learning styles, and it might not be completed the way that you planned to have it done, but that doesn't mean that the material is not being covered. If the activity is structured in such a way that there is not opportunity for students to learn all the material, this issue will probably arise. <br />
|-<br />
| There isn't enough time || As stated above, cooperative learning takes time. An activity might stretch over a few days, rather than just one or two days. Teachers may feel that there isn't enough time in their schedule to account for the extra days, but if their lessons are concise in that they contain all the necessary knowledge and more, and they have their students practice with cooperative learning, they may find this to be less of an issue. However, if the material is lacking and the students are rushed, they probably will not learn the material effectively, and the teacher will probably have to re-teach them.<br />
|}<br />
<br />
Now that we have a good understanding of situations where these problems arise, we are going to discuss further how to avoid them and what we can do if they come up. Please take a moment to access the google doc and answer the questions for this unit.<br />
<br />
== ''' How Can I Avoid These Bumps? ''' ==<br />
<br />
For many of the bumps and pitfalls that we have discussed, the best way to avoid them is being prepared. If you are prepared with your lessons and materials, than the lesson will go more smoothly. However, if you decide to just throw the students into the lesson, and you are unprepared for what students should be doing, the class may quickly move from some organized chaos to just plain old chaos. Students may begin arguing and fighting, or getting off topic. By being prepared and knowing what materials your students need to be successful, you can avoid many of the pitfalls.<br />
<br />
Another important component involves preparing your students. As we stated earlier in the course, students may need a pre-lesson to get them ready to work cooperatively. Especially if they have never done so before, they may need time to learn the rules, learn what cooperative learning looks like, and learn how to engage with their peers so that everyone is involved, everyone is helping, and everyone is learning. It is the job of the teacher to engage students in their learning, teach them what cooperative is and what it looks like, and provide them with everything they need for the lesson. Additionally, students should be made aware of the end goal of the lesson, so that they realize how important everyone's contribution is to group success.<br />
<br />
To avoid groups not working well together, it might be helpful to make the groups beforehand. This way you can decide if you want to group students by ability level or not, and you will have an awareness of groups that will work will together. By teaching students how to work together and how to engage with one another effectively, and you have selected groups that will work will together, you are taking the first step to avoid groups not working well together. Another helpful hint is to prepare students to work in cooperative groups. Provide your students with the knowledge of what to do and what cooperative learning looks like.<br />
<br />
To avoid students who are not pulling their weight in their groups, once again, teach them beforehand what cooperative learning is, and what is expected of them. Ensure that the end goal is clear and students know what their role is in their groups. If students are able to see what they are supposed to be doing and what their job is to help their group get to the finished product, they will realize that they have to contribute as well. Also, while it is important for students to realize that their contributions are crucial for group success, develop a grading system that holds students responsible for their work. This way, students won't be able to get a good grade just because their group members picked up the slack for them.<br />
<br />
To avoid the classroom being out of control, ensure that the learning goal for the lesson is clear and that the students have what they need to be successful. Giving students clear goals and a clear understanding of what is expected of them- as well as a time limit- will help them to focus on their work. Providing jobs to students will also help to keep the students on track and focused, as well as guide them into the direction towards getting their work completed. If students are giving what they need to be successful, and the teacher is circulating and re-directing any groups who are off task, the classroom will remain in control. <br />
<br />
As for avoiding the time limits and not being able to cover all the material, plan out the lesson beforehand and be aware of the time that it is going to take. Make sure that you are utilizing the time efficiently, by allowing students enough time to get done what they need to do and they aren't spending time off topic. If you plan out your lesson beforehand and take the time to prepare all the necessary materials, you can see how long it will take and what exactly will get covered. <br />
<br />
Source: Instructional Innovation Network<br />
<br />
Now that we have gone over some steps to take to avoid the downfalls to cooperative learning, we are going to go over what we can do if we notice them happening in our classroom.<br />
<br />
== ''' What Should I do if I Hit a Bump? ''' ==<br />
<br />
If while you are teaching your lesson you realize that things are going wrong and the lesson isn't turning out the way you wanted it to, it may be necessary to stop and reflect on what is going wrong and why it is happening. If groups aren't working well together or students aren't pulling their weight, step in a redirect them. Let the students know that you are watching them and this is still teaching/learning time. Even though students are so actively engaged in their learning, you need to make them aware that you are there not only to support and guide them if they get lost, but to refocus their attention. By redirecting students or intervening when groups of struggling, you can help to set students on the right track.<br />
<br />
If groups are struggling to work together, students aren't doing their part, or, the classroom is out of control, take time to reteach them cooperative learning strategies. Perhaps do a cooperative game with them that allows them to engage with their group members and work together. Get the students comfortable with their groups and reteach them what their task is and what they are doing.<br />
<br />
As with any lesson that isn't working out, you may have to end the learning for the day and come back to it later. It may be that the material is too hard for the students, or there isn't enough there for them to learn off of. It might be an issue of students not knowing what they should be doing. It is not necessary to let a lesson go on if it isn't working. This might be wasting more time. Rather, take time to reflect on what was going wrong, look at the materials again, and receive feedback from your students, which will help you to find places of struggle.<br />
<br />
Now that we have analyzed the barriers of cooperative learning, please refer to the google doc and answer the questions for this lesson.<br />
<br />
== ''' Before Moving On... ''' ==<br />
<br />
In this lesson, we analyzed the barriers to cooperative learning and thought about why they were occurring. We took the time to build our toolbox and fill it with information about how to avoid common pitfalls and what to do if they arise. This unit served as a way for us to incorporate cooperative learning effectively into our classroom, and figure out ways to help the lesson run smoothly. In the next unit, we are going to put our knowledge to the test and analyze situations where cooperative learning either didn't work and what we would have done differently, and rework a lesson that did not use cooperative learning. Before moving on to the next unit, please complete the Unit 3 Assessment.<br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSdtPWUZjZV5Nr_kc_Q_0utleBCgDDUii-m_ayTxcN693y1bFQ/viewform Unit 3 Assessment]<br />
<br />
[[What Are the Pros & Cons?|Return to Lesson 1]] or, Click to go Unit 4: [[ Practice Utilizing Cooperative Learning ]]<br />
<br />
[[Advantages & Disadvantages of Cooperative Learning|Return to Unit Homepage]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
Instructional Innovation Network. (2008, May 19). ''Fifteen common mistakes in using cooperative learning- and what to do about them.'' Retrieved from: http://cpd.suny.edu/files/mistakes.htm<br />
<br />
'''Additional Information''' <br />
<br />
[http://eds-courses.ucsd.edu//tep129/coophandouts/Pitfalls.pdf Read More about Pitfalls to Cooperative Learning]<br />
<br />
[http://brandongaille.com/8-pros-and-cons-of-cooperative-learning/ More on Pros & Cons]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=How_Can_I_Avoid_%26_Overcome_the_Barriers%3F&diff=117921How Can I Avoid & Overcome the Barriers?2016-12-14T00:55:30Z<p>Mollybennett: /* What Will I See in This Lesson? */</p>
<hr />
<div>== ''' What Will I See in This Lesson? ''' ==<br />
<br />
In the previous lesson, we learned about examples of the advantages and disadvantages to cooperative learning. In this lesson, we are going to dive into the bumps in the roads that can come with cooperative learning. To help us to learn how to successfully integrate cooperative learning, we are going to discuss situations where these bumps might arise, what we can do to avoid them, and what we should do if they are already occurring in our classrooms during our lessons. In essence, this lesson is going to help us to build our toolboxes to help to have successful integration into cooperative learning.<br />
<br />
Please have the google doc open to grow your understanding.<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google Doc]<br />
<br />
== ''' Review of the Bumps in The Road ''' ==<br />
<br />
To start, we are going to go back and review examples of bumps in the road that could arise with cooperative learning. In essence, the bumps in the road that teachers commonly see with cooperative learning include:<br />
<br />
* The group is not working together well<br />
<br />
* Students aren't sharing the workload<br />
<br />
* Lack of classroom management/the room is out of control<br />
<br />
* The teahcer cannot cover all the material <br />
<br />
* There is not enough time to get everything done<br />
<br />
These bumps can occur for a variety of reason, some of which we stated in the previous lesson. Please take a moment to review the google doc from the previous lesson. In the next section, we will move on and review situations/settings where these problems may arise. Continuing on, we are going to begin to build our toolbox and discover ways to prevent them, things to change, and things to do to help avoid/encounter the bumps in the road.<br />
<br />
== ''' Thinking of Situations/Settings ''' ==<br />
<br />
We have talked about reasons why cooperative learning may not be successful, but in this section we are going to think of situations and settings where the barriers to cooperative learning are likely to occur. We will use the ones that we discussed in the previous lesson to discuss the cases and situations. Think of these next few situations as an analysis. We are going to analyze what is going on in the classroom that is leading to issues. Let's get started.<br />
<br />
{| class="wikitable"<br />
|-<br />
! What's the problem? !! Why is happening? What's the situation? <br />
|-<br />
| Group is not working well together || This is likely to occur when students are unfamiliar with cooperative learning and how to work together cooperatively. Additionally, if students are unfamiliar with their jobs, or if jobs were not assigned to them, it is likely that there will be issues with their groups. When students don't know what is expected of them, or if they don't understand what their roles are within their jobs, students are likely to struggle and unaware about how to work together. If students are not explicitly thought how to work together cooperatively, they might not naturally have this knowledge. <br />
|-<br />
| Students are not pulling their weight || This is likely to occur, once again, if students are unaware of what their task is or how cooperative learning works. Students may have the understanding that group work is the same as cooperative learning. If student's understanding of cooperative learning is that they are just working with a group, that they don't have to do anything, than it is likely that you may have a hard time getting all students actively involved in their learning. Students have to be made aware of what cooperative learning is if they want to be successful. <br />
|-<br />
| Classroom is out of control || This is likely to occur when students aren't made aware of what the end goal or the point is of the lesson. Students may become out of control due to lack of knowledge as to what they are supposed to be doing, lack of materials to support the learning, or lack of direction. This may be especially evident if those jobs are not assigned to students, as they may lack a leader of the group who is keeping them on task. When students don't know what they should be doing, it is likely the class will get loud and a bit wild. <br />
|-<br />
| The material won't all be covered || This is likely to occur if the students don't receive training prior to instruction on how to work together cooperatively, or, if the teacher fails to fully plan out all components of the lesson. Cooperative Learning activities may take a bit longer to complete than traditional learning styles, and it might not be completed the way that you planned to have it done, but that doesn't mean that the material is not being covered. If the activity is structured in such a way that there is not opportunity for students to learn all the material, this issue will probably arise. <br />
|-<br />
| There isn't enough time || As stated above, cooperative learning takes time. An activity might stretch over a few days, rather than just one or two days. Teachers may feel that there isn't enough time in their schedule to account for the extra days, but if their lessons are concise in that they contain all the necessary knowledge and more, and they have their students practice with cooperative learning, they may find this to be less of an issue. However, if the material is lacking and the students are rushed, they probably will not learn the material effectively, and the teacher will probably have to re-teach them.<br />
|}<br />
<br />
Now that we have a good understanding of situations where these problems arise, we are going to discuss further how to avoid them and what we can do if they come up. Please take a moment to access the google doc and answer the questions for this unit.<br />
<br />
== ''' How Can I Avoid These Bumps? ''' ==<br />
<br />
For many of the bumps and pitfalls that we have discussed, the best way to avoid them is being prepared. If you are prepared with your lessons and materials, than the lesson will go more smoothly. However, if you decide to just throw the students into the lesson, and you are unprepared for what students should be doing, the class may quickly move from some organized chaos to just plain old chaos. Students may begin arguing and fighting, or getting off topic. By being prepared and knowing what materials your students need to be successful, you can avoid many of the pitfalls.<br />
<br />
Another important component involves preparing your students. As we stated earlier in the course, students may need a pre-lesson to get them ready to work cooperatively. Especially if they have never done so before, they may need time to learn the rules, learn what cooperative learning looks like, and learn how to engage with their peers so that everyone is involved, everyone is helping, and everyone is learning. It is the job of the teacher to engage students in their learning, teach them what cooperative is and what it looks like, and provide them with everything they need for the lesson. Additionally, students should be made aware of the end goal of the lesson, so that they realize how important everyone's contribution is to group success.<br />
<br />
To avoid groups not working well together, it might be helpful to make the groups beforehand. This way you can decide if you want to group students by ability level or not, and you will have an awareness of groups that will work will together. By teaching students how to work together and how to engage with one another effectively, and you have selected groups that will work will together, you are taking the first step to avoid groups not working well together. Another helpful hint is to prepare students to work in cooperative groups. Provide your students with the knowledge of what to do and what cooperative learning looks like.<br />
<br />
To avoid students who are not pulling their weight in their groups, once again, teach them beforehand what cooperative learning is, and what is expected of them. Ensure that the end goal is clear and students know what their role is in their groups. If students are able to see what they are supposed to be doing and what their job is to help their group get to the finished product, they will realize that they have to contribute as well. Also, while it is important for students to realize that their contributions are crucial for group success, develop a grading system that holds students responsible for their work. This way, students won't be able to get a good grade just because their group members picked up the slack for them.<br />
<br />
To avoid the classroom being out of control, ensure that the learning goal for the lesson is clear and that the students have what they need to be successful. Giving students clear goals and a clear understanding of what is expected of them- as well as a time limit- will help them to focus on their work. Providing jobs to students will also help to keep the students on track and focused, as well as guide them into the direction towards getting their work completed. If students are giving what they need to be successful, and the teacher is circulating and re-directing any groups who are off task, the classroom will remain in control. <br />
<br />
As for avoiding the time limits and not being able to cover all the material, plan out the lesson beforehand and be aware of the time that it is going to take. Make sure that you are utilizing the time efficiently, by allowing students enough time to get done what they need to do and they aren't spending time off topic. If you plan out your lesson beforehand and take the time to prepare all the necessary materials, you can see how long it will take and what exactly will get covered. <br />
<br />
Source: Instructional Innovation Network<br />
<br />
Now that we have gone over some steps to take to avoid the downfalls to cooperative learning, we are going to go over what we can do if we notice them happening in our classroom.<br />
<br />
== ''' What Should I do if I Hit a Bump? ''' ==<br />
<br />
If while you are teaching your lesson you realize that things are going wrong and the lesson isn't turning out the way you wanted it to, it may be necessary to stop and reflect on what is going wrong and why it is happening. If groups aren't working well together or students aren't pulling their weight, step in a redirect them. Let the students know that you are watching them and this is still teaching/learning time. Even though students are so actively engaged in their learning, you need to make them aware that you are there not only to support and guide them if they get lost, but to refocus their attention. By redirecting students or intervening when groups of struggling, you can help to set students on the right track.<br />
<br />
If groups are struggling to work together, students aren't doing their part, or, the classroom is out of control, take time to reteach them cooperative learning strategies. Perhaps do a cooperative game with them that allows them to engage with their group members and work together. Get the students comfortable with their groups and reteach them what their task is and what they are doing.<br />
<br />
As with any lesson that isn't working out, you may have to end the learning for the day and come back to it later. It may be that the material is too hard for the students, or there isn't enough there for them to learn off of. It might be an issue of students not knowing what they should be doing. It is not necessary to let a lesson go on if it isn't working. This might be wasting more time. Rather, take time to reflect on what was going wrong, look at the materials again, and receive feedback from your students, which will help you to find places of struggle.<br />
<br />
Now that we have analyzed the barriers of cooperative learning, please refer to the google doc and answer the questions for this lesson.<br />
<br />
== ''' Before Moving On... ''' ==<br />
<br />
In this lesson, we analyzed the barriers to cooperative learning and thought about why they were occurring. We took the time to build our toolbox and fill it with information about how to avoid common pitfalls and what to do if they arise. This unit served as a way for us to incorporate cooperative learning effectively into our classroom, and figure out ways to help the lesson run smoothly. In the next unit, we are going to put our knowledge to the test and analyze situations where cooperative learning either didn't work and what we would have done differently, and rework a lesson that did not use cooperative learning. Before moving on to the next unit, please complete the Unit 3 Assessment.<br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSdtPWUZjZV5Nr_kc_Q_0utleBCgDDUii-m_ayTxcN693y1bFQ/viewform Unit 3 Assessment]<br />
<br />
[[What Are the Pros & Cons?|Return to Lesson 1]] or, Click to go Unit 4: [[ Practice Utilizing Cooperative Learning ]]<br />
<br />
[[Advantages & Disadvantages of Cooperative Learning|Return to Unit Homepage]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
Instructional Innovation Network. (2008, May 19). ''Fifteen common mistakes in using cooperative learning- and what to do about them.'' Retrieved from: http://cpd.suny.edu/files/mistakes.htm<br />
<br />
'''Additional Information''' <br />
<br />
[http://eds-courses.ucsd.edu//tep129/coophandouts/Pitfalls.pdf Read More about Pitfalls to Cooperative Learning]<br />
<br />
[http://brandongaille.com/8-pros-and-cons-of-cooperative-learning/ More on Pros & Cons]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=What_Are_the_Pros_%26_Cons%3F&diff=117918What Are the Pros & Cons?2016-12-14T00:54:25Z<p>Mollybennett: /* Let's Talk About the Positives! */</p>
<hr />
<div>== '''What Will We See in This Lesson?''' ==<br />
<br />
This lesson is going to focus on the pros & cons of cooperative learning. While we would love to think that everything we do is going to turn out exactly as expected, as an educator, we know that isn't always the case. So in this lesson, we are going to prepare ourselves for what could go wrong in our lessons. Knowing this, we will be able to start to work towards strategies to prevent these issues before they arise.<br />
<br />
By the end of this lesson you should be able to list pros and cons of cooperative learning, and begin analyzing them in regards to the cooperative learning strategies we have learned in the previous unit.<br />
<br />
Once again, please have the google doc open in a separate window to be prepared to add to it as we go through the lesson.<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit Link to Google Doc]<br />
<br />
== '''What Are the Pros & Cons?''' ==<br />
<br />
To start, please read the following article from Spencer Kagan detailing 17 Pros & Cons of Cooperative Learning. While you are reading this, please starting thinking about the pros & cons in regards what we have already learned. This will allow you to start thinking of ways to overcome the cons. Additionally, think of the items on this list in association with the learning strategies we have learned about. <br />
<br />
[http://www.kaganonline.com/free_articles/dr_spencer_kagan/259/Cooperative-Learning-Seventeen-Pros-and-Seventeen-Cons-Plus-Ten-Tips-for-Success Kagan- Pros & Cons to Cooperative Learning]<br />
<br />
As seen in the article, many of the cons associated with cooperative learning come from lack of social skills or lack of knowledge associated with how to learn cooperatively and work with one another. Please take a minute to think about how lack of social skills or knowledge of how to work together cooperatively would affect students when utilizing the cooperative learning strategies we learned about in Unit 2. Please refer to the google doc and fill out your responses.<br />
<br />
== '''Let's Talk About the Positives!''' ==<br />
<br />
To continue our lesson on the pros & cons of cooperative learning, we are going to start with the positives. In this section, we are going to discuss some of the positive aspects of cooperative learning and why they are positive. Think: why it is useful to utilize cooperative learning strategies in your lessons, how it can help your students, and how it can help you. <br />
<br />
Some benefits to cooperative learning include:<br />
<br />
* '''Promotes Critical Thinking'''- students are being asked to come up with the answers to questions through discussion and collaboration, necessitating them to think deeply about the questions being asked and look at them in a new light.<br />
<br />
* '''Students are actively involved in their learning'''- students are the ones being asked to come up with the answers to the questions and they are learning by working with one another. The teacher isn't the only one delivering information to the students; they are learning through working together and investigating around the classroom.<br />
<br />
* '''Deep learning can occur'''- learning is occurring at a deeper level because students are actively reflecting on their learning as it is occurring. Since frequently they are being asked to engage others and teach what they learned, the knowledge has to be learned at a deep enough level that they can, in turn, teach it to another group member. <br />
<br />
* '''Learning communities are developed'''- students get used to working in pairs or in groups, which helps to develop a sense of unity in the classroom. Learning communities form where students support one another's learning and engage each other in the learning process. Students become aware that they can support and help out their group members, and students begin to feel comfortable working in these groups.<br />
<br />
* '''Students learn appropriate problem solving techniques'''- since students are placed in situations where they are responsible for their learning, there may be times where they have to problem solve within their group. Students are taught how to problem solve within their group, and with practice, they are able to see what works and what helps them to have the most success.<br />
<br />
* '''Students gain from each other's efforts'''- students begin to realize the benefits of working together and being held accountable. If a group member isn't doing their part, than the whole group suffers. On the opposite end, students who work hard within their group can see the group progress and how much they can learn and grow from their group members.<br />
<br />
'''(List adapted from Teacher to Teacher UK)<br />
<br />
While this list only contained a few examples of the positives of cooperative learning, you can refer to the following website which lists other benefits to cooperative learning. While you are looking at this list, think of why these benefits are in fact, beneficial to the student.<br />
<br />
[http://tutorials.istudy.psu.edu/cooperativelearning/cooperativelearning6.html Cooperative Learning Benefits]<br />
<br />
== '''Let's Think About the Potential Bumps''' ==<br />
<br />
Now that we've talked about the positives and read about some potential bumps in the road, we are going to use this part of the lesson to engage deeper as to what are some potential bumps we might face, and why they may occur. The next lesson in this unit is going to focus more on methods to overcome these bumps that can lead to successful integration of cooperative learning into the classroom.<br />
<br />
List adapted from Christine Bartsch (2016) and Instructional Innovation Network (2008). <br />
<br />
* '''This group does not work well together'''- if the students in your groups are not working well together, there is a good chance that nothing is getting done. Students may be unfocused and distracted, or arguing over who is going to what parts of the lesson. Students may end up spending so much time arguing- or socializing- that nothing gets done. This could occur if there was a lack of instruction or knowledge about the task, or, if students are new to cooperative learning and don't know how to work together. <br />
<br />
* '''The work isn't being evenly shared/students are not pulling their weight'''- students are seeing the work like group work and are expected their group members to pick up the slack and do their part. There is a struggle in regards to who is supposed to do what, and another group member gets frustrated and does the work of the student who is slacking. Or worse- students completely fail to complete the assignment and gain all the knowledge they were supposed to. Again, this could occur because students are unaware of what cooperative learning is and how they should be working together. <br />
<br />
* '''The classroom is out of control'''- if students are unaware of what they are supposed to be doing, did not received adequate directions, or were not given an overview of what cooperative learning and how to work together, there is a very good chance that the classroom will get out of control. If students aren't aware of what they are supposed to be doing, there is a good chance the class will get out of control. Students main begin arguing, or just lose focus on the task if there was not proper guidance. <br />
<br />
* '''I can't cover all the material that I wanted to'''- teachers may feel like they are missing out on valuable teaching time during cooperative learning. Moving from a traditional, teacher centered classroom can lead to chaos at first, and it might look like students aren't learning everything that the teachers want them to. While it might be true that students aren't learning in the identical path they would be in a traditional setting, that doesn't mean that there isn't learning occurring. This issue could go hand in hand with the class being out of control. If they class looks and sounds like it is out of control, then the students may not be learning everything as the teacher had hoped. <br />
<br />
* '''I don't have enough time'''- teachers may feel like they don't have even time to do cooperative learning because in fact, it may take more time to get the same material covered. If teachers are on a deadline, attempts at cooperative learning might become rushed and inadequate, leaving teachers to have to reteach the material. In these instances, teachers truly may feel that there isn't enough time and that cooperative learning is unsuccessful in their classroom with their students<br />
<br />
The following article lists student stories who share some accounts of the disadvantages to cooperative learning. Please browse through this article below:<br />
<br />
[http://archive.wceruw.org/cl1/cl/story/middlecc/TSCMD.htm Disadvantages to Cooperative Learning]<br />
<br />
== '''Before Moving On...''' ==<br />
<br />
This lesson introduced us to advantages and disadvantages to cooperative learning and reasons why issues might arise during these lessons. Frequently, when a teacher introduces cooperative learning strategies, students are seeing these ideas put in place for the first time. Because of that, there may be a bit of growing pains until you get the class where you want them to be. In lesson 2 of this unit, we are going to learning some methods to overcome the barriers to cooperative learning, as well as see what we can to do avoid them.<br />
<br />
Before moving on to lesson 2, please complete the exit ticket below:<br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSfDGLWR5_FHDvBB4gMWZukkTthIcb26gCq_f7sdKHCI2GLJcQ/viewform Exit Ticket]<br />
<br />
[[Advantages & Disadvantages of Cooperative Learning|Return to Unit Homepage]] or Click to go to Lesson 2: [[ How Can I Avoid & Overcome the Barriers? ]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Mini course homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
Bartsch, C. (2016). ''Three disadvantages of using cooperative learning.'' Retrieved from: http://oureverydaylife.com/three-disadvantages-using-cooperative-learning-6470.html <br />
<br />
Benefits of Using... (2014, November 4). ''Benefits of cooperative learning.'' Retrieved from: http://tutorials.istudy.psu.edu/cooperativelearning/cooperativelearning6.html<br />
<br />
Instructional Innovation Network. (2008, May 19). ''Fifteen common mistakes in using cooperative learning- and what to do about them.'' Retrieved from: http://cpd.suny.edu/files/mistakes.htm<br />
<br />
Kagan, S. (1999, Winter). ''Cooperative learning: Seventeen pros and seventeen cons plus ten tips for success.'' Retrieved from: http://www.kaganonline.com/free_articles/dr_spencer_kagan/259/Cooperative-Learning-Seventeen-Pros-and-Seventeen-Cons-Plus-Ten-Tips-for-Success<br />
<br />
Middlecamp, C. (1997, November 1). Students speak out on cooperative learning. Retrieved from: http://archive.wceruw.org/cl1/cl/story/middlecc/TSCMD.htm<br />
<br />
Teacher to Teacher. (2016). ''Benefits of kagan cooperative learning.'' Retrieved from: http://www.t2tuk.co.uk/StudentTeacher2.aspx</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Advantages_%26_Disadvantages_of_Cooperative_Learning&diff=117916Advantages & Disadvantages of Cooperative Learning2016-12-14T00:50:33Z<p>Mollybennett: /* Let's Get Started */</p>
<hr />
<div>== ''' Let's Get Started ''' ==<br />
<br />
So far, Units 1 & 2 have brought us to a deeper understanding of cooperative learning. We have been given a basic overview of cooperative learning, and what important characteristics are required in order for you to effectively utilize cooperative learning in your classroom. We have explored the differences between cooperative learning and group work, and the deeper learning that is involved with cooperative learning. In Unit 2, we continued to explore cooperative learning through videos, webpages, and tables. We watched videos where different cooperative learning strategies were utilized, and read up on some of the most widely used cooperative learning strategies. We related these strategies to our classrooms or content area, and began thinking of ways to utilize them. Lastly, we learned more about student roles during cooperative learning, and what these roles/jobs look like in different strategies. <br />
<br />
In this unit, we are going to focus on the advantages and disadvantages of cooperative learning. While we have been talking about advantages and benefits of cooperative learning throughout, we will discuss in detail some more, and learn about teacher's fears associated with cooperative learning and things that could go wrong. Having knowledge of where potential downfalls are related to cooperative learning, will help us to determine ways to overcome these boundaries.<br />
<br />
== ''' Why is This Unit Important?''' ==<br />
<br />
This unit is important because before teaching a new strategy to your students, or teaching in a new way, it is important to realize where things could go wrong. Having knowledge of potential downfalls and having a toolbox full of ways to prevent or overcome these challenges, will help you to integrate cooperative learning more effectively. This unit will allow you to recognize why certain challenges may arise while you are teaching, and detail what you can do before the lessons, during the lessons, and after the lessons to help redirect your students and make your lessons successful.<br />
<br />
== ''' What Should I Learn by the End of This Unit?''' ==<br />
<br />
Unit 3 is made up of two mini lessons. <br />
<br />
In the first lesson, you will read an article detailing advantages and disadvantages to cooperative learning. This lesson while mainly focus on describing advantages and disadvantages and teaching you why problems arise while teaching. This lesson will help you to get a deeper understanding of what to be aware of before teaching a cooperative learning lesson, and what to watch out for if things start to go down hill. Additionally, you will explore the positives and benefits to cooperative learning.<br />
<br />
[[What Are the Pros & Cons?|Link to Lesson 1]]<br />
<br />
In the second lesson, you will build your toolbox and closely analyze the disadvantages of cooperative learning. Mainly, this lesson is going to focus on ways to overcome the downfalls that some educators have encountered. It will help you to successfully use cooperative learning in your classroom.<br />
<br />
[[How Can I Avoid & Overcome the Barriers?|Link to Lesson 2]] <br />
<br />
All Set? Let's go to Lesson 1: [[ What Are the Pros & Cons? ]]<br />
<br />
Or [[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Integration_Into_The_Classroom&diff=117913Integration Into The Classroom2016-12-14T00:49:57Z<p>Mollybennett: /* How will This Help Me in the Classroom? */</p>
<hr />
<div>== '''What Will I Learn in This Lesson?''' ==<br />
<br />
In the final lesson of this unit, you will explore further roles of students during cooperative learning and how to keep all students engaged. While reading about student roles, begin to think about what roles students would have specific to the seven strategies we learned about in lesson 2. In learning about student roles, you will be asked to think about how these relate to the strategies that we learned about. Think about how the student roles help to successful integration of cooperative learning. Please have the google doc open in a new tab, so that you can easily add new information to the google doc. <br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Click here to open the google doc]<br />
<br />
== '''How Can I Keep Students Motivated and Engaged?''' ==<br />
<br />
As previously mentioned, in order to keep students engaged in their learning and learning effectively in their groups, it would be useful for students to have jobs within their groups. In this section, we are going to talk about some examples of student's jobs during cooperative learning, and relate these jobs to the seven strategies we discussed in the the last lesson. Some cooperative learning strategies are more informal, and may not require as much direction in terms of student roles. However, when students are working in groups of 3-4 children, it might be necessary for them to pick or to be assigned these roles, so that more focus can be on the work they have to do, rather than on arguing over who is going to do what. <br />
<br />
Job list and table adapted from Abouteducation (2015). See reference and link in the Reference section. <br />
<br />
{| class="wikitable"<br />
|-<br />
! Student Role !! What They Do !! Relation to Cooperative Learning Strategies <br />
|-<br />
| Task Master/Team Leader || The student who is the task master/team leader is in charged of keeping their group members on task. When the students are getting off topic, this student is the one who will help to refocus the students, remind them of their goals, and remind them of the time remaining in the lesson. || This role is evident in the following cooperative learning strategies: Jigsaw, Numbered Heads Together, Round Robin, Write Around, and Carousel. In each of these strategies, students are working in larger groups so it may be easier for students to get off task and to lose focus. <br />
|-<br />
| Checker || Simply, the checker's job in the group is to make sure that everyone agrees on an answer within the group. This student gets the group in agreement, and allows further discussion if students aren't in agreement. || This role is evident in the following cooperative learning strategies: Jigsaw, Numbered Heads Together, Round Robin, Write Around, Carousel, and Think-Pair-Share and Tea Party to a degree. For the last two, since it is frequently only two students working together, they may both hold a role as a checker. Both students are to be aware if they are in agreement with one another, and prompt further discussion if they are not. For the other strategies, once again, since it is a large group working together one student may be checking for group understanding and agreement. <br />
|-<br />
| Recorder || This student is responsible for writing down the answers that the students previously agreed upon in their groups. || This role is evident in the following strategies: Jigsaw, Numbered Heads Together, Round Robin, and Carousel. While this role is up for more debate, since you may want all students taking turns recording, it may be nice to have this job delegated to one student. This way, students won't be fighting over who is going write on the paper, and every child can know that their voices and their ideas are going to be heard. <br />
|-<br />
| Editor || This student's role goes hand in hand with the recorder. Since this work is going to be displayed and shared with the class, the editor's job is to make sure the grammatical errors are corrected and that the final product looks neat. || This role is evident in the follow strategies: Jigsaw, Numbered Heads Together, Round Robin, Carousel, and Write Around. Since all students are taking turns writing in Write Around, the editor is responsible to checking that the work looks neat and is well organized. In all the strategies listed, the editor looks over the job the writer did and makes sure the finished product looks nice. <br />
|-<br />
| Gatekeeper || This student's job is very important for cooperative learning to be successful. They are responsible for keeping the peace among group members, making sure everyone is getting along, making sure everyone is participating, and making sure everyone has a turn to share. If they notice one student is hogging the conversation, they will guide the conversation to another student or in another direction. If a student is not participating, they will call on them to add their input. || This role is evident in the following strategies: Jigsaw, Numbered Heads Together, Round Robin, Carousel, Write Around, Think-Pair-Share and Tea Party. Once again, with the last two strategies mentioned, both students may be playing this role by taking turns and ensuring the other has a chance to speak. In the other strategies, this student's job is very important for the success of the group, in that if the group is arguing and not all sharing their ideas, the work will not get complete. <br />
|-<br />
| Praiser || This student's job is to offer words of encouragement to others to help them to continue sharing their ideas and working hard in the group. This student is responsible for making sure students feel heard and that their words are appreciated. They will offer encouragement to individuals, while also encouraging the group to expand further on their ideas. || This role is evident in the following strategies: Jigsaw, Numbered Heads Together, Round Robin, Carousel, Write Around, Think-Pair-Share, and Tea Party. In each of the strategies, students should be encouraging one another to share their ideas and deepen understanding for whole group success.<br />
|}<br />
<br />
Please note that you may not use every student role in every strategy, or even consistently through every lesson. These roles should serve as a guide for you to help distribute jobs among the group members so that the lesson goes on with ease and enjoyment for the students.<br />
<br />
At this time, please go to the google doc and refer to the third lesson in Unit 2.<br />
<br />
== '''How will This Help Me in the Classroom?''' ==<br />
<br />
Knowing and assigning jobs to the students in their cooperative learning groups can help to lead to successful integration of cooperative learning. As we learned in previous lessons, it is incredibly difficult for students to just know how to work together cooperatively. They may need a pre-lesson to teach them the big components involved. When you think about the different cooperative learning strategies that you can use, some of them necessitate giving jobs to the students to help them to all work together. Especially if you are working with younger students (elementary & middle school level), it your groups will run a lot more smoothly if you are leading them in a way that allows them to work cooperatively. <br />
<br />
Think about back to our discussion on cooperative learning versus group work. Now think about if you had the knowledge of cooperative learning and knew what a cooperative learning group was supposed to look like, but when you grouped your students and gave them their assignment, they quickly got off topic, fought with each other over answers, and didn't let some of the group members share their answers. When it came time for them to record the agreed upon answer, students were fighting over who was going to write and fighting over what they were going to write- because there was no true discussion taking place. Now imagine if the teacher had assigned jobs to the students and explicitly taught them what they were to do and who was responsible for what in their group. Not only would there be less arguing in that one student would be able to facilitate the conversation and keep the peace, but there would be a pre-assigned group leader to help maintain focus. Students wouldn't feel left out because they would know that their answers were heard and important.<br />
<br />
While assigning students jobs may seem unimportant, it can make a big difference in the way your classroom is run with cooperative learning. During these lessons, your classroom is supposed to be a bit noisy- and that is okay! However, it is not okay if the noise is coming from disagreements and arguing, rather than engaging conversation.<br />
<br />
== '''Before Moving On...''' ==<br />
<br />
In this unit, we learned more specifics about cooperative learning strategies and saw what a few of them looked like in action via YouTube. Additionally, we talked about student jobs and student's role during these learning activities, and how knowing these jobs and being able to assign them to your students can help lead to more successful integration into the classroom. In learning about the different activities and types of cooperative learning strategies, we started thinking about potential downfalls to this strategy. While cooperative learning is a very successful strategy, it can crumbly quickly if not done correctly. Unit 3 is going to contain information about the advantages & disadvantages of cooperative learning, and how we can avoid the downfalls. <br />
<br />
Now that you have completed Unit 2, please complete the following assessment on what you've learned so far: <br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSc4KWguNFddD4jH8LOGauO5x4irhHK1DWP338NLgYuotKXe_A/viewform Unit 2 Assessment]<br />
<br />
[[Examples of Cooperative Learning Strategies|Return to Lesson 2]] or Click to go to Unit 3- [[ Advantages & Disadvantages of Cooperative Learning ]]<br />
<br />
[[Why Should I Use Cooperative Learning?|Return to Unit 2 Homepage]] <br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
About Education. (2015, September 3). ''Effective cooperative learning strategies''. Retrieved from: http://www.readingrockets.org/strategies/jigsaw</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Integration_Into_The_Classroom&diff=117910Integration Into The Classroom2016-12-14T00:48:46Z<p>Mollybennett: /* How Can I Keep Students Motivated and Engaged? */</p>
<hr />
<div>== '''What Will I Learn in This Lesson?''' ==<br />
<br />
In the final lesson of this unit, you will explore further roles of students during cooperative learning and how to keep all students engaged. While reading about student roles, begin to think about what roles students would have specific to the seven strategies we learned about in lesson 2. In learning about student roles, you will be asked to think about how these relate to the strategies that we learned about. Think about how the student roles help to successful integration of cooperative learning. Please have the google doc open in a new tab, so that you can easily add new information to the google doc. <br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Click here to open the google doc]<br />
<br />
== '''How Can I Keep Students Motivated and Engaged?''' ==<br />
<br />
As previously mentioned, in order to keep students engaged in their learning and learning effectively in their groups, it would be useful for students to have jobs within their groups. In this section, we are going to talk about some examples of student's jobs during cooperative learning, and relate these jobs to the seven strategies we discussed in the the last lesson. Some cooperative learning strategies are more informal, and may not require as much direction in terms of student roles. However, when students are working in groups of 3-4 children, it might be necessary for them to pick or to be assigned these roles, so that more focus can be on the work they have to do, rather than on arguing over who is going to do what. <br />
<br />
Job list and table adapted from Abouteducation (2015). See reference and link in the Reference section. <br />
<br />
{| class="wikitable"<br />
|-<br />
! Student Role !! What They Do !! Relation to Cooperative Learning Strategies <br />
|-<br />
| Task Master/Team Leader || The student who is the task master/team leader is in charged of keeping their group members on task. When the students are getting off topic, this student is the one who will help to refocus the students, remind them of their goals, and remind them of the time remaining in the lesson. || This role is evident in the following cooperative learning strategies: Jigsaw, Numbered Heads Together, Round Robin, Write Around, and Carousel. In each of these strategies, students are working in larger groups so it may be easier for students to get off task and to lose focus. <br />
|-<br />
| Checker || Simply, the checker's job in the group is to make sure that everyone agrees on an answer within the group. This student gets the group in agreement, and allows further discussion if students aren't in agreement. || This role is evident in the following cooperative learning strategies: Jigsaw, Numbered Heads Together, Round Robin, Write Around, Carousel, and Think-Pair-Share and Tea Party to a degree. For the last two, since it is frequently only two students working together, they may both hold a role as a checker. Both students are to be aware if they are in agreement with one another, and prompt further discussion if they are not. For the other strategies, once again, since it is a large group working together one student may be checking for group understanding and agreement. <br />
|-<br />
| Recorder || This student is responsible for writing down the answers that the students previously agreed upon in their groups. || This role is evident in the following strategies: Jigsaw, Numbered Heads Together, Round Robin, and Carousel. While this role is up for more debate, since you may want all students taking turns recording, it may be nice to have this job delegated to one student. This way, students won't be fighting over who is going write on the paper, and every child can know that their voices and their ideas are going to be heard. <br />
|-<br />
| Editor || This student's role goes hand in hand with the recorder. Since this work is going to be displayed and shared with the class, the editor's job is to make sure the grammatical errors are corrected and that the final product looks neat. || This role is evident in the follow strategies: Jigsaw, Numbered Heads Together, Round Robin, Carousel, and Write Around. Since all students are taking turns writing in Write Around, the editor is responsible to checking that the work looks neat and is well organized. In all the strategies listed, the editor looks over the job the writer did and makes sure the finished product looks nice. <br />
|-<br />
| Gatekeeper || This student's job is very important for cooperative learning to be successful. They are responsible for keeping the peace among group members, making sure everyone is getting along, making sure everyone is participating, and making sure everyone has a turn to share. If they notice one student is hogging the conversation, they will guide the conversation to another student or in another direction. If a student is not participating, they will call on them to add their input. || This role is evident in the following strategies: Jigsaw, Numbered Heads Together, Round Robin, Carousel, Write Around, Think-Pair-Share and Tea Party. Once again, with the last two strategies mentioned, both students may be playing this role by taking turns and ensuring the other has a chance to speak. In the other strategies, this student's job is very important for the success of the group, in that if the group is arguing and not all sharing their ideas, the work will not get complete. <br />
|-<br />
| Praiser || This student's job is to offer words of encouragement to others to help them to continue sharing their ideas and working hard in the group. This student is responsible for making sure students feel heard and that their words are appreciated. They will offer encouragement to individuals, while also encouraging the group to expand further on their ideas. || This role is evident in the following strategies: Jigsaw, Numbered Heads Together, Round Robin, Carousel, Write Around, Think-Pair-Share, and Tea Party. In each of the strategies, students should be encouraging one another to share their ideas and deepen understanding for whole group success.<br />
|}<br />
<br />
Please note that you may not use every student role in every strategy, or even consistently through every lesson. These roles should serve as a guide for you to help distribute jobs among the group members so that the lesson goes on with ease and enjoyment for the students.<br />
<br />
At this time, please go to the google doc and refer to the third lesson in Unit 2.<br />
<br />
== '''How will This Help Me in the Classroom?''' ==<br />
<br />
Knowing jobs that can be assigned to students in their cooperative learning groups can help to lead to success use of cooperative learning. As we learned in previous lessons, it is incredibly difficult for students to just know how to work together cooperatively. They may need a pre-lesson to teach them the big components involved. When you think about the different cooperative learning strategies that you can use, some of them necessitate giving jobs to the students to help them to all work together. Especially if you are working with younger students (elementary & middle school level), it your groups will run a lot more smoothly if you are leading them in a way that allows them to work cooperatively. <br />
<br />
Think about back to our discussion on cooperative learning vs. group work. Now think about if you had the knowledge of cooperative learning and knew what a cooperative learning group was supposed to look like, but when you grouped your students and gave them their assignment, they quickly got off topic, fought with each other over answers, and didn't let some of the group members share their answers. When it came time for them to record the agreed upon answer, students were fighting over who was going to write and fighting over what they were going to write- because there was no true discussion taking place. Now imagine if the teacher had assigned jobs to the students and explicitly taught them what they were to do and who was responsible for what in their group. Not only would there be less arguing in that one student would be able to facilitate the conversation and keep the peace, but there would be a pre-assigned group leader to help maintain focus. Students wouldn't feel left out because they would know that their answers were heard and important.<br />
<br />
While assigning students jobs may seem unimportant, it can make a big difference in the way your classroom is run with cooperative learning. During these lessons, your classroom is supposed to be a bit noisy- and that is okay! However, it is not okay if the noise is coming from disagreements and arguing, rather than engaging conversation.<br />
<br />
== '''Before Moving On...''' ==<br />
<br />
In this unit, we learned more specifics about cooperative learning strategies and saw what a few of them looked like in action via YouTube. Additionally, we talked about student jobs and student's role during these learning activities, and how knowing these jobs and being able to assign them to your students can help lead to more successful integration into the classroom. In learning about the different activities and types of cooperative learning strategies, we started thinking about potential downfalls to this strategy. While cooperative learning is a very successful strategy, it can crumbly quickly if not done correctly. Unit 3 is going to contain information about the advantages & disadvantages of cooperative learning, and how we can avoid the downfalls. <br />
<br />
Now that you have completed Unit 2, please complete the following assessment on what you've learned so far: <br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSc4KWguNFddD4jH8LOGauO5x4irhHK1DWP338NLgYuotKXe_A/viewform Unit 2 Assessment]<br />
<br />
[[Examples of Cooperative Learning Strategies|Return to Lesson 2]] or Click to go to Unit 3- [[ Advantages & Disadvantages of Cooperative Learning ]]<br />
<br />
[[Why Should I Use Cooperative Learning?|Return to Unit 2 Homepage]] <br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
About Education. (2015, September 3). ''Effective cooperative learning strategies''. Retrieved from: http://www.readingrockets.org/strategies/jigsaw</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Integration_Into_The_Classroom&diff=117908Integration Into The Classroom2016-12-14T00:47:36Z<p>Mollybennett: /* Before Moving On... */</p>
<hr />
<div>== '''What Will I Learn in This Lesson?''' ==<br />
<br />
In the final lesson of this unit, you will explore further roles of students during cooperative learning and how to keep all students engaged. While reading about student roles, begin to think about what roles students would have specific to the seven strategies we learned about in lesson 2. In learning about student roles, you will be asked to think about how these relate to the strategies that we learned about. Think about how the student roles help to successful integration of cooperative learning. Please have the google doc open in a new tab, so that you can easily add new information to the google doc. <br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Click here to open the google doc]<br />
<br />
== '''How Can I Keep Students Motivated and Engaged?''' ==<br />
<br />
As previously mentioned, in order to keep students engaged in their learning and learning effectively in their groups, it would be useful for students to have jobs within their groups. In this section, we are going to talk about some examples of student's jobs during cooperative learning, and relate these jobs to the seven strategies we discussed in the the last lesson. Some cooperative learning strategies are more informal, and may not require as much direction in terms of student roles. However, when students are working in groups of 3-4 children, it might be necessary for them to pick or to be assigned these roles, so that more focus can be on the work they have to do, rather than on arguing over who is going to do what. <br />
<br />
Job list and table adapted from Abouteducation (2015). See reference and link in the Reference section. <br />
<br />
{| class="wikitable"<br />
|-<br />
! Student Role !! What They Do !! Relation to Cooperative Learning Strategies <br />
|-<br />
| Task Master/Team Leader || The student who is the task master/team leader is in charged of keeping their group members on task. When the students are getting off topic, this student is the one who will help to refocus the students, remind them of their goals, and remind them of the time remaining in the lesson || This role is evident in the following cooperative learning strategies: Jigsaw, Numbered Heads Together, Round Robin, Write Around, and Carousel. In each of these strategies, students are working in larger groups so it may be easier for students to get off task and to lose focus. <br />
|-<br />
| Checker || Simply, the checker's job in the group is to make sure that everyone agrees on an answer within the group. This student gets the group in agreement, and allows further discussion if students aren't in agreement. || This role is evident in the following cooperative learning strategies: Jigsaw, Numbered Heads Together, Round Robin, Write Around, Carousel, and Think-Pair-Share and Tea Party to a degree. For the last two, since it is frequently only two students working together, they may both hold a role as a checker. Both students are to be aware if they are in agreement with one another, and prompt further discussion if they are not. For the other strategies, once again, since it is a large group working together one student may be checking for group understanding and agreement. <br />
|-<br />
| Recorder || This student is responsible for writing down the answers that the students previously agreed upon in their groups || This role is evident in the following strategies: Jigsaw, Numbered Heads Together, Round Robin, and Carousel. While this role is up for more debate, since you may want all students taking turns recording, it may be nice to have this job delegated to one student. This way, students won't be fighting over who is going write on the paper, and every child can know that their voices and their ideas are going to be heard. <br />
|-<br />
| Editor || This student's role goes hand in hand with the recorder. Since this work is going to be displayed and shared with the class, the editor's job is to make sure the grammatical errors are corrected and that the final product looks neat. || This role is evident in the follow strategies: Jigsaw, Numbered Heads Together, Round Robin, Carousel, and Write Around. Since all students are taking turns writing in Write Around, the editor is responsible to checking that the work looks neat and is well organized. In all the strategies listed, the editor looks over the job the writer did and makes sure the finished product looks nice. <br />
|-<br />
| Gatekeeper || This student's job is very important for cooperative learning to be successful. They are responsible for keeping the peace among group members, making sure everyone is getting along, making sure everyone is participating, and making sure everyone has a turn to share. If they notice one student is hogging the conversation, they will guide the conversation to another student or in another direction. If a student is not participating, they will call on them to add their input. || This role is evident in the following strategies: Jigsaw, Numbered Heads Together, Round Robin, Carousel, Write Around, Think-Pair-Share and Tea Party. Once again, with the last two strategies mentioned, both students may be playing this role by taking turns and ensuring the other has a chance to speak. In the other strategies, this student's job is very important for the success of the group, in that if the group is arguing and not all sharing their ideas, the work will not get complete. <br />
|-<br />
| Praiser || This student's job is to offer words of encouragement to others to help them to continue sharing their ideas and working hard in the group. This student is responsible for making sure students feel heard and that their words are appreciated. They will offer encouragement to individuals, while also encouraging the group to expand further on their ideas. || This role is evident in the following strategies: Jigsaw, Numbered Heads Together, Round Robin, Carousel, Write Around, Think-Pair-Share, and Tea Party. In each of the strategies, students should be encouraging one another to share their ideas and deepen understanding for whole group success.<br />
|}<br />
<br />
Please note that you may not use every student role in every strategy, or even consistently through every lesson. These roles should serve as a guide for you to help distribute jobs among the group members so that the lesson goes on with ease and enjoyment for the students.<br />
<br />
At this time, please go to the google doc and refer to the third lesson in Unit 2.<br />
<br />
== '''How will This Help Me in the Classroom?''' ==<br />
<br />
Knowing jobs that can be assigned to students in their cooperative learning groups can help to lead to success use of cooperative learning. As we learned in previous lessons, it is incredibly difficult for students to just know how to work together cooperatively. They may need a pre-lesson to teach them the big components involved. When you think about the different cooperative learning strategies that you can use, some of them necessitate giving jobs to the students to help them to all work together. Especially if you are working with younger students (elementary & middle school level), it your groups will run a lot more smoothly if you are leading them in a way that allows them to work cooperatively. <br />
<br />
Think about back to our discussion on cooperative learning vs. group work. Now think about if you had the knowledge of cooperative learning and knew what a cooperative learning group was supposed to look like, but when you grouped your students and gave them their assignment, they quickly got off topic, fought with each other over answers, and didn't let some of the group members share their answers. When it came time for them to record the agreed upon answer, students were fighting over who was going to write and fighting over what they were going to write- because there was no true discussion taking place. Now imagine if the teacher had assigned jobs to the students and explicitly taught them what they were to do and who was responsible for what in their group. Not only would there be less arguing in that one student would be able to facilitate the conversation and keep the peace, but there would be a pre-assigned group leader to help maintain focus. Students wouldn't feel left out because they would know that their answers were heard and important.<br />
<br />
While assigning students jobs may seem unimportant, it can make a big difference in the way your classroom is run with cooperative learning. During these lessons, your classroom is supposed to be a bit noisy- and that is okay! However, it is not okay if the noise is coming from disagreements and arguing, rather than engaging conversation.<br />
<br />
== '''Before Moving On...''' ==<br />
<br />
In this unit, we learned more specifics about cooperative learning strategies and saw what a few of them looked like in action via YouTube. Additionally, we talked about student jobs and student's role during these learning activities, and how knowing these jobs and being able to assign them to your students can help lead to more successful integration into the classroom. In learning about the different activities and types of cooperative learning strategies, we started thinking about potential downfalls to this strategy. While cooperative learning is a very successful strategy, it can crumbly quickly if not done correctly. Unit 3 is going to contain information about the advantages & disadvantages of cooperative learning, and how we can avoid the downfalls. <br />
<br />
Now that you have completed Unit 2, please complete the following assessment on what you've learned so far: <br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSc4KWguNFddD4jH8LOGauO5x4irhHK1DWP338NLgYuotKXe_A/viewform Unit 2 Assessment]<br />
<br />
[[Examples of Cooperative Learning Strategies|Return to Lesson 2]] or Click to go to Unit 3- [[ Advantages & Disadvantages of Cooperative Learning ]]<br />
<br />
[[Why Should I Use Cooperative Learning?|Return to Unit 2 Homepage]] <br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
About Education. (2015, September 3). ''Effective cooperative learning strategies''. Retrieved from: http://www.readingrockets.org/strategies/jigsaw</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Examples_of_Cooperative_Learning_Strategies&diff=117905Examples of Cooperative Learning Strategies2016-12-14T00:46:13Z<p>Mollybennett: /* Before Moving On... */</p>
<hr />
<div>== '''What Will I Learn in this Lesson?''' ==<br />
<br />
As the previous lesson focused broadly on examples of cooperative learning strategies and provided a visual example of them, this lesson is going to dive further into these strategies and discuss a few other strategies. By the end of this lesson you should be able to name cooperative learning strategies that can be used in the classroom and describe their potential uses. Additionally, this lesson will allow you to apply what you have learned about cooperative learning strategies to describe situations where each would be useful. Please have the google doc opened so you can add to it as you go.<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Click to Open Google Doc]<br />
<br />
== '''Examples of Cooperative Learning Strategies & When to Use them''' ==<br />
<br />
Before we get into the examples of cooperative learning strategies that we are going to watch a short video on YouTube which will go through, in details information about four Cooperative Learning Strategies: Think/Pair/Share, Jigsaw, Numbered Heads Together, and Tea Party Method. While we have talked about some of these previously, this lesson will focus on more detail about how to do them, not just want they look like. <br />
<br />
[https://www.youtube.com/watch?v=T8ZFjXmXYh0 Cooperative Learning Strategies]<br />
<br />
<br />
{| class="wikitable"<br />
|-<br />
! Name of Strategy !! How To Do It !! Why It Is Useful<br />
|-<br />
| Think-Pair-Share || Also called turn & talk. Teacher poses a question to the group, and each student has a minute or two to think about the question. Then, they turn and discuss with someone sitting next to them, and then share with the whole class (Teed, McDarvis, Roseth, n.d.). || This is a useful cooperative learning strategy because it engages all students in their learning and it can be done quickly during almost any lesson. <br />
|-<br />
| Jigsaw || Students are placed into "home groups" and "expert groups" and are each assigned a different topic within the same general topic. Students work on researching their topics with others who have the same topic (their expert group) and then return back to their home group to teach them about their topic. Together, all the pieces come together to form a complete product (Reading Rockets, 2015). || This is useful in that it helps to get students engage with one another and hold them accountable for their learning. It is truly cooperative in that every student needs to put work in so that all group members become informed on the topics. This can be used across content areas and with a variety of topics, allowing students to become the teachers. <br />
|-<br />
| Numbered Heads Together || Students are placed into groups and given a number in their group. Students are asked a question and discuss it with their group members. When time is up, the teacher calls a number and all students with that number stand up and take turns sharing what they discussed in their groups. The students are able to build on and connect similar ideas among the groups and broaden the conversation. (Colorado, 2015). || This strategy is useful because it allows students to discuss in small groups before going into a whole class discussion. Additionally, it makes it so all students have to contribute and listen to the conversation, so they have something to share if their number gets called. It helps to get each student engaged and involved in their learning. <br />
|-<br />
| Tea Party || Students form two circles facing each other (one inner circle and one outer circle). The students are given a question and they are to discuss the the question with the student they are facing. The students on the outer circle moves in one direction, so they have a new partner to discuss with. Another question is asked, and more discussion is created with a new partner (Colorado, 2015). || This strategy is useful because not only does it allow for all students to get a chance and share with another student, but additionally, it allows for students to work together to come up with a solution. If a student isn't talking, sharing, or discussing, then they are losing valuable learning time. It is important for the teacher to be circulating to ensure that engaging conversations are occurring, and prompting those who need extra support. <br />
|-<br />
| Round Robin || Students are sitting with groups (3-4 students), and they teacher asks them a question or gives them a problem to solve. The questions or problems are deliberating chosen, in that there are multiple ways to solve the problem and multiple points for discussion. Students in their groups take turns answer and sharing their ideas with each other, working together to come up with an answer that they all agree on (Colorado, 2015). || This strategy is important because it gives students the opportunity to work together to solve a goal or come to a joint understanding. It requires the participation of each student in the group, and ensures that students are sharing their ideas. During this activity, students work on taking turns, supporting one another, and sharing their ideas. <br />
|-<br />
| Write Around || Students are placed in groups with 3-4 students and the teacher gives each group a topic or idea. Once again, it is important for the topic/idea to have multiple answers or understandings. Students take turns writing their response to the question or idea on a piece of paper, shared by the group. After a certain amount of time, the teacher tells the students to pass the paper to the next group member, who then takes the time to read over what the other group member wrote and add to it, explain it further, or clarify what was written. The process repeats throughout the group (Colorado, 2015). || This strategy is useful in that it allows for all students to demonstrate their contribution and knowledge surrounding an area or a topic. It necessitates that students are paying attention to what their group members are writing, and helping one another by adding on or clarifying their ideas. This helps to ensure that each student is learning and contributing to the group's ideas to come to a complete understanding. <br />
|-<br />
| Carousel || In this activity, students are broken into groups of 3-4 and the teacher places chart paper around the room with different questions on them, related to a certain topic. This lesson can be done before starting a new unit to activate prior knowledge, during the unit, or at the end of review. Each group starts at a different poster and is given a different color marker to write with. The marker travels with the groups around the rooms, and each group has 1-2 minutes to answer the question on the chart paper. They then rotate around the room to the next poster and repeat the process. You may want to try to get each group member to write their ideas down on the paper so that each student's ideas are evident on the paper. When every group has written on each piece of paper, the class comes together for a whole class discussion and shares what is written on the posters (Gray, 2016). || This strategy is useful because it causes students to work together in their groups but also within the whole class. Students have to ensure they are reading what other students wrote and coming up with new ideas, rather than copying what is already there. It helps to hold all students accountable because they have to write their ideas down, and help their group members who are struggling to come up with something to write down. <br />
|}<br />
<br />
If you would like to read more about these strategies and others, please click on the link below:<br />
<br />
[http://www.learnnc.org/lp/pages/4653 Additional Strategies]<br />
<br />
== '''Apply Your New Knowledge!''' ==<br />
<br />
Know that you have learned about several new strategies regarding cooperative learning, start thinking about how you would utilize these strategies in your content area or your classroom. In the google doc, please write up at least three lessons where you could utilize three different cooperative learning strategies we learned about. Include why you chose to utilize this strategy and briefly describe why it would be successful.<br />
<br />
== '''Before Moving On...''' ==<br />
<br />
In this lesson, we learned more about different cooperative learning strategies and began thinking about how we can apply them to our content area or our classroom. The lesson focused on seven different strategies, and detailed what they contained and why each was useful in the classroom. Before moving on to lesson 3, please complete the Exit Ticket below. When you are ready, move on to Lesson 3.<br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSesqr6nCJBZ4qPlsAq8HC9hfw_P26-dYbU3A01rbcd1xGm4_w/viewform Exit Ticket]<br />
<br />
[[Cooperative Learning in Action|Return to Lesson 1]] or Click to go to Lesson 3- [[ Integration Into The Classroom ]]<br />
<br />
[[Why Should I Use Cooperative Learning?|Return to Unit Homepage]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Click to Return to Unit Homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
[A Fabiano]. (2015, February 12). ''Cooperative learning CL in the classroom strategy tube video''. [Video File]. Retrieved from: https://www.youtube.com/watch?v=T8ZFjXmXYh0<br />
<br />
Colorado, C. (2015). ''Cooperative learning strategies.'' Retrieved from: http://www.colorincolorado.org/article/cooperative-learning-strategies <br />
<br />
Coffey, H. (2008). ''Cooperative learning.'' Retrieved from: http://www.learnnc.org/lp/pages/4653.<br />
<br />
Gray, Shelley. (2016, May 12). ''How to use the cooperative learning "carousel" strategy.'' Retrieved from: http://shelleygrayteaching.com/carousel/<br />
<br />
Teed, R., McDaris, J., Roseth, C. (n.d.). ''Think-pair-share.'' Retrieved from: http://serc.carleton.edu/introgeo/interactive/tpshare.html<br />
<br />
Reading Rockets. (2015). ''Jigsaw''. Retrieved from: http://www.readingrockets.org/strategies/jigsaw</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Examples_of_Cooperative_Learning_Strategies&diff=117902Examples of Cooperative Learning Strategies2016-12-14T00:44:57Z<p>Mollybennett: /* Examples of Cooperative Learning Strategies & When to Use them */</p>
<hr />
<div>== '''What Will I Learn in this Lesson?''' ==<br />
<br />
As the previous lesson focused broadly on examples of cooperative learning strategies and provided a visual example of them, this lesson is going to dive further into these strategies and discuss a few other strategies. By the end of this lesson you should be able to name cooperative learning strategies that can be used in the classroom and describe their potential uses. Additionally, this lesson will allow you to apply what you have learned about cooperative learning strategies to describe situations where each would be useful. Please have the google doc opened so you can add to it as you go.<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Click to Open Google Doc]<br />
<br />
== '''Examples of Cooperative Learning Strategies & When to Use them''' ==<br />
<br />
Before we get into the examples of cooperative learning strategies that we are going to watch a short video on YouTube which will go through, in details information about four Cooperative Learning Strategies: Think/Pair/Share, Jigsaw, Numbered Heads Together, and Tea Party Method. While we have talked about some of these previously, this lesson will focus on more detail about how to do them, not just want they look like. <br />
<br />
[https://www.youtube.com/watch?v=T8ZFjXmXYh0 Cooperative Learning Strategies]<br />
<br />
<br />
{| class="wikitable"<br />
|-<br />
! Name of Strategy !! How To Do It !! Why It Is Useful<br />
|-<br />
| Think-Pair-Share || Also called turn & talk. Teacher poses a question to the group, and each student has a minute or two to think about the question. Then, they turn and discuss with someone sitting next to them, and then share with the whole class (Teed, McDarvis, Roseth, n.d.). || This is a useful cooperative learning strategy because it engages all students in their learning and it can be done quickly during almost any lesson. <br />
|-<br />
| Jigsaw || Students are placed into "home groups" and "expert groups" and are each assigned a different topic within the same general topic. Students work on researching their topics with others who have the same topic (their expert group) and then return back to their home group to teach them about their topic. Together, all the pieces come together to form a complete product (Reading Rockets, 2015). || This is useful in that it helps to get students engage with one another and hold them accountable for their learning. It is truly cooperative in that every student needs to put work in so that all group members become informed on the topics. This can be used across content areas and with a variety of topics, allowing students to become the teachers. <br />
|-<br />
| Numbered Heads Together || Students are placed into groups and given a number in their group. Students are asked a question and discuss it with their group members. When time is up, the teacher calls a number and all students with that number stand up and take turns sharing what they discussed in their groups. The students are able to build on and connect similar ideas among the groups and broaden the conversation. (Colorado, 2015). || This strategy is useful because it allows students to discuss in small groups before going into a whole class discussion. Additionally, it makes it so all students have to contribute and listen to the conversation, so they have something to share if their number gets called. It helps to get each student engaged and involved in their learning. <br />
|-<br />
| Tea Party || Students form two circles facing each other (one inner circle and one outer circle). The students are given a question and they are to discuss the the question with the student they are facing. The students on the outer circle moves in one direction, so they have a new partner to discuss with. Another question is asked, and more discussion is created with a new partner (Colorado, 2015). || This strategy is useful because not only does it allow for all students to get a chance and share with another student, but additionally, it allows for students to work together to come up with a solution. If a student isn't talking, sharing, or discussing, then they are losing valuable learning time. It is important for the teacher to be circulating to ensure that engaging conversations are occurring, and prompting those who need extra support. <br />
|-<br />
| Round Robin || Students are sitting with groups (3-4 students), and they teacher asks them a question or gives them a problem to solve. The questions or problems are deliberating chosen, in that there are multiple ways to solve the problem and multiple points for discussion. Students in their groups take turns answer and sharing their ideas with each other, working together to come up with an answer that they all agree on (Colorado, 2015). || This strategy is important because it gives students the opportunity to work together to solve a goal or come to a joint understanding. It requires the participation of each student in the group, and ensures that students are sharing their ideas. During this activity, students work on taking turns, supporting one another, and sharing their ideas. <br />
|-<br />
| Write Around || Students are placed in groups with 3-4 students and the teacher gives each group a topic or idea. Once again, it is important for the topic/idea to have multiple answers or understandings. Students take turns writing their response to the question or idea on a piece of paper, shared by the group. After a certain amount of time, the teacher tells the students to pass the paper to the next group member, who then takes the time to read over what the other group member wrote and add to it, explain it further, or clarify what was written. The process repeats throughout the group (Colorado, 2015). || This strategy is useful in that it allows for all students to demonstrate their contribution and knowledge surrounding an area or a topic. It necessitates that students are paying attention to what their group members are writing, and helping one another by adding on or clarifying their ideas. This helps to ensure that each student is learning and contributing to the group's ideas to come to a complete understanding. <br />
|-<br />
| Carousel || In this activity, students are broken into groups of 3-4 and the teacher places chart paper around the room with different questions on them, related to a certain topic. This lesson can be done before starting a new unit to activate prior knowledge, during the unit, or at the end of review. Each group starts at a different poster and is given a different color marker to write with. The marker travels with the groups around the rooms, and each group has 1-2 minutes to answer the question on the chart paper. They then rotate around the room to the next poster and repeat the process. You may want to try to get each group member to write their ideas down on the paper so that each student's ideas are evident on the paper. When every group has written on each piece of paper, the class comes together for a whole class discussion and shares what is written on the posters (Gray, 2016). || This strategy is useful because it causes students to work together in their groups but also within the whole class. Students have to ensure they are reading what other students wrote and coming up with new ideas, rather than copying what is already there. It helps to hold all students accountable because they have to write their ideas down, and help their group members who are struggling to come up with something to write down. <br />
|}<br />
<br />
If you would like to read more about these strategies and others, please click on the link below:<br />
<br />
[http://www.learnnc.org/lp/pages/4653 Additional Strategies]<br />
<br />
== '''Apply Your New Knowledge!''' ==<br />
<br />
Know that you have learned about several new strategies regarding cooperative learning, start thinking about how you would utilize these strategies in your content area or your classroom. In the google doc, please write up at least three lessons where you could utilize three different cooperative learning strategies we learned about. Include why you chose to utilize this strategy and briefly describe why it would be successful.<br />
<br />
== '''Before Moving On...''' ==<br />
<br />
In this lesson, we learned more about different cooperative learning strategies and began thinking about how we can apply them to our content area or our classroom. The lesson focused on seven different strategies, and detailed what they contained and why each was useful in the classroom. Before moving on to lesson 3, please complete the Exit Ticket below. When you are ready, move on to Lesson 3.<br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSesqr6nCJBZ4qPlsAq8HC9hfw_P26-dYbU3A01rbcd1xGm4_w/viewform Exit Ticket]<br />
<br />
[[Cooperative Learning in Action|Return to Lesson 1]] or Click to go to Lesson 3- [[ Integration Into The Classroom ]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Click to Return to Unit Homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
[A Fabiano]. (2015, February 12). ''Cooperative learning CL in the classroom strategy tube video''. [Video File]. Retrieved from: https://www.youtube.com/watch?v=T8ZFjXmXYh0<br />
<br />
Colorado, C. (2015). ''Cooperative learning strategies.'' Retrieved from: http://www.colorincolorado.org/article/cooperative-learning-strategies <br />
<br />
Coffey, H. (2008). ''Cooperative learning.'' Retrieved from: http://www.learnnc.org/lp/pages/4653.<br />
<br />
Gray, Shelley. (2016, May 12). ''How to use the cooperative learning "carousel" strategy.'' Retrieved from: http://shelleygrayteaching.com/carousel/<br />
<br />
Teed, R., McDaris, J., Roseth, C. (n.d.). ''Think-pair-share.'' Retrieved from: http://serc.carleton.edu/introgeo/interactive/tpshare.html<br />
<br />
Reading Rockets. (2015). ''Jigsaw''. Retrieved from: http://www.readingrockets.org/strategies/jigsaw</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Cooperative_Learning_in_Action&diff=117899Cooperative Learning in Action2016-12-14T00:43:25Z<p>Mollybennett: /* Before Moving on to Lesson 2... */</p>
<hr />
<div>== ''' What Will We See in This Lesson? ''' ==<br />
<br />
In this lesson, we are going to be learning more about the types of cooperative learning groups that there are. We will be watching a series of videos which will discuss some examples of cooperative learning groups, such as, Think-Pair-Share, Inside-Outside-Circle, Jigsaw, and Place ma to name a few. By watching videos where teachers are actively engaging their students with these learning styles, you will be able to gain a deeper understanding of what these environments look like, and how to engage your students in these lessons. While watching these videos, please think about the similarities and differences that you see between the lessons. Additionally, take the time to think about them in the context of your classroom or content area. It may be beneficial for you to start thinking about potential drawbacks and advantages to these styles, as that is what Unit 3 is going to focus on. Please have the link for the idea sharing up in a separate window, so you can easily access the google doc to add to.<br />
<br />
== ''' What Does Cooperative Learning Look Like? ''' ==<br />
<br />
The first video that we are going to watch is an overview on Cooperative Learning and lists a few examples of the types of cooperative learning environments. This video contains a brief overview of one type of cooperative learning, the Place Mat method. While you watch this video, please think about the following questions:<br />
<br />
- What are some activities that you can you use in a Cooperative Learning classroom?<br />
<br />
- What is happening during the Place Mat activity?<br />
<br />
- How are students engaging with one another? What is the end goal?<br />
<br />
[https://www.youtube.com/watch?v=MFV2CekiUy0 Click here to watch the video ]<br />
<br />
The second video is about the learning activity Numbered Heads Together. In this video, you will see this learning activity in action in relation to a math lesson. While you are watching this video, please think about the following questions:<br />
<br />
- What is happening during the Numbered Heads Together activity?<br />
<br />
- How are students engaging with one another? How are they working together?<br />
<br />
- How is this different from the Place Mat activity? How is it the same?<br />
<br />
[https://www.youtube.com/watch?v=v8uYS48BIUw Click Here to Watch Numbered Heads Together]<br />
<br />
The third video is about the learning activity Jigsaw, which is a cooperative learning strategy where students are placed into home groups and expert groups. They become experts in a certain topic, and teach it to their home group. In this, you can clearly see how students are responsible for teaching others, and for the success of their whole group. Please think of the following questions while watching this video:<br />
<br />
- What is the jigsaw approach?<br />
<br />
- How do students work together in their groups?<br />
<br />
- How is this similar and different to the other examples we have watched?<br />
<br />
[https://www.youtube.com/watch?v=mtm5_w6JthA&t=77s Click Here to Watch the Video- Jigsaw]<br />
<br />
The fourth video is about the activity Think-Pair-Share or Turn and talk. This is a quick cooperative learning strategy where teachers are able to quickly engage students in their learning and working together. In this, you can see how students are working together, and how cooperative learning can happen at any time during your lessons to engage students. Please think of the following questions while watching this video:<br />
<br />
- What is Think-Pair-Share?<br />
<br />
- How are students working cooperatively?<br />
<br />
- How is this similar and different to the other examples we have watched?<br />
<br />
[https://www.youtube.com/watch?v=-9AWNl-A-34 Click Here to Watch Think-Pair-Share]<br />
<br />
To read deeper about the main qualities of cooperative learning, please read the think below:<br />
<br />
[http://www.learnnc.org/lp/pages/4653 Making Cooperative Learning Powerful]<br />
<br />
== ''' What Are Some Types of Cooperative Learning? ''' ==<br />
<br />
Since this lesson is going to serve as an introduction to types of cooperative learning activities, the above videos have shown you some examples of what they look like played out in a classroom. While we only watched a few examples of cooperative learning, there are many more out there for you to discover and engage with. I have chosen some of the most popular ones for the purpose of this mini course, but you are welcome to explore additional ideas and concepts at your leisure. You may find that some work better for your class than others and you may like some better than others. In the next lesson, we are going to focus more on types of cooperative learning and examples. This lesson helped to get your brain geared toward thinking about cooperative learning and visually seeing examples of what it looks like. The examples that we watched included:<br />
<br />
- Place mat <br />
<br />
- Jigsaw<br />
<br />
- Numbered Heads Together<br />
<br />
- Think-Pair-Share<br />
<br />
Please go to the google doc and fill out the section of Unit 2 Lesson 1 based on your observations in these videos.<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google Doc]<br />
<br />
== ''' Before Moving on to Lesson 2... ''' ==<br />
<br />
In this lesson, we have started to look at cooperative learning in the classroom. While we have touched on a few strategies, the next lesson will focus more on important characteristics of a few of the strategies. This lesson allowed you to watch a series of videos where cooperative learning strategies were useful, so you could get a visual of what cooperative learning looks like in the classroom. If you have never seen cooperative learning taking place before, it is important to closely examine these videos so you can pick up on what the room looks like, what the teacher is doing, and what the students are doing. Before moving on, please complete the exit ticket. Please note, it will not open in a new page.<br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSfDr7nvdzfsT2VjCTKRNk1hxRwX2-WZet6COCN4Auy5LamHtw/viewform Exit Ticket]<br />
<br />
[[Why Should I Use Cooperative Learning?|Return to Unit 2 Homepage]] or Click to Move on the Lesson 2: [[ Examples of Cooperative Learning Strategies ]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Mini Course Homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
[Ewingtj]. (2009, September 25). ''Numbered heads together 001''. [Video File]. Retrieved from: https://www.youtube.com/watch?v=v8uYS48BIUw <br />
<br />
[FishbowlVideoProd]. (2011, July 26). ''Cooperative learning demo''. [Video File]. Retrieved from: https://www.youtube.com/watch?v=MFV2CekiUy0<br />
<br />
[Reading Rockets]. (2012, February 16). ''Jigsaw''. [Video File]. Retrieved from: https://www.youtube.com/watch?v=mtm5_w6JthA&t=77s<br />
<br />
[Reading Rockets]. (2013, January 29). ''Think-pair-share.'' [Video File]. Retrieved from: https://www.youtube.com/watch?v=-9AWNl-A-34<br />
<br />
Salvin, R. E. (2014, October). Making cooperative learning powerful. Retrieved from: http://www.ascd.org/publications/educational-leadership/oct14/vol72/num02/Making-Cooperative-Learning-Powerful.aspx</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Cooperative_Learning_in_Action&diff=117896Cooperative Learning in Action2016-12-14T00:41:42Z<p>Mollybennett: /* What Are Some Types of Cooperative Learning? */</p>
<hr />
<div>== ''' What Will We See in This Lesson? ''' ==<br />
<br />
In this lesson, we are going to be learning more about the types of cooperative learning groups that there are. We will be watching a series of videos which will discuss some examples of cooperative learning groups, such as, Think-Pair-Share, Inside-Outside-Circle, Jigsaw, and Place ma to name a few. By watching videos where teachers are actively engaging their students with these learning styles, you will be able to gain a deeper understanding of what these environments look like, and how to engage your students in these lessons. While watching these videos, please think about the similarities and differences that you see between the lessons. Additionally, take the time to think about them in the context of your classroom or content area. It may be beneficial for you to start thinking about potential drawbacks and advantages to these styles, as that is what Unit 3 is going to focus on. Please have the link for the idea sharing up in a separate window, so you can easily access the google doc to add to.<br />
<br />
== ''' What Does Cooperative Learning Look Like? ''' ==<br />
<br />
The first video that we are going to watch is an overview on Cooperative Learning and lists a few examples of the types of cooperative learning environments. This video contains a brief overview of one type of cooperative learning, the Place Mat method. While you watch this video, please think about the following questions:<br />
<br />
- What are some activities that you can you use in a Cooperative Learning classroom?<br />
<br />
- What is happening during the Place Mat activity?<br />
<br />
- How are students engaging with one another? What is the end goal?<br />
<br />
[https://www.youtube.com/watch?v=MFV2CekiUy0 Click here to watch the video ]<br />
<br />
The second video is about the learning activity Numbered Heads Together. In this video, you will see this learning activity in action in relation to a math lesson. While you are watching this video, please think about the following questions:<br />
<br />
- What is happening during the Numbered Heads Together activity?<br />
<br />
- How are students engaging with one another? How are they working together?<br />
<br />
- How is this different from the Place Mat activity? How is it the same?<br />
<br />
[https://www.youtube.com/watch?v=v8uYS48BIUw Click Here to Watch Numbered Heads Together]<br />
<br />
The third video is about the learning activity Jigsaw, which is a cooperative learning strategy where students are placed into home groups and expert groups. They become experts in a certain topic, and teach it to their home group. In this, you can clearly see how students are responsible for teaching others, and for the success of their whole group. Please think of the following questions while watching this video:<br />
<br />
- What is the jigsaw approach?<br />
<br />
- How do students work together in their groups?<br />
<br />
- How is this similar and different to the other examples we have watched?<br />
<br />
[https://www.youtube.com/watch?v=mtm5_w6JthA&t=77s Click Here to Watch the Video- Jigsaw]<br />
<br />
The fourth video is about the activity Think-Pair-Share or Turn and talk. This is a quick cooperative learning strategy where teachers are able to quickly engage students in their learning and working together. In this, you can see how students are working together, and how cooperative learning can happen at any time during your lessons to engage students. Please think of the following questions while watching this video:<br />
<br />
- What is Think-Pair-Share?<br />
<br />
- How are students working cooperatively?<br />
<br />
- How is this similar and different to the other examples we have watched?<br />
<br />
[https://www.youtube.com/watch?v=-9AWNl-A-34 Click Here to Watch Think-Pair-Share]<br />
<br />
To read deeper about the main qualities of cooperative learning, please read the think below:<br />
<br />
[http://www.learnnc.org/lp/pages/4653 Making Cooperative Learning Powerful]<br />
<br />
== ''' What Are Some Types of Cooperative Learning? ''' ==<br />
<br />
Since this lesson is going to serve as an introduction to types of cooperative learning activities, the above videos have shown you some examples of what they look like played out in a classroom. While we only watched a few examples of cooperative learning, there are many more out there for you to discover and engage with. I have chosen some of the most popular ones for the purpose of this mini course, but you are welcome to explore additional ideas and concepts at your leisure. You may find that some work better for your class than others and you may like some better than others. In the next lesson, we are going to focus more on types of cooperative learning and examples. This lesson helped to get your brain geared toward thinking about cooperative learning and visually seeing examples of what it looks like. The examples that we watched included:<br />
<br />
- Place mat <br />
<br />
- Jigsaw<br />
<br />
- Numbered Heads Together<br />
<br />
- Think-Pair-Share<br />
<br />
Please go to the google doc and fill out the section of Unit 2 Lesson 1 based on your observations in these videos.<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google Doc]<br />
<br />
== ''' Before Moving on to Lesson 2... ''' ==<br />
<br />
In this lesson, we have started to look at cooperative learning in the classroom. While we have touched on a few strategies, the next lesson will focus more on important characteristics of a few of the strategies. Before moving on, please complete the exit ticket. Please note, it will not open in a new page.<br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSfDr7nvdzfsT2VjCTKRNk1hxRwX2-WZet6COCN4Auy5LamHtw/viewform Exit Ticket]<br />
<br />
[[Why Should I Use Cooperative Learning?|Return to Unit 2]] or Click to Move on the Lesson 2: [[ Examples of Cooperative Learning Strategies ]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Mini Course Homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
[Ewingtj]. (2009, September 25). ''Numbered heads together 001''. [Video File]. Retrieved from: https://www.youtube.com/watch?v=v8uYS48BIUw <br />
<br />
[FishbowlVideoProd]. (2011, July 26). ''Cooperative learning demo''. [Video File]. Retrieved from: https://www.youtube.com/watch?v=MFV2CekiUy0<br />
<br />
[Reading Rockets]. (2012, February 16). ''Jigsaw''. [Video File]. Retrieved from: https://www.youtube.com/watch?v=mtm5_w6JthA&t=77s<br />
<br />
[Reading Rockets]. (2013, January 29). ''Think-pair-share.'' [Video File]. Retrieved from: https://www.youtube.com/watch?v=-9AWNl-A-34<br />
<br />
Salvin, R. E. (2014, October). Making cooperative learning powerful. Retrieved from: http://www.ascd.org/publications/educational-leadership/oct14/vol72/num02/Making-Cooperative-Learning-Powerful.aspx</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Cooperative_Learning_in_Action&diff=117895Cooperative Learning in Action2016-12-14T00:41:00Z<p>Mollybennett: /* What Will We See in This Lesson? */</p>
<hr />
<div>== ''' What Will We See in This Lesson? ''' ==<br />
<br />
In this lesson, we are going to be learning more about the types of cooperative learning groups that there are. We will be watching a series of videos which will discuss some examples of cooperative learning groups, such as, Think-Pair-Share, Inside-Outside-Circle, Jigsaw, and Place ma to name a few. By watching videos where teachers are actively engaging their students with these learning styles, you will be able to gain a deeper understanding of what these environments look like, and how to engage your students in these lessons. While watching these videos, please think about the similarities and differences that you see between the lessons. Additionally, take the time to think about them in the context of your classroom or content area. It may be beneficial for you to start thinking about potential drawbacks and advantages to these styles, as that is what Unit 3 is going to focus on. Please have the link for the idea sharing up in a separate window, so you can easily access the google doc to add to.<br />
<br />
== ''' What Does Cooperative Learning Look Like? ''' ==<br />
<br />
The first video that we are going to watch is an overview on Cooperative Learning and lists a few examples of the types of cooperative learning environments. This video contains a brief overview of one type of cooperative learning, the Place Mat method. While you watch this video, please think about the following questions:<br />
<br />
- What are some activities that you can you use in a Cooperative Learning classroom?<br />
<br />
- What is happening during the Place Mat activity?<br />
<br />
- How are students engaging with one another? What is the end goal?<br />
<br />
[https://www.youtube.com/watch?v=MFV2CekiUy0 Click here to watch the video ]<br />
<br />
The second video is about the learning activity Numbered Heads Together. In this video, you will see this learning activity in action in relation to a math lesson. While you are watching this video, please think about the following questions:<br />
<br />
- What is happening during the Numbered Heads Together activity?<br />
<br />
- How are students engaging with one another? How are they working together?<br />
<br />
- How is this different from the Place Mat activity? How is it the same?<br />
<br />
[https://www.youtube.com/watch?v=v8uYS48BIUw Click Here to Watch Numbered Heads Together]<br />
<br />
The third video is about the learning activity Jigsaw, which is a cooperative learning strategy where students are placed into home groups and expert groups. They become experts in a certain topic, and teach it to their home group. In this, you can clearly see how students are responsible for teaching others, and for the success of their whole group. Please think of the following questions while watching this video:<br />
<br />
- What is the jigsaw approach?<br />
<br />
- How do students work together in their groups?<br />
<br />
- How is this similar and different to the other examples we have watched?<br />
<br />
[https://www.youtube.com/watch?v=mtm5_w6JthA&t=77s Click Here to Watch the Video- Jigsaw]<br />
<br />
The fourth video is about the activity Think-Pair-Share or Turn and talk. This is a quick cooperative learning strategy where teachers are able to quickly engage students in their learning and working together. In this, you can see how students are working together, and how cooperative learning can happen at any time during your lessons to engage students. Please think of the following questions while watching this video:<br />
<br />
- What is Think-Pair-Share?<br />
<br />
- How are students working cooperatively?<br />
<br />
- How is this similar and different to the other examples we have watched?<br />
<br />
[https://www.youtube.com/watch?v=-9AWNl-A-34 Click Here to Watch Think-Pair-Share]<br />
<br />
To read deeper about the main qualities of cooperative learning, please read the think below:<br />
<br />
[http://www.learnnc.org/lp/pages/4653 Making Cooperative Learning Powerful]<br />
<br />
== ''' What Are Some Types of Cooperative Learning? ''' ==<br />
<br />
Since this lesson is going to serve as an introductions to types of cooperative learning activities, the above videos have shown you some examples of what they look like played out in a classroom. While we only watched a few examples of cooperative learning, there are many more out there for you to discover and engage with. I have chosen some of the most popular ones for the purpose of this mini course, but you are welcome to explore additional ideas and concepts at your leisure. You may find that some work better for your class than others and you may like some better than others. In the next lesson, we are going to focus more on types of cooperative learning and examples. This lesson helped to get your brain geared toward thinking about cooperative learning and visually seeing examples of what it looks like. The examples that we watched included:<br />
<br />
- Place mat <br />
<br />
- Jigsaw<br />
<br />
- Numbered Heads Together<br />
<br />
- Think-Pair-Share<br />
<br />
Please go to the google doc and fill out the section of Unit 2 Lesson 1 based on your observations in these videos.<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google Doc]<br />
<br />
== ''' Before Moving on to Lesson 2... ''' ==<br />
<br />
In this lesson, we have started to look at cooperative learning in the classroom. While we have touched on a few strategies, the next lesson will focus more on important characteristics of a few of the strategies. Before moving on, please complete the exit ticket. Please note, it will not open in a new page.<br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSfDr7nvdzfsT2VjCTKRNk1hxRwX2-WZet6COCN4Auy5LamHtw/viewform Exit Ticket]<br />
<br />
[[Why Should I Use Cooperative Learning?|Return to Unit 2]] or Click to Move on the Lesson 2: [[ Examples of Cooperative Learning Strategies ]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Mini Course Homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
[Ewingtj]. (2009, September 25). ''Numbered heads together 001''. [Video File]. Retrieved from: https://www.youtube.com/watch?v=v8uYS48BIUw <br />
<br />
[FishbowlVideoProd]. (2011, July 26). ''Cooperative learning demo''. [Video File]. Retrieved from: https://www.youtube.com/watch?v=MFV2CekiUy0<br />
<br />
[Reading Rockets]. (2012, February 16). ''Jigsaw''. [Video File]. Retrieved from: https://www.youtube.com/watch?v=mtm5_w6JthA&t=77s<br />
<br />
[Reading Rockets]. (2013, January 29). ''Think-pair-share.'' [Video File]. Retrieved from: https://www.youtube.com/watch?v=-9AWNl-A-34<br />
<br />
Salvin, R. E. (2014, October). Making cooperative learning powerful. Retrieved from: http://www.ascd.org/publications/educational-leadership/oct14/vol72/num02/Making-Cooperative-Learning-Powerful.aspx</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Why_Should_I_Use_Cooperative_Learning%3F&diff=117890Why Should I Use Cooperative Learning?2016-12-14T00:40:03Z<p>Mollybennett: /* Let's Get Started */</p>
<hr />
<div>== '''Let's Get Started''' ==<br />
<br />
In the first unit, we got our brains thinking about cooperative learning and what it looks like in a classroom. We extended our knowledge about cooperative learning, and compared what we learned to what we already knew. We touched upon some major differences between cooperative learning and group work, while learning about some important characteristics of cooperative learning. In this unit, we are going to build on the knowledge we have by watching videos and being able to see cooperative learning taking place. In this unit, we are going to focus on why you should utilize cooperative learning in your classroom, while learning more about the different types of cooperative learning groups there are. Mainly, we will work on learning more about different ways to group and engage students to work cooperatively in the classroom.<br />
<br />
== '''Why is This Unit Important?''' ==<br />
<br />
This unit is important because it is going to set your mind towards thinking about how you would utilize cooperative learning in your classroom or in a lesson. Since there are multiple approaches to cooperative learning, there may be some that you like more, and some that might work better in your classroom and with your students. This unit will help you to start thinking about the types of cooperative learning that is out there, and start thinking about how you can incorporate them into your classroom.<br />
<br />
== '''What Should I Learn by the End of this Unit?''' ==<br />
<br />
Like the first unit, Unit 2 is made up of 3 mini lessons.<br />
<br />
In the first lesson, you will watch a few videos and read a few sample lessons on cooperative learning and take note of the different types of cooperative learning that you see taking place. The videos will inform you on the main characteristics of cooperative learning. In the video and the reading, you will be able to start noticing different ways to incorporate cooperative learning and different methods to engage your learners in this environment. <br />
<br />
[[Cooperative Learning in Action|Link to Lesson 1]]<br />
<br />
In the second lesson, you will receive an outline containing information about different cooperative learning styles. In this lesson, you will be linked to websites, most specifically, Spencer Kagan's webpage which will allow you to explore different methods to utilize cooperative learning. This lesson will be important in that it will allow you to begin to name the types of cooperative learning.<br />
<br />
[[Examples of Cooperative Learning Strategies|Link to Lesson 2]]<br />
<br />
In the third lesson, you will explore further roles of students during cooperative learning and how to keep all students engaged. While reading about student roles, begin to think about what roles students would have specific to the seven strategies we learned about in lesson 2. In learning about student roles, you will be asked to think about how these relate to the strategies that we learned about. Think about how the student roles help to successful integration of cooperative learning.<br />
<br />
[[Integration Into The Classroom|Link to Lesson 3]]<br />
<br />
All Set? Lets go to Lesson 1: [[ Cooperative Learning in Action ]]<br />
<br />
Or [[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Cooperative_Learning_vs._Group_Work&diff=117888Cooperative Learning vs. Group Work2016-12-14T00:39:19Z<p>Mollybennett: /* Before Moving On... */</p>
<hr />
<div>== '''Cooperative Learning and Group Work''' ==<br />
<br />
[[File:Classroom-1297779 640.png|thumbnail]]<br />
<br />
In this mini lesson, we are going to focus on the differences between cooperative learning and group work. While Cooperative Learning is, in a sense, students working together in a group, group work does not imply cooperative learning. We have touched upon the basic concepts associated with Cooperative Learning. Many people confuse cooperative learning and group work, and think that if they place students in groups, cooperative learning is going to occur. As we know, cooperative learning involves more than just placing students into groups and having them to do work together. We are going to focus on the main differences between Cooperative Learning and Group Work. <br />
Review the notes you have taken in the google doc so far, to remind yourself of the big points we've learned so far in this course. Once you have reviewed, and have the Google Doc opened, please continue on with this section.<br />
<br />
If needed, here is the link to the Google Doc: [https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google Doc]<br />
<br />
== '''Imagine These Scenarios''' ==<br />
<br />
Let's get started by imagining some scenarios and trying to pull apart the differences between the two. Based on what you know so far, think about which is an example of cooperative learning, and which is an example of group work. Refer to the google doc to begin listing some similarities and differences that you find between the two scenarios. It may be helpful to think about scenarios in terms of your classroom or content area, in order to make a connection to what we are learning.<br />
<br />
Students in a 4th grade class have just spent the first 20 minutes of their English time listening to their teacher (let's call her Mrs. Williams) talk about different types of fiction and non-fiction. During this time, Mrs. Williams stood in the front of the classroom, and held up books one at time. Mrs. Williams held up a book, and briefly discussed what they were about, whether it was real or not real, and what type of information the books contained. Once Mrs. Williams showed a variety of books to the students and labeled them as either fiction or non-fiction, she gave her students a worksheet. On this worksheet, students were to get into groups and identify the main aspects of fiction & non-fiction books, and list some characteristics of types of non-fiction pictures. Mrs. Williams thought to herself, "Great! I am getting my students to work in groups. They must be so excited to work with one another." While Mrs. Williams sat in the front of the room, waiting to see if any students had any questions, she noticed that her classroom was silent. She heard a few conversations around the room, but most of them were about what her students were eating for lunch, or, all too common, "Hey, what did you put down for the first one?" or, "I can't figure this out can you just tell me what you wrote." Mrs. Williams panicked- rather than working together, she noticed her students were either off topic, or letting one student in the group do all the work. Other students were simply copying off of the others paper, and were not getting the opportunity to learn deeply from this worksheet. There was no way for her to ensure that each student was doing equal work, and some group members were finishing before others. Mrs. Williams thought, "This is group work! Why aren't they working together?" Mrs. Williams had the students write the names of their group members on the papers, and when she was grading them, she was curious to see that there is was no evidence of students working together. In each group, there seemed to be one or two strong leaders, with the rest of the students either copying word for word, or, not having any work done at all. The final product to the students didn't matter. What their group members did didn't matter, as long as they got their part done. <br />
<br />
Now imagine the same lesson in the same 4th grade classroom. This time, before even starting the lesson Mrs. Williams had her students go to their tables with their pre-assigned groups. The students in these groups had been working together for about two weeks now, so they were comfortable with each other and knew where to go when they were told to go to their table number. Around the classroom, there were book bins set up. Each book bin was labeled and filled with books. Mrs. Williams told the students that there were going to be working with their teams to create a poster about different types of Fiction Literature. The bins around the room were labeled, "Realistic Fiction," "Historical Fiction," "Science Fiction," and "Mystery/Adventure." In each bin, there was a brief blurb about the type of books that were in the bin. Additionally, in the table bucket there were instructions for what the students would be responsible for doing, and the same brief blurb about the fiction genres. Each student was assigned one genre in their group and did some research on the books in the bin. Students had an opportunity to talk to other students in other groups who were assigned the same genre. For the first day of this lesson, students explored the books, then reported back to their groups what they learned. During this time, the students became the teachers. They were responsible for teaching others in their group what they learned. On the second day, students began working on the key points associated with their genre, including examples of books that fit into their genre. On the third day, the group came together and created a poster titled, "Fiction Genres." Each group member was responsible for a section of the poster, and for teach their group members about the genre. When it came time to discuss the posters with the class, Mrs. Williams had a student present on a section that they didn't do- meaning, they were each responsible for knowing the whole poster. During the days when this lesson was ongoing, Mrs. Williams saw her students working together, engaging with one another, and helping each other out. Her classroom was noisy- but her students were excited. Mrs. Williams circulated group to group, asking them questions about what they were learning and guiding them toward further inquiry. In the end, each member of the group had a solid understanding of types of fiction literature, and students were developing social skills that allowed them to work together.<br />
<br />
Think about these two scenarios. What is the same about them? What is different? Which one shows cooperative learning, and which one is simply group work? Please jot down your ideas in the google doc provided.<br />
<br />
== '''What do you think?''' ==<br />
<br />
Based on your reading of the two scenarios above, were you able to see a difference between Cooperative Learning and Group Work? While their is an appropriate time to use group work, it is certainly not the same as cooperative learning. Just sticking students into a group and asked them to work together to complete a worksheet, isn't ensure that students are going to do the worksheet together. Additionally, students probably will not see the benefit in working together, if the end goal doesn't require the whole group to work together. Students need to be aware that the work they are doing is important. With Cooperative Learning, it needs to be made clear that the group will not be successful without contribution from every student. Finally, the finished product that the students are "handing in" needs to demonstrate that cooperative learning occurred.<br />
<br />
Please take a moment to review this chart about differences between cooperative learning and group work.<br />
<br />
[http://groups.physics.umn.edu/physed/Research/CGPS/trdvscoop.html Cooperative learning vs Group Work]<br />
<br />
== '''Before Moving On...''' ==<br />
<br />
Congratulations! You completed the last mini lesson of unit one. In this lesson, we focused on the differences between cooperative learning and group work. This way, we could get our mind clear of thinking that the two terms could be used interchangeably. Now that you have completed this unit, you should have the first three sections of the google doc filled out. Ensure that you have completed this before moving on to Unit 2. <br />
<br />
By now, you should be able to:<br />
<br />
- Have an understanding of what cooperative learning is and what it looks like<br />
<br />
- Have a basic understanding of the important aspects associated with cooperative learning<br />
<br />
- Understand the differences between cooperative learning and group work<br />
<br />
Please complete this assessment on Unit 1 before moving on to Unit 2. If there were any topics that you struggled with, please go back and review, as this unit is going to serve as a building block for the following units. <br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSd09Qxu7sXc4OAwghI8KcKfV3HXvTjURqwm5xN4wI_cCencRw/viewform Unit 1 Assessment]<br />
<br />
[[Aspects of Cooperative Learning|Return to Lesson 2]] or Move on to Unit 2: [[ Why Should I Use Cooperative Learning? ]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
To further your understanding of differences between cooperative learning and group work, please explore the following links:<br />
<br />
[http://corkboardconnections.blogspot.com/2013/01/cooperative-learning-more-than-group.html Cooperative Learning: More than Group work]<br />
<br />
[http://712educators.about.com/od/cooplearning/tp/Cooperative-Learning-Versus-Traditional-Learning-For-Group-Activities.htm Cooperative Learning vs. Traditional Groups]<br />
<br />
[http://www.literacynet.org/icans/chapter01/traditional.html Chart summarizing differences ]<br />
<br />
'''Information for this lesson gathered from:''' <br />
<br />
Tradition versus Cooperative Learning. (1997, March 5). Traditional versus cooperative learning. Retrieved from: http://www.ascd.org/publications/educational-leadership/oct14/vol72/num02/Making-Cooperative-Learning-Powerful.aspx</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Cooperative_Learning_vs._Group_Work&diff=117886Cooperative Learning vs. Group Work2016-12-14T00:38:52Z<p>Mollybennett: /* Imagine These Scenarios */</p>
<hr />
<div>== '''Cooperative Learning and Group Work''' ==<br />
<br />
[[File:Classroom-1297779 640.png|thumbnail]]<br />
<br />
In this mini lesson, we are going to focus on the differences between cooperative learning and group work. While Cooperative Learning is, in a sense, students working together in a group, group work does not imply cooperative learning. We have touched upon the basic concepts associated with Cooperative Learning. Many people confuse cooperative learning and group work, and think that if they place students in groups, cooperative learning is going to occur. As we know, cooperative learning involves more than just placing students into groups and having them to do work together. We are going to focus on the main differences between Cooperative Learning and Group Work. <br />
Review the notes you have taken in the google doc so far, to remind yourself of the big points we've learned so far in this course. Once you have reviewed, and have the Google Doc opened, please continue on with this section.<br />
<br />
If needed, here is the link to the Google Doc: [https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google Doc]<br />
<br />
== '''Imagine These Scenarios''' ==<br />
<br />
Let's get started by imagining some scenarios and trying to pull apart the differences between the two. Based on what you know so far, think about which is an example of cooperative learning, and which is an example of group work. Refer to the google doc to begin listing some similarities and differences that you find between the two scenarios. It may be helpful to think about scenarios in terms of your classroom or content area, in order to make a connection to what we are learning.<br />
<br />
Students in a 4th grade class have just spent the first 20 minutes of their English time listening to their teacher (let's call her Mrs. Williams) talk about different types of fiction and non-fiction. During this time, Mrs. Williams stood in the front of the classroom, and held up books one at time. Mrs. Williams held up a book, and briefly discussed what they were about, whether it was real or not real, and what type of information the books contained. Once Mrs. Williams showed a variety of books to the students and labeled them as either fiction or non-fiction, she gave her students a worksheet. On this worksheet, students were to get into groups and identify the main aspects of fiction & non-fiction books, and list some characteristics of types of non-fiction pictures. Mrs. Williams thought to herself, "Great! I am getting my students to work in groups. They must be so excited to work with one another." While Mrs. Williams sat in the front of the room, waiting to see if any students had any questions, she noticed that her classroom was silent. She heard a few conversations around the room, but most of them were about what her students were eating for lunch, or, all too common, "Hey, what did you put down for the first one?" or, "I can't figure this out can you just tell me what you wrote." Mrs. Williams panicked- rather than working together, she noticed her students were either off topic, or letting one student in the group do all the work. Other students were simply copying off of the others paper, and were not getting the opportunity to learn deeply from this worksheet. There was no way for her to ensure that each student was doing equal work, and some group members were finishing before others. Mrs. Williams thought, "This is group work! Why aren't they working together?" Mrs. Williams had the students write the names of their group members on the papers, and when she was grading them, she was curious to see that there is was no evidence of students working together. In each group, there seemed to be one or two strong leaders, with the rest of the students either copying word for word, or, not having any work done at all. The final product to the students didn't matter. What their group members did didn't matter, as long as they got their part done. <br />
<br />
Now imagine the same lesson in the same 4th grade classroom. This time, before even starting the lesson Mrs. Williams had her students go to their tables with their pre-assigned groups. The students in these groups had been working together for about two weeks now, so they were comfortable with each other and knew where to go when they were told to go to their table number. Around the classroom, there were book bins set up. Each book bin was labeled and filled with books. Mrs. Williams told the students that there were going to be working with their teams to create a poster about different types of Fiction Literature. The bins around the room were labeled, "Realistic Fiction," "Historical Fiction," "Science Fiction," and "Mystery/Adventure." In each bin, there was a brief blurb about the type of books that were in the bin. Additionally, in the table bucket there were instructions for what the students would be responsible for doing, and the same brief blurb about the fiction genres. Each student was assigned one genre in their group and did some research on the books in the bin. Students had an opportunity to talk to other students in other groups who were assigned the same genre. For the first day of this lesson, students explored the books, then reported back to their groups what they learned. During this time, the students became the teachers. They were responsible for teaching others in their group what they learned. On the second day, students began working on the key points associated with their genre, including examples of books that fit into their genre. On the third day, the group came together and created a poster titled, "Fiction Genres." Each group member was responsible for a section of the poster, and for teach their group members about the genre. When it came time to discuss the posters with the class, Mrs. Williams had a student present on a section that they didn't do- meaning, they were each responsible for knowing the whole poster. During the days when this lesson was ongoing, Mrs. Williams saw her students working together, engaging with one another, and helping each other out. Her classroom was noisy- but her students were excited. Mrs. Williams circulated group to group, asking them questions about what they were learning and guiding them toward further inquiry. In the end, each member of the group had a solid understanding of types of fiction literature, and students were developing social skills that allowed them to work together.<br />
<br />
Think about these two scenarios. What is the same about them? What is different? Which one shows cooperative learning, and which one is simply group work? Please jot down your ideas in the google doc provided.<br />
<br />
== '''What do you think?''' ==<br />
<br />
Based on your reading of the two scenarios above, were you able to see a difference between Cooperative Learning and Group Work? While their is an appropriate time to use group work, it is certainly not the same as cooperative learning. Just sticking students into a group and asked them to work together to complete a worksheet, isn't ensure that students are going to do the worksheet together. Additionally, students probably will not see the benefit in working together, if the end goal doesn't require the whole group to work together. Students need to be aware that the work they are doing is important. With Cooperative Learning, it needs to be made clear that the group will not be successful without contribution from every student. Finally, the finished product that the students are "handing in" needs to demonstrate that cooperative learning occurred.<br />
<br />
Please take a moment to review this chart about differences between cooperative learning and group work.<br />
<br />
[http://groups.physics.umn.edu/physed/Research/CGPS/trdvscoop.html Cooperative learning vs Group Work]<br />
<br />
== '''Before Moving On...''' ==<br />
<br />
Congratulations! You completed the last mini lesson of unit one. In this lesson, we focused on the differences between cooperative learning and group work. This way, we could get our mind clear of thinking that the two terms could be used interchangeably. Now that you have completed this unit, you should have the first three sections of the google doc filled out. Ensure that you have completed this before moving on to Unit 2. <br />
<br />
By now, you should be able to:<br />
- Have an understanding of what cooperative learning is and what it looks like<br />
- Have a basic understanding of the important aspects associated with cooperative learning<br />
- Understand the differences between cooperative learning and group work<br />
<br />
Please complete this assessment on Unit 1 before moving on to Unit 2. If there were any topics that you struggled with, please go back and review, as this unit is going to serve as a building block for the following units. <br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSd09Qxu7sXc4OAwghI8KcKfV3HXvTjURqwm5xN4wI_cCencRw/viewform Unit 1 Assessment]<br />
<br />
[[Aspects of Cooperative Learning|Return to Lesson 2]] or Move on to Unit 2: [[ Why Should I Use Cooperative Learning? ]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
To further your understanding of differences between cooperative learning and group work, please explore the following links:<br />
<br />
[http://corkboardconnections.blogspot.com/2013/01/cooperative-learning-more-than-group.html Cooperative Learning: More than Group work]<br />
<br />
[http://712educators.about.com/od/cooplearning/tp/Cooperative-Learning-Versus-Traditional-Learning-For-Group-Activities.htm Cooperative Learning vs. Traditional Groups]<br />
<br />
[http://www.literacynet.org/icans/chapter01/traditional.html Chart summarizing differences ]<br />
<br />
'''Information for this lesson gathered from:''' <br />
<br />
Tradition versus Cooperative Learning. (1997, March 5). Traditional versus cooperative learning. Retrieved from: http://www.ascd.org/publications/educational-leadership/oct14/vol72/num02/Making-Cooperative-Learning-Powerful.aspx</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Cooperative_Learning_vs._Group_Work&diff=117881Cooperative Learning vs. Group Work2016-12-14T00:36:45Z<p>Mollybennett: /* Cooperative Learning and Group Work */</p>
<hr />
<div>== '''Cooperative Learning and Group Work''' ==<br />
<br />
[[File:Classroom-1297779 640.png|thumbnail]]<br />
<br />
In this mini lesson, we are going to focus on the differences between cooperative learning and group work. While Cooperative Learning is, in a sense, students working together in a group, group work does not imply cooperative learning. We have touched upon the basic concepts associated with Cooperative Learning. Many people confuse cooperative learning and group work, and think that if they place students in groups, cooperative learning is going to occur. As we know, cooperative learning involves more than just placing students into groups and having them to do work together. We are going to focus on the main differences between Cooperative Learning and Group Work. <br />
Review the notes you have taken in the google doc so far, to remind yourself of the big points we've learned so far in this course. Once you have reviewed, and have the Google Doc opened, please continue on with this section.<br />
<br />
If needed, here is the link to the Google Doc: [https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google Doc]<br />
<br />
== '''Imagine These Scenarios''' ==<br />
<br />
Let's get started by imagining some scenarios and trying to pull apart the differences between the two. Based on what you know so far, think about which is an example of cooperative learning, and which is an example of group work. Refer to the google doc to begin listing some similarities and differences that you find between the two scenarios. It may be helpful to think about scenarios in terms of your classroom or content area, in order to make a connection to what we are learning.<br />
<br />
Students in a 4th grade class have just spent the first 20 minutes of their English time listening to their teacher (let's call her Mrs. Williams) talk about different types of fiction and non-fiction. During this time, Mrs. Williams stood in the front of the classroom, and held up books one at time. When Mrs. Williams held up a book, and briefly discussed what they were about, whether it was real or not real, and what type of information the books contained. Once Mrs. Williams showed a variety of books to the students and labeled them as either fiction or non-fiction, she gave her students a worksheet. On this worksheet, students were to get into groups and identify the main aspects of fiction & non-fiction books, and list some characteristics of types of non-fiction pictures. Mrs. Williams thought to herself, "Great! I am getting my students to work in groups. They must be so excited to work with one another." While Mrs. Williams sat in the front of the room, waiting to see if any students had any questions, she noticed that her classroom was silent. She heard a few conversations around the room, but most of them were about what her students were eating for lunch, or, all too common, "Hey, what did you put down for the first one?" or, "I can't figure this out can you just tell me what you wrote." Mrs. Williams panicked- rather than working together, she noticed her students were either off topic, or letting one student in the group do all the work. Other students were simply copying off of the others paper, and were not getting the opportunity to learn deeply from this worksheet. There was no way for her to ensure that each student was doing equal work, and some group members were finishing before others. Mrs. Williams thought, "This is group work! Why aren't they working together?" Mrs. Williams had the students write the names of their group members on the papers, and when she was grading them, she was curious to see that there is was no evidence of students working together. In each group, there seemed to be one or two strong leaders, with the rest of the students either copying word for word, or, not having any work done at all. The final product to the students didn't matter. What their group members did didn't matter, as long as they got their part done. <br />
<br />
Now imagine the same lesson in the same 4th grade classroom. This time, before even starting the lesson Mrs. Williams had her students go to their tables with their pre-assigned groups. The students in these groups had been working together for about two weeks now, so they were comfortable with each other and knew where to go when they were told to go to their table number. Around the classroom, there were book bins set up. Each book bin was labeled and filled with books. Mrs. Williams told the students that there were going to be working with their teams to create a poster about different types of Fiction Literature. The bins around the room were labeled, "Realistic Fiction," "Historical Fiction," "Science Fiction," and "Mystery/Adventure." In each bin, there was a brief blurb about the type of books that were in the bin. Additionally, in the table bucket there were instructions for what the students would be responsible for doing, and the same brief blurb about the fiction genres. Each student was assigned one genre in their group and did some research on the books in the bin. Students had an opportunity to talk to other students in other groups who were assigned the same genre. For the first day of this lesson, students explored the books, then reported back to their groups what they learned. During this time, the students became the teachers. They were responsible for teaching others in their group what they learned. On the second day, students began working on the key points associated with their genre, including examples of books that fit into their genre. On the third day, the group came together and created a poster titled, "Fiction Genres." Each group member was responsible for a section of the poster, and for teach their group members about the genre. When it came time to discuss the posters with the class, Mrs. Williams had a student present on a section that they didn't do- meaning, they were each responsible for knowing the whole poster. During the days when this lesson was ongoing, Mrs. Williams saw her students working together, engaging with one another, and helping each other out. Her classroom was noisy- but her students were excited. Mrs. Williams circulated group to group, asking them questions about what they were learning and guiding them toward further inquiry. In the end, each member of the group had a solid understanding of types of fiction literature, and students were developing social skills that allowed them to work together.<br />
<br />
Think about these two scenarios. What is the same about them? What is different? Which one shows cooperative learning, and which one is simply group work? Please jot down your ideas in the google doc provided.<br />
<br />
== '''What do you think?''' ==<br />
<br />
Based on your reading of the two scenarios above, were you able to see a difference between Cooperative Learning and Group Work? While their is an appropriate time to use group work, it is certainly not the same as cooperative learning. Just sticking students into a group and asked them to work together to complete a worksheet, isn't ensure that students are going to do the worksheet together. Additionally, students probably will not see the benefit in working together, if the end goal doesn't require the whole group to work together. Students need to be aware that the work they are doing is important. With Cooperative Learning, it needs to be made clear that the group will not be successful without contribution from every student. Finally, the finished product that the students are "handing in" needs to demonstrate that cooperative learning occurred.<br />
<br />
Please take a moment to review this chart about differences between cooperative learning and group work.<br />
<br />
[http://groups.physics.umn.edu/physed/Research/CGPS/trdvscoop.html Cooperative learning vs Group Work]<br />
<br />
== '''Before Moving On...''' ==<br />
<br />
Congratulations! You completed the last mini lesson of unit one. In this lesson, we focused on the differences between cooperative learning and group work. This way, we could get our mind clear of thinking that the two terms could be used interchangeably. Now that you have completed this unit, you should have the first three sections of the google doc filled out. Ensure that you have completed this before moving on to Unit 2. <br />
<br />
By now, you should be able to:<br />
- Have an understanding of what cooperative learning is and what it looks like<br />
- Have a basic understanding of the important aspects associated with cooperative learning<br />
- Understand the differences between cooperative learning and group work<br />
<br />
Please complete this assessment on Unit 1 before moving on to Unit 2. If there were any topics that you struggled with, please go back and review, as this unit is going to serve as a building block for the following units. <br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSd09Qxu7sXc4OAwghI8KcKfV3HXvTjURqwm5xN4wI_cCencRw/viewform Unit 1 Assessment]<br />
<br />
[[Aspects of Cooperative Learning|Return to Lesson 2]] or Move on to Unit 2: [[ Why Should I Use Cooperative Learning? ]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
To further your understanding of differences between cooperative learning and group work, please explore the following links:<br />
<br />
[http://corkboardconnections.blogspot.com/2013/01/cooperative-learning-more-than-group.html Cooperative Learning: More than Group work]<br />
<br />
[http://712educators.about.com/od/cooplearning/tp/Cooperative-Learning-Versus-Traditional-Learning-For-Group-Activities.htm Cooperative Learning vs. Traditional Groups]<br />
<br />
[http://www.literacynet.org/icans/chapter01/traditional.html Chart summarizing differences ]<br />
<br />
'''Information for this lesson gathered from:''' <br />
<br />
Tradition versus Cooperative Learning. (1997, March 5). Traditional versus cooperative learning. Retrieved from: http://www.ascd.org/publications/educational-leadership/oct14/vol72/num02/Making-Cooperative-Learning-Powerful.aspx</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Aspects_of_Cooperative_Learning&diff=117872Aspects of Cooperative Learning2016-12-14T00:33:11Z<p>Mollybennett: /* What Should the Classroom Environment Look Like? */</p>
<hr />
<div>== '''What is Important in a Cooperative Learning Environment?''' ==<br />
<br />
In this lesson, we are going to be learning about the important aspects related to cooperative learning. Largely, this lesson will help you to get more comfortable with cooperative learning and to help create a "checklist" of the important aspects of cooperative learning. As there are a variety of types of cooperative learning (which we will discuss later), this lesson is going to serve as an overview of the general aspects common across all types. This sub-sections to this unit will help you to answer the following questions:<br />
<br />
* What should the teacher do before starting a lesson with cooperative learning?<br />
* What should the environment look like for cooperative learning to be successful?<br />
* What should my students be doing during this lesson?<br />
<br />
If the link is not already up on your browser, please re-open the link for this lesson.<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link for Idea Sharing]<br />
<br />
== '''What Should the Teacher do Before Starting the Lesson?''' ==<br />
<br />
While the lesson and lesson plan itself is important for cooperative learning to be successful, there are steps the teacher needs to take and some mini-lessons the teacher needs to teach to the class before implementing cooperative learning. If students are used to more traditional learning styles, they may be unsure how to interact with their peers effectively, and what it means to work cooperatively. Think of this as the "pre-requisites" required for students before starting the big lesson on cooperative learning. Develop a cooperative environment at this time, where students work together to complete more basic tasks (McIntyre). <br />
<br />
This aspect of cooperative learning does not need to be taught before every lesson. Rather, it should get students prepared to work cooperatively with one another, understand how to respect one another and listen to each other's opinion, and learn what it means to work as a team, rather than as two to four individuals doing a worksheet.<br />
<br />
One way that teachers can help students get accustomed to working together is by having them participate in team building games and activities. Since it is so important with cooperative learning for students to understand how to work together and the importance of whole group contribution, it may be helpful to first show students how to work together and contribute to a group. <br />
<br />
When introducing the cooperative learning lesson into your classroom, ensure that students have complete awareness of what you are asking them to do and what is expected of them. This will help to motivate the students to work together to achieve their common goal, when they are aware of what they are supposed to be working towards (Manis).<br />
<br />
Check out the website below for some ideas about Cooperative Learning games that can help to learn to work together:<br />
<br />
[http://www.teachhub.com/6-awesome-cooperative-classroom-games Cooperative Games ]<br />
<br />
== '''What Should the Classroom Environment Look Like?''' ==<br />
<br />
[[File:Classiclassroom.png|thumbnail]]<br />
<br />
Before reading this section, take a moment to think about a traditional classroom set up. What do you see? How are the desks arranged in this classroom? How are the students sitting?<br />
<br />
If you pictured a classroom where students are seated in rows, one behind the other, think about how effective this setup is for working together. Placing student's desks in a line is showing them that their attention should be towards the front of the room, and there is little ease in working in groups. When students are asked to work together, it involves a lot of desk moving and a lot of deciding seating arrangements- so more time is wasted on moving desks and making groups. <br />
<br />
Now think of a classroom where students are placed in groups of 3-4, and the classroom is easy to move around. Students may have "assigned seats" but they have ease to move around from group to group when appropriate, and there doesn't have to be a shuffle to get into groups. Having an environment that encourages students to work together, rather than making students think that they have to look forward- rather than at one another. In fact, encourage students to face one-another. This will allow students to feel that they are in control of their teaching and learning.<br />
<br />
Another helpful strategy is to label the groups of desks or tables. Placing a numbered bin in the middle of the desks or the table will help direct students to where they need to go. Teachers can fill the bins prior to the lesson with necessary papers for the lesson, or guidelines depicting what the important roles are for each student in the group. Having these bins is especially helpful if you wish to differentiate instruction. If you decide to group your students by ability level (which we will talk more about later), you can have one table where the materials can be differentiated to help these students to be successful.<br />
<br />
If you wish, check out google images- "Cooperative Learning Classroom Setup" to get an idea of some ways teachers have worked to make their classroom equipped for cooperative learning.<br />
<br />
[https://www.teachingchannel.org/videos/seating-arrangements?utm_source=ReadingRockets.org&utm_medium=Twitter Click to watch a short video and see how one teacher set up her classroom]<br />
<br />
== '''What Should the Students be Doing in Their Groups?''' ==<br />
<br />
It is very important for students to be aware of their role in the group, and the roles of their group members. Prior to instruction, the teacher should go over with the students what the roles are and why they are important. These roles may be different lesson to lesson- especially depending on the type of cooperative learning lesson you are utilizing. It might be beneficial to randomly give students their roles so that each student will have the opportunity to engage with different roles depending on the the lesson (Teed, McDarvis, & Roseth). By providing note cards with examples of each role, students can have a quick reminder for what they should be doing and how they should be interacting with one another (ReadWriteThink- see think in references section). <br />
<br />
Not only is it important for students to be aware of the roles and their job in the group, they should know what the goal of instruction is. During the group time, students should be working towards the goal, which cannot be completed with the help from each member of the group. This will help to hold students accountable for their actions, and to have an understanding of what they are working towards.<br />
<br />
The classroom will probably be noisy- and that is okay! You want the students to be working together and to be engaged in their learning. They should be talking to one another, facilitating conversation, and stepping in when a member of the group needs help. Rather than silent group work, teachers should be encouraging conversations and a steady flow of opinions and understandings in regards to topics. This will not only help the students to learn more, but it will help them to get actively involved in their learning and reach a deeper level of engagement with their learning. <br />
<br />
Please read the following link for an overview on some potential roles that students can have during Cooperative Learning:<br />
<br />
[http://serc.carleton.edu/introgeo/cooperative/roles.html Cooperative Learning Group Roles]<br />
<br />
== '''Before Moving On...''' ==<br />
<br />
In this lesson, we extended our knowledge about cooperative learning. We learned more about what the classroom environment should look like, what teachers should be doing during the lesson, and what students should do in their groups. By learning about these topics, we have began setting ourselves up to learn how to effectively utilize cooperative learning in your classroom. Once you have read this lesson and reviewed the links, please complete the follow exit ticket. If you don't feel prepared to answer these questions, please review this lesson before moving on.<br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSfieqdg1eG4G-NhZFemV4lx_KdlE9zNHq_Bka1Z_zKabUfLnQ/viewform Lesson 2 Exit Ticket]<br />
<br />
[[The Basics of Cooperative Learning|Return to Lesson 1]] or Move on to Lesson 3 [[Cooperative Learning vs. Group Work]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
Bafile, C. (2011, Aug. 16). Let's cooperative! Teachers share tips for cooperative learning. Retrieved from: http://www.educationworld.com/a_curr/curr287.shtml <br />
<br />
Manis, C. (n.d.). Cooperative learning: How to assign meaningful tasks to group members. Retrieved from: http://www.dailyteachingtools.com/cooperative-learning-tasks.html<br />
<br />
McIntyre, T. (n.d.). Competitive vs. cooperative learning formats. Retrieved from: http://www.behavioradvisor.com/CoopLearning.html <br />
<br />
ReadWriteThink. (2004). Cooperative group role cards. Retrieved from: http://www.readwritethink.org/files/resources/lesson_images/lesson277/cooperative.pdf <br />
<br />
Romano, R., Papa, L., & Saulle, E. (n.d.). 6 aweseome cooperative classroom games. Retrieved from: http://www.teachhub.com/6-awesome-cooperative-classroom-games<br />
<br />
Spies, A. (n.d.). Seating arrangements with work stations. Retrieved from: https://www.teachingchannel.org/videos/seating-arrangements?utm_source=ReadingRockets.org&utm_medium=Twitter<br />
<br />
Teed, R., McDaris, J., & Roseth, C. (n.d.). Student roles. Retrieved from: http://serc.carleton.edu/introgeo/cooperative/roles.html <br />
<br />
ReadWriteThink. (2004). Cooperative group role cards. Retrieved from: http://www.readwritethink.org/files/resources/lesson_images/lesson277/cooperative.pdf</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=The_Basics_of_Cooperative_Learning&diff=117822The Basics of Cooperative Learning2016-12-13T23:26:56Z<p>Mollybennett: /* What is Cooperative Learning */</p>
<hr />
<div>== ''' Lets get started on the basics ''' ==<br />
<br />
Before we get started on the first lesson, we are going to put ourselves in the mind set of an educator. Think about your classroom, or, if you are not currently in a classroom, think about your time spent in a K-12 classroom as a student. When picturing this setting, begin to think about the words Cooperative Learning. What do these words mean to you?<br />
<br />
Please click on the link to jot down your ideas. You will be using this link throughout the course, and it will be open to others. Please initial next to your ideas, or use a specific color to remember which ideas were yours! This link will not open in a new tab. Please open it in new tab, or use the back button to return back to this page. <br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google Doc]<br />
<br />
== ''' What is Cooperative Learning ''' ==<br />
<br />
Cooperative learning, in it's most basic form, is a type of learning strategy where students work together to achieve a common end goal. In these purposefully created groups, students have specific roles and goals they need to achieve individually, in order to have whole group success. From this standpoint, with cooperative learning, it is not possible for groups to be successful without the effort of each individual student in the group. If one member of the group fails to do their part, a piece of the 'cooperative learning puzzle' is missing- and the group may be lacking valuable knowledge. <br />
<br />
Please click on the link below and scroll down to the section titled- Collaborative Learning 101. In this short passage, you will begin to gain insight as to what cooperative learning is and start to picture it in your mind. <br />
<br />
[http://www.dailyteachingtools.com/cooperative-learning.html#2 Cooperative Learning 101]<br />
<br />
Additionally, please refer to the link below and read the first page, to gain more insight on cooperative learning.<br />
<br />
[https://www.teachervision.com/cooperative-learning/teaching-methods/48448.html?page=1 Cooperative Learning]<br />
<br />
== ''' Cooperative Learning: From the Eyes of a Teacher ''' ==<br />
<br />
Now let's put ourselves in the mind set of an educator. When you are used to traditional learning styles, in which the lessons are frequently teacher-led and lecture based, it may be difficult to change the learning structure and put more control into the hands of our students. Educators frequently fear that the classroom will become more chaotic and students will lose focus on the work that is front of them. Additionally, teachers frequently struggle with giving control over to the students, for fear that curriculum will not be covered in it's entirety. <br />
<br />
However, teachers still hold a very important role in the classroom when their students are engaged in cooperative learning! First of all, the teacher creates purposeful groups and creates jobs for each member of the group. While students are working collaboratively with one another, the teacher works as a facilitator, guiding students while they are learning. Additionally, the teacher is continuously monitoring the students, and teaching the students the rules that need to be put in place when engaging with their group members (Coffey, 2008). We will touch more on the specifics of cooperative learning later in the course, but please read this article to learn more about the teacher's role in cooperative learning. When you are finished, report back to the google doc and fill in the remaining box. <br />
<br />
[http://www.teachhub.com/quick-guide-cooperative-learning Teacher's Role in Cooperative Learning]<br />
<br />
== ''' Before you move on to lesson 2... ''' ==<br />
<br />
Before moving on to lesson 2, please ensure that you have completed the chart for lesson one. The ideas that you post in the chart will be very important as we move through the course. They will allow you to see how your ideas and understandings change over time, and will serve as a place that you can refer back to at the end of the course. In this lesson, we have thought about what we know about cooperative learning and began thinking about what we think cooperative learning looks like in the classroom. We read some basic details about cooperative learning, in order to receive an overview of what cooperative learning is and what it looks like. We will see how our understanding changes overtime, and what we need to effectively implement cooperative learning. <br />
<br />
Once again, here is the link to the Google Doc <br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google Doc]<br />
<br />
Please complete the following exit ticket before moving on to lesson 2:<br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLScKhOpDqq0HyZg1736_yRWuGvF6VFDIw0esRBGsk1fVAbKl7A/viewform Lesson 1 Exit Ticket]<br />
<br />
All set? Click to go to lesson 2- [[Aspects of Cooperative Learning]]<br />
<br />
[[Introduction to Cooperative Learning|Return to Unit Homepage ]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Mini Course Homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
Coffey, H. (2008). Cooperative learning. Retrieved from: http://www.learnnc.org/lp/pages/4653 <br />
<br />
Cox, J. Quick guide to cooperative learning. Retrieved from: http://www.teachhub.com/quick-guide-cooperative-learning<br />
<br />
Fredericks, A. D. (2005). What is cooperative learning and what does it do. In A. Frederick (Ed.), ''The complete idiot's guide to success as a teacher.'' USA: Penguin Group. Retrieved from: https://www.teachervision.com/cooperative-learning/teaching-methods/48448.html?page=1<br />
<br />
Manis, C. (2012). An overview and analysis of cooperative learning. Retrieved from: http://www.dailyteachingtools.com/cooperative-learning.html#2</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=The_Basics_of_Cooperative_Learning&diff=117821The Basics of Cooperative Learning2016-12-13T23:26:22Z<p>Mollybennett: /* What is Cooperative Learning */</p>
<hr />
<div>== ''' Lets get started on the basics ''' ==<br />
<br />
Before we get started on the first lesson, we are going to put ourselves in the mind set of an educator. Think about your classroom, or, if you are not currently in a classroom, think about your time spent in a K-12 classroom as a student. When picturing this setting, begin to think about the words Cooperative Learning. What do these words mean to you?<br />
<br />
Please click on the link to jot down your ideas. You will be using this link throughout the course, and it will be open to others. Please initial next to your ideas, or use a specific color to remember which ideas were yours! This link will not open in a new tab. Please open it in new tab, or use the back button to return back to this page. <br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google Doc]<br />
<br />
== ''' What is Cooperative Learning ''' ==<br />
<br />
Cooperative learning, in it's most basic form, is a type of learning strateegy where students work together to achieve a common goal. In these purposefully created groups, students have specific roles and goals they need to achieve individually, in order to have whole group success. From this standpoint, with cooperative learning, it is not possible for groups to be successful without the effort of each individual student in the group. If one member of the group fails to do their part, a piece of the 'cooperative learning puzzle' is missing- and the group may be lacking valuable knowledge. <br />
<br />
Please click on the link below and scroll down to the section titled- Collaborative Learning 101. In this short passage, you will begin to gain insight as to what cooperative learning is and start to picture it in your mind. <br />
<br />
[http://www.dailyteachingtools.com/cooperative-learning.html#2 Cooperative Learning 101]<br />
<br />
Additionally, please refer to the link below and read the first page, to gain more insight on cooperative learning.<br />
<br />
[https://www.teachervision.com/cooperative-learning/teaching-methods/48448.html?page=1 Cooperative Learning]<br />
<br />
== ''' Cooperative Learning: From the Eyes of a Teacher ''' ==<br />
<br />
Now let's put ourselves in the mind set of an educator. When you are used to traditional learning styles, in which the lessons are frequently teacher-led and lecture based, it may be difficult to change the learning structure and put more control into the hands of our students. Educators frequently fear that the classroom will become more chaotic and students will lose focus on the work that is front of them. Additionally, teachers frequently struggle with giving control over to the students, for fear that curriculum will not be covered in it's entirety. <br />
<br />
However, teachers still hold a very important role in the classroom when their students are engaged in cooperative learning! First of all, the teacher creates purposeful groups and creates jobs for each member of the group. While students are working collaboratively with one another, the teacher works as a facilitator, guiding students while they are learning. Additionally, the teacher is continuously monitoring the students, and teaching the students the rules that need to be put in place when engaging with their group members (Coffey, 2008). We will touch more on the specifics of cooperative learning later in the course, but please read this article to learn more about the teacher's role in cooperative learning. When you are finished, report back to the google doc and fill in the remaining box. <br />
<br />
[http://www.teachhub.com/quick-guide-cooperative-learning Teacher's Role in Cooperative Learning]<br />
<br />
== ''' Before you move on to lesson 2... ''' ==<br />
<br />
Before moving on to lesson 2, please ensure that you have completed the chart for lesson one. The ideas that you post in the chart will be very important as we move through the course. They will allow you to see how your ideas and understandings change over time, and will serve as a place that you can refer back to at the end of the course. In this lesson, we have thought about what we know about cooperative learning and began thinking about what we think cooperative learning looks like in the classroom. We read some basic details about cooperative learning, in order to receive an overview of what cooperative learning is and what it looks like. We will see how our understanding changes overtime, and what we need to effectively implement cooperative learning. <br />
<br />
Once again, here is the link to the Google Doc <br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google Doc]<br />
<br />
Please complete the following exit ticket before moving on to lesson 2:<br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLScKhOpDqq0HyZg1736_yRWuGvF6VFDIw0esRBGsk1fVAbKl7A/viewform Lesson 1 Exit Ticket]<br />
<br />
All set? Click to go to lesson 2- [[Aspects of Cooperative Learning]]<br />
<br />
[[Introduction to Cooperative Learning|Return to Unit Homepage ]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Mini Course Homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
Coffey, H. (2008). Cooperative learning. Retrieved from: http://www.learnnc.org/lp/pages/4653 <br />
<br />
Cox, J. Quick guide to cooperative learning. Retrieved from: http://www.teachhub.com/quick-guide-cooperative-learning<br />
<br />
Fredericks, A. D. (2005). What is cooperative learning and what does it do. In A. Frederick (Ed.), ''The complete idiot's guide to success as a teacher.'' USA: Penguin Group. Retrieved from: https://www.teachervision.com/cooperative-learning/teaching-methods/48448.html?page=1<br />
<br />
Manis, C. (2012). An overview and analysis of cooperative learning. Retrieved from: http://www.dailyteachingtools.com/cooperative-learning.html#2</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Introduction_to_Cooperative_Learning&diff=117820Introduction to Cooperative Learning2016-12-13T23:25:50Z<p>Mollybennett: /* Let's Get Started */</p>
<hr />
<div>== '''Let's Get Started''' ==<br />
<br />
Cooperative learning is a very important learning strategy that teachers often want to incorporate into their lessons, but fail to have the proper resources in order to successfully incorporate the ideas. This first unit will serve as a brief instruction to cooperative learning, and allow learners to start determining the importance of cooperative learning and the differences between cooperative learning and group work.<br />
<br />
[[File:Groupworkpic.jpeg|right|[[http://www.clipartkid.com/group-of-students-working-together-cliparts/ source]]]]<br />
<br />
== '''Why is this unit important?''' ==<br />
<br />
This unit is important because it will serve as a base for you to build your knowledge. In this unit, you will start collecting the information that the learn about cooperative learning, and watching as your understanding grows and changes overtime. As an introduction, this unit will be critical to have success throughout the course.<br />
<br />
== ''' What should I learn by the end of this unit?''' ==<br />
<br />
Unit 1 will be made up of 3 mini lessons. <br />
<br />
In the first lesson, you will be reading about cooperative learning and based on this reading, jot down a few notes about what you think cooperative learning looks like. These notes will be composed of what you already know about cooperative learning and it's uses, and some brief details from teachers who use it. <br />
<br />
[[The Basics of Cooperative Learning|Link to Lesson 1]]<br />
<br />
In the second lesson, you will work to determine the different aspects that are important in a cooperative learning environment. In this, your learning will go deeper as you work to dive in to the different aspects that must be present. <br />
<br />
[[Aspects of Cooperative Learning|Link to Lesson 2]]<br />
<br />
In the third lesson, you will do a compare & contrast with cooperative learning and group work. This will help you to see the differences that lie between the two, and the specific ways in which cooperative learning is different.<br />
<br />
[[Cooperative Learning vs. Group Work|Link to Lesson 3]]<br />
<br />
All set? Let's go to Lesson 1: [[ The Basics of Cooperative Learning ]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Cooperative_Learning_in_the_K-12_Classroom&diff=117817Cooperative Learning in the K-12 Classroom2016-12-13T23:02:34Z<p>Mollybennett: /* Extended Resources */</p>
<hr />
<div>[[File:Teampic.jpeg]]<br />
<br />
<br />
== '''Overview and Purpose''' ==<br />
<br />
Teachers often struggle with finding ways to effectively incorporate cooperative learning strategies into the classroom. Frequently, teachers in K-12 classrooms confuse cooperative learning with group work and fail to create purposeful groups that allow students to work together to achieve a common goal. Teachers frequently fear that students will get off topic, or distracted while working in groups and not be focused on the work they have to complete. This mini course will help to teach educators the value that lies in cooperative learning and methods to effectively incorporate it into the classroom. Additionally, we will explore what makes cooperative learning different from group work, and practice with creating our own mini lesson.<br />
<br />
=='''Needs Assessment'''==<br />
<br />
'''Instructional Problem'''<br />
<br />
Multiple studies have been done determining the effectiveness of cooperative learning within the classroom. Not only has utilizing cooperative learning in the classroom been linked to higher levels of student achievement, but researchers have also found there to be an increase in student's social skills (Lumpe, Haney, Czerniak, 1998). With evidence pointing so strongly towards why teachers should be utilizing cooperative learning strategies in the classroom, teachers still do not feel properly prepared to utilize these strategies. There seems to be a disconnect between teachers ideals and teachers abilities, and a lack of instruction has lead to this. <br />
<br />
While many teachers report feeling improperly trained on methods to help them to incorporate their classroom, others report a lack of support coming from administration (Lumpe et al., 1998). When teachers are placed in an environment that doesn't welcome a newer learning style and materials aren't made available to them, they are less likely to try a new approach. <br />
<br />
Another misconception that is tied into the concepts of lack of training and lack of support, is a sense of fear that many teachers feel. Without knowing about ways to effectively incorporate cooperative learning, many teachers shy away from it due to fear that they will loss control of their classroom by putting so much control in the hands of the students, and fear that teachers won't be able to cover their whole curriculum (Kagan, 2012).<br />
<br />
While information is available to teachers which points to a long list of benefits to utilizing cooperative learning, without being trained on how and why these strategies work, there is resistance to utilizing it. Teachers must be trained in order to overcome the fear, and administrators and teachers must be on the same page in regards to what learning styles will be utilized within the district. <br />
<br />
'''What is to be Learned'''<br />
<br />
Educators, preservice teachers, and administrators will learn about the cooperative learning process and effectiveness of utilizing this learning style in a K-12 classroom. In addition, lessons will focus on what cooperative learning is and what it looks like in a K-12 classroom, the different types of cooperative learning groups and when they should be utilized, how students benefit from cooperative learning, and important strategies for both teachers and administrators. By creating an environment when everyone is aware of the types of cooperative learning and ways to eliminate it, it will allow for the fear to be overcome. This course is going to help the learners to develop a deep understanding of what cooperative learning is, what it looks like, and what is important for successful implementation of cooperative learning. Specifically, we are going to have 5 units, each of which is going to build off of the previous one.<br />
<br />
The first unit is going to serve as an introduction to cooperative learning and is going to have you think about your understandings of cooperative learning. This unit is going to focus on what the teacher should do before introducing cooperative learning, what the classroom environment should be set up like, what the teacher should do while the lesson is going on, and what students should be doing. Additionally, this unit will look at the differences between cooperative learning and group work, and why cooperative learning is more successful.<br />
<br />
The second unit is going to focus on specific types of cooperative learning activities. We are going to watch videos so we can see cooperative learning in action, and start seeing what cooperative learning looks like. We will then focus on six cooperative learning activities and discuss why they are useful and important in the classroom. We will then return back to the classroom jobs and roles that can be assigned to students, and what these roles look like in the activities we discussed.<br />
<br />
The third unit is going to focus on advantages and disadvantages to cooperative learning. We will go over the pros and cons, and then discuss how to avoid the downfalls to cooperative learning. This is going to provide you with ways to successfully implement cooperative learning. You will build your toolbox and figure out what you should do to avoid the common pitfalls to cooperative learning.<br />
<br />
The next two units will allow you to practice cooperative learning and creating activities. Unit 4 has two learning activities. The first is going to provide you with a sample lesson where cooperative learning was utilized, but the teacher had a lot of issues with it. You are going to analyze this lesson, state what went wrong, and describe what you would have done differently. The second learning activity is going to ask you to critique a lesson where cooperative learning was not utilized, and state what cooperative learning activity you would have used for this lesson. You will rationalize why you chose the activity you did and why it would make the lesson successful.<br />
<br />
The final unit is going to have a review section, and a section that is going to ask you to create your own cooperative learning lesson. This is going to require you to put together all the knowledge you have learned throughout this course and put it to the test. Your mini lesson is going to utilize a cooperative learning strategy, and you will state what you are going to do to make it successful.<br />
<br />
'''<font color="#252525">The Learners</font>'''<br />
<br />
Learners for this mini-course will include both teachers and administrators who are currently teaching in grades K-12, as well as preservice teachers who are on their way to achieving their certification in teaching. Those who participate in this course will learn why cooperative learning is such an effective learning style, and further, different ways to implement it to make a determination for what will work best in their classroom. For pre-service teachers, by learning about the effectiveness of cooperative learning and ways to implement it in their future classrooms, this learning style will become more readily available due to their prior training and learning regarding the effectiveness.<br />
<br />
== '''Learning Outcomes & Performance Objectives''' ==<br />
<br />
'''Learning Outcomes-''' By the end of the course learners will be able to answer the following questions: <br />
<br />
* What does it mean for a classroom to be a cooperative learning environment?<br />
* What are the different types of cooperative learning and when are they most useful?<br />
* How do students benefit from cooperative learning?<br />
* What are some advantages and disadvantages to cooperative learning<br />
* What strategies can I use to effectively create a cooperative learning environment?<br />
<br />
'''Performance Objectives'''- By the end of course learners will be able to:<br />
<br />
* Following instruction on cooperative learning, students will state what components are necessary in a cooperative learning environment. Additional, students will receive instruction on cooperative learning and group work, students will state the differences between the two concepts, highlighting what it means to have a cooperative learning environment.<br />
* Given articles and media-based materials, students will be able to discuss what they see in a cooperative learning environment, and state the different types of cooperative learning that they see take place. Students will be able to describe six different cooperative learning activities and the main components of each to make them successful.<br />
* Given an outline and an article, learners will read about advantages and disadvantages of cooperative learning. After reading, learners will be able to analyze why certain issues arise during cooperative learning and engage in a discussion on ways to avoid these issues from occurring.<br />
* Following instruction on strategies to utilize cooperative learning, learners will reflect and critique two lessons: one which used cooperative learning strategies but had a lot of issues with it, and one that did not use cooperative learning but should have. Learners will state what they would have done differently in each, providing reasons why it would have made the lessons more successful.<br />
* Given a four units of instruction in cooperative learning and a lesson which reviewed the main points, learners will create their own mini lesson using a cooperative learning strategy, justifying why they chose the strategy they did and how they would make the lesson successful.<br />
<br />
'''Prerequisite Skills''' <br />
<br />
- Participants should have experience in K-12 setting; either as a student or teacher<br />
<br />
- Participants should have an understanding of different learning environments <br />
<br />
- Participants should have the skills to navigate an online space, including YouTube<br />
<br />
== '''Course Units''' ==<br />
<br />
Unit 1- [[ Introduction to Cooperative Learning ]]<br />
<br />
In this unit, learners will learn about what cooperative learning is and how it is different from group work. This lesson will serve as a general introduction to cooperative learning for educators and will begin to identify the different aspects of cooperative learning. Additionally, learners will have the opportunity to determine differences between cooperative learning and group work.<br />
<br />
Unit 2- [[ Why Should I Use Cooperative Learning? ]]<br />
<br />
In this unit, learners read about different types of cooperative learning groups and share what they see taking place in these different settings. Learners will have the opportunity to expand their knowledge related to cooperative learning, and take note of how their understandings change as they go through the course. During this unit, learners will begin to think about why cooperative learning should be utilized, and ways in which it can be used.<br />
<br />
Unit 3- [[ Advantages & Disadvantages of Cooperative Learning ]]<br />
<br />
In this unit, learners will analyze potential advantages and disadvantages to cooperative learning. In this unit, learners will discover potential pitfalls to cooperative learning and how they can work to avoid them. Additionally, learners will begin inferring and thinking about situations which they would use cooperative learning. <br />
<br />
Unit 4- [[ Practice Utilizing Cooperative Learning ]]<br />
<br />
In this unit, learners will begin their practice on utilizing cooperative learning. They will have the opportunity to reflect on a lesson where cooperative learning could have been utilized, and how the lesson would be different if it was. Learners will choose a type of cooperative learning that they would have used in this lesson, and validate why it would have made the lesson better.<br />
<br />
Unit 5- [[ Creating a Mini Lesson with Cooperative Learning ]]<br />
<br />
In this unit, learners will look back on the knowledge they have acquired throughout the mini course and put it all together to create their own mini lesson. They will see how their knowledge and understanding of cooperative learning has changed over time, and have an opportunity to select a cooperative learning strategy, create a mini lesson with it, and reflect on the process it took to create this lesson.<br />
<br />
[[Molly Bennett|Return to Main Page]]<br />
<br />
== '''Extended Resources & References ''' ==<br />
<br />
Listed here and some extended resources for you to further explore cooperative learning. These resources will also be available at the end of the final unit, if you wish to explore further.<br />
<br />
[http://www.co-operation.org/what-is-cooperative-learning/ Cooperative Learning Institue]<br />
<br />
[https://cft.vanderbilt.edu/guides-sub-pages/cooperative-learning/ Vanderbilt Center of Teaching]<br />
<br />
[http://www.learnnc.org/lp/pages/4653 Learn NC- Cooperative Learning]<br />
<br />
[http://www.kaganonline.com/free_articles/ Spencer Kagan's Webpage- See Free Articles]<br />
<br />
[http://serc.carleton.edu/introgeo/cooperative/index.html SERC- Carleton College ]<br />
<br />
<br />
'''References''' <br />
<br />
Kagan, S. (2012). Overcoming resistance to kagan structures for engagement. Kagan Online Magazine, ''Summer 2012''.<br />
<br />
Lumpe, A. T., Czerniak, C. M., & Haney, J. J. (1998). Science teachers beliefs and intensions regarding the use of cooperative learning.''School and Science Mathematics, 98''(3), 123-135.</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Cooperative_Learning_vs._Group_Work&diff=117667Cooperative Learning vs. Group Work2016-12-13T04:48:19Z<p>Mollybennett: /* Before Moving On... */</p>
<hr />
<div>== '''Cooperative Learning and Group Work''' ==<br />
<br />
[[File:Classroom-1297779 640.png|thumbnail]]<br />
<br />
In this mini lesson, we are going to focus briefly on the differences between cooperative learning and group work. While Cooperative Learning is, in sense, students working together in a group, group work does not imply cooperative learning. We have touched upon the basic concepts associated with Cooperative Learning. Many people confuse cooperative learning and group work, and think that if they place students in groups, cooperative learning is going to occur. As we know, cooperative learning involves more than just placing students into groups and having them to do work together. We are going to focus on the main differences between Cooperative Learning and Group Work. <br />
Review the notes you have taken in the google doc so far, to remind yourself of the big points we've learned so far in this course. Once you have reviewed, and have the Google Doc opened, please continue on with this section.<br />
<br />
If needed, here is the link to the Google Doc: [https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link for Idea Sharing]<br />
<br />
== '''Imagine These Scenarios''' ==<br />
<br />
Let's get started by imagining some scenarios and trying to pull apart the differences between the two. Based on what you know so far, think about which is an example of cooperative learning, and which is an example of group work. Refer to the google doc to begin listing some similarities and differences that you find between the two scenarios. It may be helpful to think about scenarios in terms of your classroom or content area, in order to make a connection to what we are learning.<br />
<br />
Students in a 4th grade class have just spent the first 20 minutes of their English time listening to their teacher (let's call her Mrs. Williams) talk about different types of fiction and non-fiction. During this time, Mrs. Williams stood in the front of the classroom, and held up books one at time. When Mrs. Williams held up a book, and briefly discussed what they were about, whether it was real or not real, and what type of information the books contained. Once Mrs. Williams showed a variety of books to the students and labeled them as either fiction or non-fiction, she gave her students a worksheet. On this worksheet, students were to get into groups and identify the main aspects of fiction & non-fiction books, and list some characteristics of types of non-fiction pictures. Mrs. Williams thought to herself, "Great! I am getting my students to work in groups. They must be so excited to work with one another." While Mrs. Williams sat in the front of the room, waiting to see if any students had any questions, she noticed that her classroom was silent. She heard a few conversations around the room, but most of them were about what her students were eating for lunch, or, all too common, "Hey, what did you put down for the first one?" or, "I can't figure this out can you just tell me what you wrote." Mrs. Williams panicked- rather than working together, she noticed her students were either off topic, or letting one student in the group do all the work. Other students were simply copying off of the others paper, and were not getting the opportunity to learn deeply from this worksheet. There was no way for her to ensure that each student was doing equal work, and some group members were finishing before others. Mrs. Williams thought, "This is group work! Why aren't they working together?" Mrs. Williams had the students write the names of their group members on the papers, and when she was grading them, she was curious to see that there is was no evidence of students working together. In each group, there seemed to be one or two strong leaders, with the rest of the students either copying word for word, or, not having any work done at all. The final product to the students didn't matter. What their group members did didn't matter, as long as they got their part done. <br />
<br />
Now imagine the same lesson in the same 4th grade classroom. This time, before even starting the lesson Mrs. Williams had her students go to their tables with their pre-assigned groups. The students in these groups had been working together for about two weeks now, so they were comfortable with each other and knew where to go when they were told to go to their table number. Around the classroom, there were book bins set up. Each book bin was labeled and filled with books. Mrs. Williams told the students that there were going to be working with their teams to create a poster about different types of Fiction Literature. The bins around the room were labeled, "Realistic Fiction," "Historical Fiction," "Science Fiction," and "Mystery/Adventure." In each bin, there was a brief blurb about the type of books that were in the bin. Additionally, in the table bucket there were instructions for what the students would be responsible for doing, and the same brief blurb about the fiction genres. Each student was assigned one genre in their group and did some research on the books in the bin. Students had an opportunity to talk to other students in other groups who were assigned the same genre. For the first day of this lesson, students explored the books, then reported back to their groups what they learned. During this time, the students became the teachers. They were responsible for teaching others in their group what they learned. On the second day, students began working on the key points associated with their genre, including examples of books that fit into their genre. On the third day, the group came together and created a poster titled, "Fiction Genres." Each group member was responsible for a section of the poster, and for teach their group members about the genre. When it came time to discuss the posters with the class, Mrs. Williams had a student present on a section that they didn't do- meaning, they were each responsible for knowing the whole poster. During the days when this lesson was ongoing, Mrs. Williams saw her students working together, engaging with one another, and helping each other out. Her classroom was noisy- but her students were excited. Mrs. Williams circulated group to group, asking them questions about what they were learning and guiding them toward further inquiry. In the end, each member of the group had a solid understanding of types of fiction literature, and students were developing social skills that allowed them to work together.<br />
<br />
Think about these two scenarios. What is the same about them? What is different? Which one shows cooperative learning, and which one is simply group work? Please jot down your ideas in the google doc provided.<br />
<br />
== '''What do you think?''' ==<br />
<br />
Based on your reading of the two scenarios above, were you able to see a difference between Cooperative Learning and Group Work? While their is an appropriate time to use group work, it is certainly not the same as cooperative learning. Just sticking students into a group and asked them to work together to complete a worksheet, isn't ensure that students are going to do the worksheet together. Additionally, students probably will not see the benefit in working together, if the end goal doesn't require the whole group to work together. Students need to be aware that the work they are doing is important. With Cooperative Learning, it needs to be made clear that the group will not be successful without contribution from every student. Finally, the finished product that the students are "handing in" needs to demonstrate that cooperative learning occurred.<br />
<br />
Please take a moment to review this chart about differences between cooperative learning and group work.<br />
<br />
[http://groups.physics.umn.edu/physed/Research/CGPS/trdvscoop.html Cooperative learning vs Group Work]<br />
<br />
== '''Before Moving On...''' ==<br />
<br />
Congratulations! You completed the last mini lesson of unit one. In this lesson, we focused on the differences between cooperative learning and group work. This way, we could get our mind clear of thinking that the two terms could be used interchangeably. Now that you have completed this unit, you should have the first three sections of the google doc filled out. Ensure that you have completed this before moving on to Unit 2. <br />
<br />
By now, you should be able to:<br />
- Have an understanding of what cooperative learning is and what it looks like<br />
- Have a basic understanding of the important aspects associated with cooperative learning<br />
- Understand the differences between cooperative learning and group work<br />
<br />
Please complete this assessment on Unit 1 before moving on to Unit 2. If there were any topics that you struggled with, please go back and review, as this unit is going to serve as a building block for the following units. <br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSd09Qxu7sXc4OAwghI8KcKfV3HXvTjURqwm5xN4wI_cCencRw/viewform Unit 1 Assessment]<br />
<br />
[[Aspects of Cooperative Learning|Return to Lesson 2]] or Move on to Unit 2: [[ Why Should I Use Cooperative Learning? ]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
To further your understanding of differences between cooperative learning and group work, please explore the following links:<br />
<br />
[http://corkboardconnections.blogspot.com/2013/01/cooperative-learning-more-than-group.html Cooperative Learning: More than Group work]<br />
<br />
[http://712educators.about.com/od/cooplearning/tp/Cooperative-Learning-Versus-Traditional-Learning-For-Group-Activities.htm Cooperative Learning vs. Traditional Groups]<br />
<br />
[http://www.literacynet.org/icans/chapter01/traditional.html Chart summarizing differences ]<br />
<br />
'''Information for this lesson gathered from:''' <br />
<br />
Tradition versus Cooperative Learning. (1997, March 5). Traditional versus cooperative learning. Retrieved from: http://www.ascd.org/publications/educational-leadership/oct14/vol72/num02/Making-Cooperative-Learning-Powerful.aspx</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Aspects_of_Cooperative_Learning&diff=117666Aspects of Cooperative Learning2016-12-13T04:47:43Z<p>Mollybennett: /* Before Moving On... */</p>
<hr />
<div>== '''What is Important in a Cooperative Learning Environment?''' ==<br />
<br />
In this lesson, we are going to be learning about the important aspects related to cooperative learning. Largely, this lesson will help you to get more comfortable with cooperative learning and to help create a "checklist" of the important aspects of cooperative learning. As there are a variety of types of cooperative learning (which we will discuss later), this lesson is going to serve as an overview of the general aspects common across all types. This sub-sections to this unit will help you to answer the following questions:<br />
<br />
* What should the teacher do before starting a lesson with cooperative learning?<br />
* What should the environment look like for cooperative learning to be successful?<br />
* What should my students be doing during this lesson?<br />
<br />
If the link is not already up on your browser, please re-open the link for this lesson.<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link for Idea Sharing]<br />
<br />
== '''What Should the Teacher do Before Starting the Lesson?''' ==<br />
<br />
While the lesson and lesson plan itself is important for cooperative learning to be successful, there are steps the teacher needs to take and some mini-lessons the teacher needs to teach to the class before implementing cooperative learning. If students are used to more traditional learning styles, they may be unsure how to interact with their peers effectively, and what it means to work cooperatively. Think of this as the "pre-requisites" required for students before starting the big lesson on cooperative learning. Develop a cooperative environment at this time, where students work together to complete more basic tasks (McIntyre). <br />
<br />
This aspect of cooperative learning does not need to be taught before every lesson. Rather, it should get students prepared to work cooperatively with one another, understand how to respect one another and listen to each other's opinion, and learn what it means to work as a team, rather than as two to four individuals doing a worksheet.<br />
<br />
One way that teachers can help students get accustomed to working together is by having them participate in team building games and activities. Since it is so important with cooperative learning for students to understand how to work together and the importance of whole group contribution, it may be helpful to first show students how to work together and contribute to a group. <br />
<br />
When introducing the cooperative learning lesson into your classroom, ensure that students have complete awareness of what you are asking them to do and what is expected of them. This will help to motivate the students to work together to achieve their common goal, when they are aware of what they are supposed to be working towards (Manis).<br />
<br />
Check out the website below for some ideas about Cooperative Learning games that can help to learn to work together:<br />
<br />
[http://www.teachhub.com/6-awesome-cooperative-classroom-games Cooperative Games ]<br />
<br />
== '''What Should the Classroom Environment Look Like?''' ==<br />
<br />
[[File:Classiclassroom.png|thumbnail]]<br />
<br />
Before reading this section, take a moment to think about a traditional classroom set up. What do you see? How are the desks arranged in this classroom? How are the students sitting?<br />
<br />
If you pictured a classroom where students are seated in row, one behind another, think about how effective this setup is for working together. Placing students desks in a line, is showing them that their attention should be towards the front of the room, and there is little ease in working in groups. When students are asked to work together, it involves a lot of desk moving and a lot of deciding seating arrangements- so less time in wasted on moving desks and making groups. <br />
<br />
Now think of a classroom where students are placed in groups of 3-4, and the classroom is easy to move around. Students may have "assigned seats" but they have ease to move around from group to group when appropriate, and there doesn't have to be a shuffle to get into groups. Having an environment that encourages students to work together, rather than making students think that they have to look forward- rather than at one another. In fact, encourage students to face one-another. This will allow students to feel that they are in control of their teaching and learning.<br />
<br />
Another helpful strategy is to label the groups of desks or tables. Placing a numbered bin in the middle of the desks or the table will help direct students to where they need to go. Teachers can fill the bins prior to the lesson with necessary papers for the lesson, or guidelines depicting what the important roles are for each student in the group. Having these bins is especially helpful if you wish to differentiate instruction. If you decide to group your students by ability level (which we will talk more about later), you can have one table where the materials can be differentiated to help these students to be successful.<br />
<br />
If you wish, check out google images- "Cooperative Learning Classroom Setup" to get an idea of some ways teachers have worked to make their classroom equipped for cooperative learning.<br />
<br />
[https://www.teachingchannel.org/videos/seating-arrangements?utm_source=ReadingRockets.org&utm_medium=Twitter Click to watch a short video and see how one teacher set up her classroom]<br />
<br />
== '''What Should the Students be Doing in Their Groups?''' ==<br />
<br />
It is very important for students to be aware of their role in the group, and the roles of their group members. Prior to instruction, the teacher should go over with the students what the roles are and why they are important. These roles may be different lesson to lesson- especially depending on the type of cooperative learning lesson you are utilizing. It might be beneficial to randomly give students their roles so that each student will have the opportunity to engage with different roles depending on the the lesson (Teed, McDarvis, & Roseth). By providing note cards with examples of each role, students can have a quick reminder for what they should be doing and how they should be interacting with one another (ReadWriteThink- see think in references section). <br />
<br />
Not only is it important for students to be aware of the roles and their job in the group, they should know what the goal of instruction is. During the group time, students should be working towards the goal, which cannot be completed with the help from each member of the group. This will help to hold students accountable for their actions, and to have an understanding of what they are working towards.<br />
<br />
The classroom will probably be noisy- and that is okay! You want the students to be working together and to be engaged in their learning. They should be talking to one another, facilitating conversation, and stepping in when a member of the group needs help. Rather than silent group work, teachers should be encouraging conversations and a steady flow of opinions and understandings in regards to topics. This will not only help the students to learn more, but it will help them to get actively involved in their learning and reach a deeper level of engagement with their learning. <br />
<br />
Please read the following link for an overview on some potential roles that students can have during Cooperative Learning:<br />
<br />
[http://serc.carleton.edu/introgeo/cooperative/roles.html Cooperative Learning Group Roles]<br />
<br />
== '''Before Moving On...''' ==<br />
<br />
In this lesson, we extended our knowledge about cooperative learning. We learned more about what the classroom environment should look like, what teachers should be doing during the lesson, and what students should do in their groups. By learning about these topics, we have began setting ourselves up to learn how to effectively utilize cooperative learning in your classroom. Once you have read this lesson and reviewed the links, please complete the follow exit ticket. If you don't feel prepared to answer these questions, please review this lesson before moving on.<br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLSfieqdg1eG4G-NhZFemV4lx_KdlE9zNHq_Bka1Z_zKabUfLnQ/viewform Lesson 2 Exit Ticket]<br />
<br />
[[The Basics of Cooperative Learning|Return to Lesson 1]] or Move on to Lesson 3 [[Cooperative Learning vs. Group Work]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
Bafile, C. (2011, Aug. 16). Let's cooperative! Teachers share tips for cooperative learning. Retrieved from: http://www.educationworld.com/a_curr/curr287.shtml <br />
<br />
Manis, C. (n.d.). Cooperative learning: How to assign meaningful tasks to group members. Retrieved from: http://www.dailyteachingtools.com/cooperative-learning-tasks.html<br />
<br />
McIntyre, T. (n.d.). Competitive vs. cooperative learning formats. Retrieved from: http://www.behavioradvisor.com/CoopLearning.html <br />
<br />
ReadWriteThink. (2004). Cooperative group role cards. Retrieved from: http://www.readwritethink.org/files/resources/lesson_images/lesson277/cooperative.pdf <br />
<br />
Romano, R., Papa, L., & Saulle, E. (n.d.). 6 aweseome cooperative classroom games. Retrieved from: http://www.teachhub.com/6-awesome-cooperative-classroom-games<br />
<br />
Spies, A. (n.d.). Seating arrangements with work stations. Retrieved from: https://www.teachingchannel.org/videos/seating-arrangements?utm_source=ReadingRockets.org&utm_medium=Twitter<br />
<br />
Teed, R., McDaris, J., & Roseth, C. (n.d.). Student roles. Retrieved from: http://serc.carleton.edu/introgeo/cooperative/roles.html <br />
<br />
ReadWriteThink. (2004). Cooperative group role cards. Retrieved from: http://www.readwritethink.org/files/resources/lesson_images/lesson277/cooperative.pdf</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=My_Mini_Lesson_with_Cooperative_Learning&diff=117665My Mini Lesson with Cooperative Learning2016-12-13T04:43:43Z<p>Mollybennett: /* All set! Now what? */</p>
<hr />
<div>== ''' What Will We do in this Lesson? ''' ==<br />
<br />
In this lesson, you are going to be creating your own mini lesson using a cooperative learning strategy. You have done all the learning to get to this point. If there are any areas where you are still unsure, take this time to review them. Utilize the information you have written in the google doc and the previous units to help you to create a mini lesson that utilizes one of the cooperative learning strategies we learned about. <br />
<br />
By the end of this lesson, you should be able to create your own mini lesson using a cooperative learning strategy and describe how this lesson would work effectively in the classroom.<br />
<br />
== ''' Where Will I Create My Mini Lesson ''' ==<br />
<br />
For ease and consistency, the mini lesson will be created in the google doc provided. You will have a template that you will fill out, which will help guide you towards creating your mini lesson. <br />
<br />
Please note: this mini lesson does not have to be long. What we are trying to do here is utilize what you've learned throughout this course to create your own mini lesson using these strategies. All in all, your lesson should be related to your content area, so you are creating with your students or classroom in mind. This will help you to pick a learning strategy that you believe will work best with your students. You are free to choose any of the strategies that we have learned so far, and include why you picked the strategy you chose. Please include what you will do before starting the lesson, what you will be doing during the lesson, and what your students will be doing. Additionally, include how you will allow students to learn during this lesson, meaning, how will they receive the information they need to learn. Think about how students are going to be working together and what the classroom set up will be like. When you are finished, come back to this page and complete the final assessment.<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Click to open Google Doc]<br />
<br />
== ''' All set! Now what? ''' ==<br />
<br />
Congratulations! You have completed the mini course on Cooperative Learning in the K-12 classroom. This final unit served as a way for you to create your own lesson and put together everything that you have learned to demonstrate your knowledge. Now that we have finished this mini course, you should have the knowledge to incorporate these ideas into your classroom. You have one final assessment which will assess you on this course as a whole. <br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLScliYVNDbFyYSZGvbj47fqb1RiJImZ37aeigbywW28ipgfm6A/viewform Unit 5 Assessment]<br />
<br />
[[Creating a Mini Lesson with Cooperative Learning|Return to Unit Homepage]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Mini Course Homepage]]<br />
<br />
<br />
'''Below you will you find Extended Resources if you wish to learn more about Cooperative Learning.'''<br />
<br />
== ''' Extended Resources ''' ==<br />
<br />
[http://www.co-operation.org/what-is-cooperative-learning/ Cooperative Learning Institue]<br />
<br />
[https://cft.vanderbilt.edu/guides-sub-pages/cooperative-learning/ Vanderbilt Center of Teaching]<br />
<br />
[http://www.learnnc.org/lp/pages/4653 Learn NC- Cooperative Learning]<br />
<br />
[http://www.kaganonline.com/free_articles/ Spencer Kagan's Webpage- See Free Articles]<br />
<br />
[http://serc.carleton.edu/introgeo/cooperative/index.html SERC- Carleton College ]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=My_Mini_Lesson_with_Cooperative_Learning&diff=117664My Mini Lesson with Cooperative Learning2016-12-13T04:43:36Z<p>Mollybennett: /* All set! Now what? */</p>
<hr />
<div>== ''' What Will We do in this Lesson? ''' ==<br />
<br />
In this lesson, you are going to be creating your own mini lesson using a cooperative learning strategy. You have done all the learning to get to this point. If there are any areas where you are still unsure, take this time to review them. Utilize the information you have written in the google doc and the previous units to help you to create a mini lesson that utilizes one of the cooperative learning strategies we learned about. <br />
<br />
By the end of this lesson, you should be able to create your own mini lesson using a cooperative learning strategy and describe how this lesson would work effectively in the classroom.<br />
<br />
== ''' Where Will I Create My Mini Lesson ''' ==<br />
<br />
For ease and consistency, the mini lesson will be created in the google doc provided. You will have a template that you will fill out, which will help guide you towards creating your mini lesson. <br />
<br />
Please note: this mini lesson does not have to be long. What we are trying to do here is utilize what you've learned throughout this course to create your own mini lesson using these strategies. All in all, your lesson should be related to your content area, so you are creating with your students or classroom in mind. This will help you to pick a learning strategy that you believe will work best with your students. You are free to choose any of the strategies that we have learned so far, and include why you picked the strategy you chose. Please include what you will do before starting the lesson, what you will be doing during the lesson, and what your students will be doing. Additionally, include how you will allow students to learn during this lesson, meaning, how will they receive the information they need to learn. Think about how students are going to be working together and what the classroom set up will be like. When you are finished, come back to this page and complete the final assessment.<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Click to open Google Doc]<br />
<br />
== ''' All set! Now what? ''' ==<br />
<br />
Congratulations! You have completed the mini course on Cooperative Learning in the K-12 classroom. This final unit served as a way for you to create your own lesson and put together everything that you have learned to demonstrate your knowledge. Now that we have finished this mini course, you should have the knowledge to incorporate these ideas into your classroom. You have one final assessment which will assess you on this course as a whole. <br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLScliYVNDbFyYSZGvbj47fqb1RiJImZ37aeigbywW28ipgfm6A/viewform Unit 5 Assessment]<br />
<br />
[[Creating a Mini Lesson with Cooperative Learning|Return to Unit Homepage]]<br />
<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Mini Course Homepage]]<br />
<br />
<br />
'''Below you will you find Extended Resources if you wish to learn more about Cooperative Learning.'''<br />
<br />
== ''' Extended Resources ''' ==<br />
<br />
[http://www.co-operation.org/what-is-cooperative-learning/ Cooperative Learning Institue]<br />
<br />
[https://cft.vanderbilt.edu/guides-sub-pages/cooperative-learning/ Vanderbilt Center of Teaching]<br />
<br />
[http://www.learnnc.org/lp/pages/4653 Learn NC- Cooperative Learning]<br />
<br />
[http://www.kaganonline.com/free_articles/ Spencer Kagan's Webpage- See Free Articles]<br />
<br />
[http://serc.carleton.edu/introgeo/cooperative/index.html SERC- Carleton College ]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=My_Mini_Lesson_with_Cooperative_Learning&diff=117663My Mini Lesson with Cooperative Learning2016-12-13T04:43:16Z<p>Mollybennett: /* All set! Now what? */</p>
<hr />
<div>== ''' What Will We do in this Lesson? ''' ==<br />
<br />
In this lesson, you are going to be creating your own mini lesson using a cooperative learning strategy. You have done all the learning to get to this point. If there are any areas where you are still unsure, take this time to review them. Utilize the information you have written in the google doc and the previous units to help you to create a mini lesson that utilizes one of the cooperative learning strategies we learned about. <br />
<br />
By the end of this lesson, you should be able to create your own mini lesson using a cooperative learning strategy and describe how this lesson would work effectively in the classroom.<br />
<br />
== ''' Where Will I Create My Mini Lesson ''' ==<br />
<br />
For ease and consistency, the mini lesson will be created in the google doc provided. You will have a template that you will fill out, which will help guide you towards creating your mini lesson. <br />
<br />
Please note: this mini lesson does not have to be long. What we are trying to do here is utilize what you've learned throughout this course to create your own mini lesson using these strategies. All in all, your lesson should be related to your content area, so you are creating with your students or classroom in mind. This will help you to pick a learning strategy that you believe will work best with your students. You are free to choose any of the strategies that we have learned so far, and include why you picked the strategy you chose. Please include what you will do before starting the lesson, what you will be doing during the lesson, and what your students will be doing. Additionally, include how you will allow students to learn during this lesson, meaning, how will they receive the information they need to learn. Think about how students are going to be working together and what the classroom set up will be like. When you are finished, come back to this page and complete the final assessment.<br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Click to open Google Doc]<br />
<br />
== ''' All set! Now what? ''' ==<br />
<br />
Congratulations! You have completed the mini course on Cooperative Learning in the K-12 classroom. This final unit served as a way for you to create your own lesson and put together everything that you have learned to demonstrate your knowledge. Now that we have finished this mini course, you should have the knowledge to incorporate these ideas into your classroom. You have one final assessment which will assess you on this course as a whole. <br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLScliYVNDbFyYSZGvbj47fqb1RiJImZ37aeigbywW28ipgfm6A/viewform Unit 5 Assessment]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Mini Course Homepage]]<br />
<br />
[[Creating a Mini Lesson with Cooperative Learning|Return to Unit Homepage]]<br />
<br />
Below you will you find Extended Resources if you wish to learn more about Cooperative Learning.<br />
<br />
== ''' Extended Resources ''' ==<br />
<br />
[http://www.co-operation.org/what-is-cooperative-learning/ Cooperative Learning Institue]<br />
<br />
[https://cft.vanderbilt.edu/guides-sub-pages/cooperative-learning/ Vanderbilt Center of Teaching]<br />
<br />
[http://www.learnnc.org/lp/pages/4653 Learn NC- Cooperative Learning]<br />
<br />
[http://www.kaganonline.com/free_articles/ Spencer Kagan's Webpage- See Free Articles]<br />
<br />
[http://serc.carleton.edu/introgeo/cooperative/index.html SERC- Carleton College ]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Creating_a_Mini_Lesson_with_Cooperative_Learning&diff=117662Creating a Mini Lesson with Cooperative Learning2016-12-13T04:42:46Z<p>Mollybennett: /* What Should I Learn by the End of This Unit? */</p>
<hr />
<div>== ''' Let's Get Started ''' ==<br />
<br />
In the last unit, we began putting our knowledge to the test by using what we have learned to critique a lesson, add our own input, and make changes. Throughout the course, you have been provided with knowledge regarding methods to effectively utilize cooperative learning, examples of cooperative learning strategies, and what you should to avoid the pitfalls to cooperative learning. <br />
<br />
This is the final unit of the mini course and we are going to create our own mini lesson which utilizes cooperative learning. You will be thinking about what we learned in the previous units that can help lead to successful integration. Please relate the lesson to your content area, so you will be writing about a unit or topic you are comfortable with.<br />
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This unit is going to contain two "mini lessons." The mini lessons in this unit are going to be a bit different. The first lesson is going to be a review of what we have learned so far in this course. The second lesson is going to be where you create your own mini lesson, which will be done on a provided template on the shared google doc. At the end, you will have a final assessment which covers everything we have gone over. In essence, this unit is more of a review and a place for you to create your own lesson.<br />
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== ''' Why is This Unit Important? ''' ==<br />
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This unit is important because it is bringing together all we have learned so far and asking you to create a lesson using all this knowledge. It is going to allow you a final review in regards to what we have learned, and will ask you to go through and review the notes/assignments you have created in the google doc. If you are struggling with creating a mini lesson, it may be necessary to do extra review and reteach yourself certain areas.<br />
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== ''' What Should I Learn by the End of This Unit? ''' ==<br />
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As stated, Unit 5 has two mini lessons.<br />
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In the first lesson, we are going to review the major components of each lesson. This is so you are able to undergo a quick refresher on what we have learned throughout this mini course. <br />
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[[Review of Cooperative Learning|Link to Lesson 1]]<br />
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In the second lesson, you are going to be creating your own mini lesson utilizing a cooperative learning strategy on a template provided on the google doc. You will be using what you have learned to create this lesson and determine what you will do to avoid pitfalls. Finally, you will have a final assessment regarding all you have learned! <br />
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[[My Mini Lesson with Cooperative Learning|Link to Lesson 2]]<br />
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All set? Let's go to Lesson 1: [[ Review of Cooperative Learning ]]<br />
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[[Cooperative Learning in the K-12 Classroom|Return to Mini Course Homepage]]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Make_it_a_Cooperative_Learning_Activity&diff=117661Make it a Cooperative Learning Activity2016-12-13T04:41:49Z<p>Mollybennett: /* Before Moving On... */</p>
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<div>== ''' What Will We See in This Lesson? ''' ==<br />
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This lesson is going to be set up similar to the previous lesson in that you are going to be provided with a lesson example, and you are going to analyze it, critique it, and pick a cooperative learning strategy that would enhance this lesson. You are going to validate why you chose the lesson you did and state why it would enhance the lesson. Please note: you are not actually creating a new mini lesson during this unit, that is in the next unit. This unit is to get you thinking about how different learning strategies can work with different lessons and content areas. You are simply stating which one you believe would help the lesson work the best and why, then going forward and proving your point.<br />
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By the end of this lesson you should be able to: critique a lesson and and state a cooperative learning strategy that would enhance the lesson if it was utilized. Further, you are going to validate why you picked the cooperative learning strategy/activity that you did and detail why it would enhance the lesson. <br />
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Please have the google doc open as that is where you will share your ideas: [https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to GoogleDoc]<br />
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== ''' Sample Lesson- Without Cooperative Learning ''' ==<br />
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Mrs. Casey was doing a Read Aloud with her 3rd grade students. During this unit of instruction, students were going to be learning more about predicting what is going to happen next based on what has already happened. Mrs. Casey thought it was important for students to hear from each other and come up with answers, but she didn't know how to get students to work together and actually share ideas with one another and have a whole class discussion. <br />
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Mrs. Casey read a chapter from the book and at the end of the reading, she figured it would be best just to call on random students to get their input. She was thinking that there was a chance this would lead to whole class discussion, but knew it was just as likely that only students who were paying attention would raise their hands. Mrs. Roberts goal was to generate some kind of whole class discussion as a result of the individuals who shared their thoughts.<br />
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When she began calling on students, many of them muttered one or two words, or felt put on the spot and asked the teacher to call on someone else. There ended up being very little conversation that occurred during this time, and Mrs. Roberts decided just to have students write individually their thoughts on a piece of paper. She had thought that they weren't paying attention, and didn't understand why they couldn't come up with an answer to share with the class.<br />
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== ''' How Can We Utilize Cooperative Learning Strategies? ''' ==<br />
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There are a number of ways that Mrs. Casey could have incorporated cooperative learning strategies into this lesson that would have helped students to feel more comfortable with sharing their ideas with the class. Please go to the google doc and fill out the chart for this lesson. Remember, you are critiquing this lesson, and picking a cooperative learning strategy that would have enhanced this lesson. You should have enough of an understanding about the strategy to state why this would have enhanced the lesson. <br />
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There is more than one right answer for this lesson. The most important thing is that you have a solid enough understanding of the cooperative learning strategies that you can prove that they would work in this lesson. The goal of Mrs. Casey's lesson is to have her students work together to come up with an answer to her question, but ensure that each student is contributing. Mrs. Casey would like a whole class discussion to happen as a result of the those who share their answers. Think: How can Mrs. Casey do this?<br />
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[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Click to go to the Google Doc]<br />
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== ''' Before Moving On...''' ==<br />
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In this lesson, we had another opportunity to put our understandings to the test. After reading about a lesson that did not utilize cooperative learning, we critiqued the lesson and began thinking about what we cooperative learning strategy we would use to enhance the lesson. This lesson asked you to deepen your understanding of cooperative learning in such a way that you had to prove that you had deep knowledge of the strategy to prove why they would be effective. As with the previous lesson, the exit ticket/assessment for this unit is going to be more a reflection.<br />
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[https://docs.google.com/forms/d/e/1FAIpQLSecmuHxhQ3YBtSk7_R7uEvMS3uJxcEvapeU41t7AJv1TFNMeQ/viewform Unit 4 Assessment]<br />
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[[What Went Wrong?|Return to Lesson 1]] or Click to go to Unit 5: [[ Creating a Mini Lesson with Cooperative Learning ]]<br />
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[[Practice Utilizing Cooperative Learning|Return to Unit Homepage]]<br />
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[[Cooperative Learning in the K-12 Classroom|Return to Mini Course Homepage]]<br />
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== ''' Resources ''' ==<br />
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Once again, this section will contain additional resources for you related to this lesson.<br />
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[http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/5cooperative-learning-strategies.pdf Additional Cooperative Learning Activities ]<br />
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[http://www.teach-nology.com/currenttrends/cooperative_learning/ Additional tips on Successful Intervention]<br />
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[https://www.jigsaw.org/ All About Jigsaw]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Practice_Utilizing_Cooperative_Learning&diff=117660Practice Utilizing Cooperative Learning2016-12-13T04:41:21Z<p>Mollybennett: /* What Should I Learn by the End of This Unit? */</p>
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<div>== ''' Let's Get Started ''' ==<br />
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The first three units of this lesson focused on getting an overview of cooperative learning and what it looks like, learning more about strategies to use in the classroom, and methods to avoid downfalls commonly associated with cooperative learning. While the first three lessons have served as more of an overview of what to do and what not to do, the next two units are going to ask you to put your knowledge to the test. This unit is going to be made up of two lessons.<br />
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The first lesson is going to provide you with an example of a cooperative learning lesson that is full of issues. You are going to reflect on what the teacher did in this lesson that caused the issues, and describe changes that you believe would help the lesson. The second lesson is going to provide you with a lesson where the teacher did not use cooperative learning. It is going to be your job to choose a cooperative learning strategy that could have been used in this lesson, and validate why you chose this technique.<br />
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== ''' Why is This Unit Important? ''' ==<br />
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This unit is important because it is going to allow you to put your knowledge of cooperative learning to the test. There will be less instruction in this unit, and more time for you to engage in your learning and make connections to the the previous units you have done. This unit is going to help you to begin thinking of ways you would incorporate cooperative learning into your content area or classroom, and what you are going to do to ensure that you incorporate cooperative learning effectively into your classroom. This unit will allow you to recognize areas of development that are necessary for you, and perhaps point you in the direction of areas you have to review.<br />
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== ''' What Should I Learn by the End of This Unit? ''' ==<br />
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Unit 4 is made up of 2 mini lessons:<br />
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In the first lesson, you are going to be provided with a lesson where the teacher used cooperative learning and had a number of things go wrong. You are going to critique the lesson, analyze why the lesson was not successful, and state what you would have done differently with this lesson. You will use what we learned in the previous unit to help advise the teacher on what changes to make.<br />
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[[What Went Wrong?|Link to Lesson 1]]<br />
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In the second lesson, you are going to receive a description of a lesson where cooperative learning was not utilize. You are once again going to critique this lesson, and pick a cooperative learning strategy that you would use to enhance this lesson. You are going to validate why you chose the learning activity that you did, and state why it would help to enhance the lesson. <br />
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[[Make it a Cooperative Learning Activity|Link to Lesson 2]]<br />
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All set? Let's go to Lesson 1: [[ What Went Wrong? ]]<br />
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[[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=How_Can_I_Avoid_%26_Overcome_the_Barriers%3F&diff=117658How Can I Avoid & Overcome the Barriers?2016-12-13T04:40:05Z<p>Mollybennett: /* Before Moving On... */</p>
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<div>== ''' What Will I See in This Lesson? ''' ==<br />
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In the previous lesson, we learned about examples of the advantages and disadvantages to cooperative learning. In this lesson, we are going to dive into the bumps in the roads that can come with cooperative learning. To help us to learn how to successful integrate cooperative learning, we are going to discuss situations where these bumps might arise, what we can do to avoid them, and what we should do if they are already occurring in our classrooms during our lessons. In essence, this lesson is going to help us to build our toolboxes to help to have successful integration into cooperative learning.<br />
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Please have the google doc open to grow your understanding.<br />
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[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google Doc]<br />
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== ''' Review of the Bumps in The Road ''' ==<br />
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To start, we are going to go back and review examples of bumps in the road that could arise with cooperative learning. In essence, the bumps in the road that teachers commonly see with cooperative learning include:<br />
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* The group is not working together well<br />
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* Students aren't sharing the workload<br />
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* Lack of classroom management/the room is out of control<br />
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* The teahcer cannot cover all the material <br />
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* There is not enough time to get everything done<br />
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These bumps can occur for a variety of reason, some of which we stated in the previous lesson. Please take a moment to review the google doc from the previous lesson. In the next section, we will move on and review situations/settings where these problems may arise. Continuing on, we are going to begin to build our toolbox and discover ways to prevent them, things to change, and things to do to help avoid/encounter the bumps in the road.<br />
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== ''' Thinking of Situations/Settings ''' ==<br />
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We have talked about reasons why cooperative learning may not be successful, but in this section we are going to think of situations and settings where the barriers to cooperative learning are likely to occur. We will use the ones that we discussed in the previous lesson to discuss the cases and situations. Think of these next few situations as an analysis. We are going to analyze what is going on in the classroom that is leading to issues. Let's get started.<br />
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{| class="wikitable"<br />
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! What's the problem? !! Why is happening? What's the situation? <br />
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| Group is not working well together || This is likely to occur when students are unfamiliar with cooperative learning and how to work together cooperatively. Additionally, if students are unfamiliar with their jobs, or if jobs were not assigned to them, it is likely that there will be issues with their groups. When students don't know what is expected of them, or if they don't understand what their roles are within their jobs, students are likely to struggle and unaware about how to work together. If students are not explicitly thought how to work together cooperatively, they might not naturally have this knowledge. <br />
|-<br />
| Students are not pulling their weight || This is likely to occur, once again, if students are unaware of what their task is or how cooperative learning works. Students may have the understanding that group work is the same as cooperative learning. If student's understanding of cooperative learning is that they are just working with a group, that they don't have to do anything, than it is likely that you may have a hard time getting all students actively involved in their learning. Students have to be made aware of what cooperative learning is if they want to be successful. <br />
|-<br />
| Classroom is out of control || This is likely to occur when students aren't made aware of what the end goal or the point is of the lesson. Students may become out of control due to lack of knowledge as to what they are supposed to be doing, lack of materials to support the learning, or lack of direction. This may be especially evident if those jobs are not assigned to students, as they may lack a leader of the group who is keeping them on task. When students don't know what they should be doing, it is likely the class will get loud and a bit wild. <br />
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| The material won't all be covered || This is likely to occur if the students don't receive training prior to instruction on how to work together cooperatively, or, if the teacher fails to fully plan out all components of the lesson. Cooperative Learning activities may take a bit longer to complete than traditional learning styles, and it might not be completed the way that you planned to have it done, but that doesn't mean that the material is not being covered. If the activity is structured in such a way that there is not opportunity for students to learn all the material, this issue will probably arise. <br />
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| There isn't enough time || As stated above, cooperative learning takes time. An activity might stretch over a few days, rather than just one or two days. Teachers may feel that there isn't enough time in their schedule to account for the extra days, but if their lessons are concise in that they contain all the necessary knowledge and more, and they have their students practice with cooperative learning, they may find this to be less of an issue. However, if the material is lacking and the students are rushed, they probably will not learn the material effectively, and the teacher will probably have to re-teach them.<br />
|}<br />
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Now that we have a good understanding of situations where these problems arise, we are going to discuss further how to avoid them and what we can do if they come up. Please take a moment to access the google doc and answer the questions for this unit.<br />
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== ''' How Can I Avoid These Bumps? ''' ==<br />
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For many of the bumps and pitfalls that we have discussed, the best way to avoid them is being prepared. If you are prepared with your lessons and materials, than the lesson will go more smoothly. However, if you decide to just throw the students into the lesson, and you are unprepared for what students should be doing, the class may quickly move from some organized chaos to just plain old chaos. Students may begin arguing and fighting, or getting off topic. By being prepared and knowing what materials your students need to be successful, you can avoid many of the pitfalls.<br />
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Another important component involves preparing your students. As we stated earlier in the course, students may need a pre-lesson to get them ready to work cooperatively. Especially if they have never done so before, they may need time to learn the rules, learn what cooperative learning looks like, and learn how to engage with their peers so that everyone is involved, everyone is helping, and everyone is learning. It is the job of the teacher to engage students in their learning, teach them what cooperative is and what it looks like, and provide them with everything they need for the lesson. Additionally, students should be made aware of the end goal of the lesson, so that they realize how important everyone's contribution is to group success.<br />
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To avoid groups not working well together, it might be helpful to make the groups beforehand. This way you can decide if you want to group students by ability level or not, and you will have an awareness of groups that will work will together. By teaching students how to work together and how to engage with one another effectively, and you have selected groups that will work will together, you are taking the first step to avoid groups not working well together. Another helpful hint is to prepare students to work in cooperative groups. Provide your students with the knowledge of what to do and what cooperative learning looks like.<br />
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To avoid students who are not pulling their weight in their groups, once again, teach them beforehand what cooperative learning is, and what is expected of them. Ensure that the end goal is clear and students know what their role is in their groups. If students are able to see what they are supposed to be doing and what their job is to help their group get to the finished product, they will realize that they have to contribute as well. Also, while it is important for students to realize that their contributions are crucial for group success, develop a grading system that holds students responsible for their work. This way, students won't be able to get a good grade just because their group members picked up the slack for them.<br />
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To avoid the classroom being out of control, ensure that the learning goal for the lesson is clear and that the students have what they need to be successful. Giving students clear goals and a clear understanding of what is expected of them- as well as a time limit- will help them to focus on their work. Providing jobs to students will also help to keep the students on track and focused, as well as guide them into the direction towards getting their work completed. If students are giving what they need to be successful, and the teacher is circulating and re-directing any groups who are off task, the classroom will remain in control. <br />
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As for avoiding the time limits and not being able to cover all the material, plan out the lesson beforehand and be aware of the time that it is going to take. Make sure that you are utilizing the time efficiently, by allowing students enough time to get done what they need to do and they aren't spending time off topic. If you plan out your lesson beforehand and take the time to prepare all the necessary materials, you can see how long it will take and what exactly will get covered. <br />
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Source: Instructional Innovation Network<br />
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Now that we have gone over some steps to take to avoid the downfalls to cooperative learning, we are going to go over what we can do if we notice them happening in our classroom.<br />
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== ''' What Should I do if I Hit a Bump? ''' ==<br />
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If while you are teaching your lesson you realize that things are going wrong and the lesson isn't turning out the way you wanted it to, it may be necessary to stop and reflect on what is going wrong and why it is happening. If groups aren't working well together or students aren't pulling their weight, step in a redirect them. Let the students know that you are watching them and this is still teaching/learning time. Even though students are so actively engaged in their learning, you need to make them aware that you are there not only to support and guide them if they get lost, but to refocus their attention. By redirecting students or intervening when groups of struggling, you can help to set students on the right track.<br />
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If groups are struggling to work together, students aren't doing their part, or, the classroom is out of control, take time to reteach them cooperative learning strategies. Perhaps do a cooperative game with them that allows them to engage with their group members and work together. Get the students comfortable with their groups and reteach them what their task is and what they are doing.<br />
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As with any lesson that isn't working out, you may have to end the learning for the day and come back to it later. It may be that the material is too hard for the students, or there isn't enough there for them to learn off of. It might be an issue of students not knowing what they should be doing. It is not necessary to let a lesson go on if it isn't working. This might be wasting more time. Rather, take time to reflect on what was going wrong, look at the materials again, and receive feedback from your students, which will help you to find places of struggle.<br />
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Now that we have analyzed the barriers of cooperative learning, please refer to the google doc and answer the questions for this lesson.<br />
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== ''' Before Moving On... ''' ==<br />
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In this lesson, we analyzed the barriers to cooperative learning and thought about why they were occurring. We took the time to build our toolbox and fill it with information about how to avoid common pitfalls and what to do if they arise. This unit served as a way for us to incorporate cooperative learning effectively into our classroom, and figure out ways to help the lesson run smoothly. In the next unit, we are going to put our knowledge to the test and analyze situations where cooperative learning either didn't work and what we would have done differently, and rework a lesson that did not use cooperative learning. Before moving on to the next unit, please complete the Unit 3 Assessment.<br />
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[https://docs.google.com/forms/d/e/1FAIpQLSdtPWUZjZV5Nr_kc_Q_0utleBCgDDUii-m_ayTxcN693y1bFQ/viewform Unit 3 Assessment]<br />
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[[What Are the Pros & Cons?|Return to Lesson 1]] or, Click to go Unit 4: [[ Practice Utilizing Cooperative Learning ]]<br />
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[[Advantages & Disadvantages of Cooperative Learning|Return to Unit Homepage]]<br />
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[[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]<br />
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== ''' References ''' ==<br />
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Instructional Innovation Network. (2008, May 19). ''Fifteen common mistakes in using cooperative learning- and what to do about them.'' Retrieved from: http://cpd.suny.edu/files/mistakes.htm<br />
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'''Additional Information''' <br />
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[http://eds-courses.ucsd.edu//tep129/coophandouts/Pitfalls.pdf Read More about Pitfalls to Cooperative Learning]<br />
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[http://brandongaille.com/8-pros-and-cons-of-cooperative-learning/ More on Pros & Cons]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Advantages_%26_Disadvantages_of_Cooperative_Learning&diff=117656Advantages & Disadvantages of Cooperative Learning2016-12-13T04:39:13Z<p>Mollybennett: /* What Should I Learn by the End of This Unit? */</p>
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<div>== ''' Let's Get Started ''' ==<br />
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So far, Units 1 & 2 have brought us to a deeper understanding of cooperative learning. We have learned been given a basic overview of cooperative learning, and what important characteristics are required in order for you to effectively utilize cooperative learning in your classroom. We have explored the differences between cooperative learning and group work, and the deeper learning that is involved with cooperative learning. In Unit 2, we continued to explore cooperative learning through videos, webpages, and tables. We watched videos where different cooperative learning strategies were utilized, and read up on some of the most widely used cooperative learning strategies. We related these strategies to our classrooms or content area, and began thinking of ways to utilize them. Lastly, we learned more about student roles during cooperative learning, and what these roles/jobs look like in different strategies. <br />
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In this Unit, we are going to focus on the advantages and disadvantages of cooperative learning. While we have been talking about advantages and benefits of cooperative learning throughout, we will discuss in detail some more, and learn about teacher's fears associated with cooperative learning and things that could go wrong. Having knowledge of where potential downfalls are related to cooperative learning, will help us to determine ways to overcome these boundaries.<br />
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== ''' Why is This Unit Important?''' ==<br />
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This unit is important because before teaching a new strategy to your students, or teaching in a new way, it is important to realize where things could go wrong. Having knowledge of potential downfalls and having a toolbox full of ways to prevent or overcome these challenges, will help you to integrate cooperative learning more effectively. This unit will allow you to recognize why certain challenges may arise while you are teaching, and detail what you can do before the lessons, during the lessons, and after the lessons to help redirect your students and make your lessons successful.<br />
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== ''' What Should I Learn by the End of This Unit?''' ==<br />
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Unit 3 is made up of two mini lessons. <br />
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In the first lesson, you will read an article detailing advantages and disadvantages to cooperative learning. This lesson while mainly focus on describing advantages and disadvantages and teaching you why problems arise while teaching. This lesson will help you to get a deeper understanding of what to be aware of before teaching a cooperative learning lesson, and what to watch out for if things start to go down hill. Additionally, you will explore the positives and benefits to cooperative learning.<br />
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[[What Are the Pros & Cons?|Link to Lesson 1]]<br />
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In the second lesson, you will build your toolbox and closely analyze the disadvantages of cooperative learning. Mainly, this lesson is going to focus on ways to overcome the downfalls that some educators have encountered. It will help you to successfully use cooperative learning in your classroom.<br />
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[[How Can I Avoid & Overcome the Barriers?|Link to Lesson 2]] <br />
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All Set? Let's go to Lesson 1: [[ What Are the Pros & Cons? ]]<br />
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Or [[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Advantages_%26_Disadvantages_of_Cooperative_Learning&diff=117655Advantages & Disadvantages of Cooperative Learning2016-12-13T04:38:59Z<p>Mollybennett: /* What Should I Learn by the End of This Unit? */</p>
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<div>== ''' Let's Get Started ''' ==<br />
<br />
So far, Units 1 & 2 have brought us to a deeper understanding of cooperative learning. We have learned been given a basic overview of cooperative learning, and what important characteristics are required in order for you to effectively utilize cooperative learning in your classroom. We have explored the differences between cooperative learning and group work, and the deeper learning that is involved with cooperative learning. In Unit 2, we continued to explore cooperative learning through videos, webpages, and tables. We watched videos where different cooperative learning strategies were utilized, and read up on some of the most widely used cooperative learning strategies. We related these strategies to our classrooms or content area, and began thinking of ways to utilize them. Lastly, we learned more about student roles during cooperative learning, and what these roles/jobs look like in different strategies. <br />
<br />
In this Unit, we are going to focus on the advantages and disadvantages of cooperative learning. While we have been talking about advantages and benefits of cooperative learning throughout, we will discuss in detail some more, and learn about teacher's fears associated with cooperative learning and things that could go wrong. Having knowledge of where potential downfalls are related to cooperative learning, will help us to determine ways to overcome these boundaries.<br />
<br />
== ''' Why is This Unit Important?''' ==<br />
<br />
This unit is important because before teaching a new strategy to your students, or teaching in a new way, it is important to realize where things could go wrong. Having knowledge of potential downfalls and having a toolbox full of ways to prevent or overcome these challenges, will help you to integrate cooperative learning more effectively. This unit will allow you to recognize why certain challenges may arise while you are teaching, and detail what you can do before the lessons, during the lessons, and after the lessons to help redirect your students and make your lessons successful.<br />
<br />
== ''' What Should I Learn by the End of This Unit?''' ==<br />
<br />
Unit 3 is made up of two mini lessons. <br />
<br />
In the first lesson, you will read an article detailing advantages and disadvantages to cooperative learning. This lesson while mainly focus on describing advantages and disadvantages and teaching you why problems arise while teaching. This lesson will help you to get a deeper understanding of what to be aware of before teaching a cooperative learning lesson, and what to watch out for if things start to go down hill. Additionally, you will explore the positives and benefits to cooperative learning.<br />
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[[What Are the Pros & Cons?|Link to Lesson 1]]<br />
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In the second lesson, you will build your toolbox and closely analyze the disadvantages of cooperative learning. Mainly, this lesson is going to focus on ways to overcome the downfalls that some educators have encountered. It will help you to successfully use cooperative learning in your classroom.<br />
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[[How Can I Avoid & Overcome the Barriers?|Link to Lesson 2]] <br />
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All Set? Let's go to Lesson 1: [[ What Are the Pros & Cons? ]]<br />
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Or [[Cooperative Learning in the K-12 Classroom|Return to Unit Homepage]]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Integration_Into_The_Classroom&diff=117653Integration Into The Classroom2016-12-13T04:37:55Z<p>Mollybennett: /* Before Moving On... */</p>
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<div>== '''What Will I Learn in This Lesson?''' ==<br />
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In the final lesson of this unit, you will explore further roles of students during cooperative learning and how to keep all students engaged. While reading about student roles, begin to think about what roles students would have specific to the seven strategies we learned about in lesson 2. In learning about student roles, you will be asked to think about how these relate to the strategies that we learned about. Think about how the student roles help to successful integration of cooperative learning. Please have the google doc open in a new tab, so that you can easily add new information to the google doc. <br />
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[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Click here to open the google doc]<br />
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== '''How Can I Keep Students Motivated and Engaged?''' ==<br />
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As previously mentioned, in order to keep students engaged in their learning and learning effectively in their groups, it would be useful for students to have jobs within their groups. In this section, we are going to talk about some examples of student's jobs during cooperative learning, and relate these jobs to the seven strategies we discussed in the the last lesson. Some cooperative learning strategies are more informal, and may not require as much direction in terms of student roles. However, when students are working in groups of 3-4 children, it might be necessary for them to pick or to be assigned these roles, so that more focus can be on the work they have to do, rather than on arguing over who is going to do what. <br />
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Job list and table adapted from Abouteducation (2015). See reference and link in the Reference section. <br />
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{| class="wikitable"<br />
|-<br />
! Student Role !! What They Do !! Relation to Cooperative Learning Strategies <br />
|-<br />
| Task Master/Team Leader || The student who is the task master/team leader is in charged of keeping their group members on task. When the students are getting off topic, this student is the one who will help to refocus the students, remind them of their goals, and remind them of the time remaining in the lesson || This role is evident in the following cooperative learning strategies: Jigsaw, Numbered Heads Together, Round Robin, Write Around, and Carousel. In each of these strategies, students are working in larger groups so it may be easier for students to get off task and to lose focus. <br />
|-<br />
| Checker || Simply, the checker's job in the group is to make sure that everyone agrees on an answer within the group. This student gets the group in agreement, and allows further discussion if students aren't in agreement. || This role is evident in the following cooperative learning strategies: Jigsaw, Numbered Heads Together, Round Robin, Write Around, Carousel, and Think-Pair-Share and Tea Party to a degree. For the last two, since it is frequently only two students working together, they may both hold a role as a checker. Both students are to be aware if they are in agreement with one another, and prompt further discussion if they are not. For the other strategies, once again, since it is a large group working together one student may be checking for group understanding and agreement. <br />
|-<br />
| Recorder || This student is responsible for writing down the answers that the students previously agreed upon in their groups || This role is evident in the following strategies: Jigsaw, Numbered Heads Together, Round Robin, and Carousel. While this role is up for more debate, since you may want all students taking turns recording, it may be nice to have this job delegated to one student. This way, students won't be fighting over who is going write on the paper, and every child can know that their voices and their ideas are going to be heard. <br />
|-<br />
| Editor || This student's role goes hand in hand with the recorder. Since this work is going to be displayed and shared with the class, the editor's job is to make sure the grammatical errors are corrected and that the final product looks neat. || This role is evident in the follow strategies: Jigsaw, Numbered Heads Together, Round Robin, Carousel, and Write Around. Since all students are taking turns writing in Write Around, the editor is responsible to checking that the work looks neat and is well organized. In all the strategies listed, the editor looks over the job the writer did and makes sure the finished product looks nice. <br />
|-<br />
| Gatekeeper || This student's job is very important for cooperative learning to be successful. They are responsible for keeping the peace among group members, making sure everyone is getting along, making sure everyone is participating, and making sure everyone has a turn to share. If they notice one student is hogging the conversation, they will guide the conversation to another student or in another direction. If a student is not participating, they will call on them to add their input. || This role is evident in the following strategies: Jigsaw, Numbered Heads Together, Round Robin, Carousel, Write Around, Think-Pair-Share and Tea Party. Once again, with the last two strategies mentioned, both students may be playing this role by taking turns and ensuring the other has a chance to speak. In the other strategies, this student's job is very important for the success of the group, in that if the group is arguing and not all sharing their ideas, the work will not get complete. <br />
|-<br />
| Praiser || This student's job is to offer words of encouragement to others to help them to continue sharing their ideas and working hard in the group. This student is responsible for making sure students feel heard and that their words are appreciated. They will offer encouragement to individuals, while also encouraging the group to expand further on their ideas. || This role is evident in the following strategies: Jigsaw, Numbered Heads Together, Round Robin, Carousel, Write Around, Think-Pair-Share, and Tea Party. In each of the strategies, students should be encouraging one another to share their ideas and deepen understanding for whole group success.<br />
|}<br />
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Please note that you may not use every student role in every strategy, or even consistently through every lesson. These roles should serve as a guide for you to help distribute jobs among the group members so that the lesson goes on with ease and enjoyment for the students.<br />
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At this time, please go to the google doc and refer to the third lesson in Unit 2.<br />
<br />
== '''How will This Help Me in the Classroom?''' ==<br />
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Knowing jobs that can be assigned to students in their cooperative learning groups can help to lead to success use of cooperative learning. As we learned in previous lessons, it is incredibly difficult for students to just know how to work together cooperatively. They may need a pre-lesson to teach them the big components involved. When you think about the different cooperative learning strategies that you can use, some of them necessitate giving jobs to the students to help them to all work together. Especially if you are working with younger students (elementary & middle school level), it your groups will run a lot more smoothly if you are leading them in a way that allows them to work cooperatively. <br />
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Think about back to our discussion on cooperative learning vs. group work. Now think about if you had the knowledge of cooperative learning and knew what a cooperative learning group was supposed to look like, but when you grouped your students and gave them their assignment, they quickly got off topic, fought with each other over answers, and didn't let some of the group members share their answers. When it came time for them to record the agreed upon answer, students were fighting over who was going to write and fighting over what they were going to write- because there was no true discussion taking place. Now imagine if the teacher had assigned jobs to the students and explicitly taught them what they were to do and who was responsible for what in their group. Not only would there be less arguing in that one student would be able to facilitate the conversation and keep the peace, but there would be a pre-assigned group leader to help maintain focus. Students wouldn't feel left out because they would know that their answers were heard and important.<br />
<br />
While assigning students jobs may seem unimportant, it can make a big difference in the way your classroom is run with cooperative learning. During these lessons, your classroom is supposed to be a bit noisy- and that is okay! However, it is not okay if the noise is coming from disagreements and arguing, rather than engaging conversation.<br />
<br />
== '''Before Moving On...''' ==<br />
<br />
In this unit, we learned more specifics about cooperative learning strategies and saw what a few of them looked like in action via YouTube. Additionally, we talked about student jobs and student's role during these learning activities, and how knowing these jobs and being able to assign them to your students can help lead to more successful integration into the classroom. In learning about the different activities and types of cooperative learning strategies, we started thinking about potential downfalls to this strategy. While cooperative learning is a very successful strategy, it can crumbly quickly if not done correctly. Unit 3 is going to contain information about the advantages & disadvantages of cooperative learning, and how we can avoid the downfalls. <br />
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Now that you have completed Unit 2, please complete the following assessment on what you've learned so far: <br />
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[https://docs.google.com/forms/d/e/1FAIpQLSc4KWguNFddD4jH8LOGauO5x4irhHK1DWP338NLgYuotKXe_A/viewform Unit 2 Assessment]<br />
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[[Why Should I Use Cooperative Learning?|Return to Unit 2 Homepage]] or Click to go to Unit 3- [[ Advantages & Disadvantages of Cooperative Learning ]]<br />
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[[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
About Education. (2015, September 3). ''Effective cooperative learning strategies''. Retrieved from: http://www.readingrockets.org/strategies/jigsaw</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Why_Should_I_Use_Cooperative_Learning%3F&diff=117650Why Should I Use Cooperative Learning?2016-12-13T04:36:42Z<p>Mollybennett: /* What Should I Learn by the End of this Unit? */</p>
<hr />
<div>== '''Let's Get Started''' ==<br />
<br />
In the first unit, we got our brains thinking about cooperative learning and what it looks like in a classroom. We extended our knowledge about cooperative learning, and compared what we learned to what we already knew. We touched upon some major differences between cooperative learning and group work, while learning about some important characteristics of cooperative learning. In this unit, we are going to build on the knowledge we have by watching videos and being able to see cooperative learning taking place. In this unit, we are going to focusing on why you should utilize cooperative learning in your classroom, while learning more about the different types of cooperative learning groups there are. Mainly, we will work on learning more about different ways to group and engage students to work cooperatively in the classroom.<br />
<br />
== '''Why is This Unit Important?''' ==<br />
<br />
This unit is important because it is going to set your mind towards thinking about how you would utilize cooperative learning in your classroom or in a lesson. Since there are multiple approaches to cooperative learning, there may be some that you like more, and some that might work better in your classroom and with your students. This unit will help you to start thinking about the types of cooperative learning that is out there, and start thinking about how you can incorporate them into your classroom.<br />
<br />
== '''What Should I Learn by the End of this Unit?''' ==<br />
<br />
Like the first unit, Unit 2 is made up of 3 mini lessons.<br />
<br />
In the first lesson, you will watch a few videos and read a few sample lessons on cooperative learning and take note of the different types of cooperative learning that you see taking place. The videos will inform you on the main characteristics of cooperative learning. In the video and the reading, you will be able to start noticing different ways to incorporate cooperative learning and different methods to engage your learners in this environment. <br />
<br />
[[Cooperative Learning in Action|Link to Lesson 1]]<br />
<br />
In the second lesson, you will receive an outline containing information about different cooperative learning styles. In this lesson, you will be linked to websites, most specifically, Spencer Kagan's webpage which will allow you to explore different methods to utilize cooperative learning. This lesson will be important in that it will allow you to begin to name the types of cooperative learning.<br />
<br />
[[Examples of Cooperative Learning Strategies|Link to Lesson 2]]<br />
<br />
In the third lesson, you will explore further roles of students during cooperative learning and how to keep all students engaged. While reading about student roles, begin to think about what roles students would have specific to the seven strategies we learned about in lesson 2. In learning about student roles, you will be asked to think about how these relate to the strategies that we learned about. Think about how the student roles help to successful integration of cooperative learning.<br />
<br />
[[Integration Into The Classroom|Link to Lesson 3]]<br />
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All Set? Lets go to Lesson 1: [[ Cooperative Learning in Action ]]<br />
<br />
Or [[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Why_Should_I_Use_Cooperative_Learning%3F&diff=117648Why Should I Use Cooperative Learning?2016-12-13T04:36:19Z<p>Mollybennett: /* What Should I Learn by the End of this Unit? */</p>
<hr />
<div>== '''Let's Get Started''' ==<br />
<br />
In the first unit, we got our brains thinking about cooperative learning and what it looks like in a classroom. We extended our knowledge about cooperative learning, and compared what we learned to what we already knew. We touched upon some major differences between cooperative learning and group work, while learning about some important characteristics of cooperative learning. In this unit, we are going to build on the knowledge we have by watching videos and being able to see cooperative learning taking place. In this unit, we are going to focusing on why you should utilize cooperative learning in your classroom, while learning more about the different types of cooperative learning groups there are. Mainly, we will work on learning more about different ways to group and engage students to work cooperatively in the classroom.<br />
<br />
== '''Why is This Unit Important?''' ==<br />
<br />
This unit is important because it is going to set your mind towards thinking about how you would utilize cooperative learning in your classroom or in a lesson. Since there are multiple approaches to cooperative learning, there may be some that you like more, and some that might work better in your classroom and with your students. This unit will help you to start thinking about the types of cooperative learning that is out there, and start thinking about how you can incorporate them into your classroom.<br />
<br />
== '''What Should I Learn by the End of this Unit?''' ==<br />
<br />
Like the first unit, Unit 2 is made up of 3 mini lessons.<br />
<br />
In the first lesson, you will watch a few videos and read a few sample lessons on cooperative learning and take note of the different types of cooperative learning that you see taking place. The videos will inform you on the main characteristics of cooperative learning. In the video and the reading, you will be able to start noticing different ways to incorporate cooperative learning and different methods to engage your learners in this environment. <br />
<br />
[[Cooperative Learning in Action|Link to Lesson 1]]<br />
<br />
In the second lesson, you will receive an outline containing information about different cooperative learning styles. In this lesson, you will be linked to websites, most specifically, Spencer Kagan's webpage which will allow you to explore different methods to utilize cooperative learning. This lesson will be important in that it will allow you to begin to name the types of cooperative learning.<br />
<br />
[[Examples of Cooperative Learning Strategies|Link to Lesson 2]]<br />
<br />
In the third lesson, you will explore further roles of students during cooperative learning and how to keep all students engaged. While reading about student roles, begin to think about what roles students would have specific to the seven strategies we learned about in lesson 2. In learning about student roles, you will be asked to think about how these relate to the strategies that we learned about. Think about how the student roles help to successful integration of cooperative learning.<br />
<br />
[[Integration Into the Classroom| Link to Lesson 3]]<br />
<br />
All Set? Lets go to Lesson 1: [[ Cooperative Learning in Action ]]<br />
<br />
Or [[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=The_Basics_of_Cooperative_Learning&diff=117646The Basics of Cooperative Learning2016-12-13T04:34:45Z<p>Mollybennett: /* Before you move on to lesson 2... */</p>
<hr />
<div>== ''' Lets get started on the basics ''' ==<br />
<br />
Before we get started on the first lesson, we are going to put ourselves in the mind set of an educator. Think about your classroom, or, if you are not currently in a classroom, think about your time spent in a K-12 classroom as a student. When picturing this setting, begin to think about the words Cooperative Learning. What do these words mean to you?<br />
<br />
Please click on the link to jot down your ideas. You will be using this link throughout the course, and it will be open to others. Please initial next to your ideas, or use a specific color to remember which ideas were yours! This link will not open in a new tab. Please open it in new tab, or use the back button to return back to this page. <br />
<br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google Doc]<br />
<br />
== ''' What is Cooperative Learning ''' ==<br />
<br />
Cooperative learning, in it's most basic form, is a type of learning environment where students work together to achieve a common goal. In these purposefully created groups, students have specific roles and goals they need to achieve individually, in order to have whole group success. From this standpoint, with cooperative learning, it is not possible for groups to be successful without the effort of each individual student in the group. If one member of the group fails to do their part, a piece of the 'cooperative learning puzzle' is missing- and the group may be lacking valuable knowledge. <br />
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Please click on the link below and scroll down to the section titled- Collaborative Learning 101. In this short passage, you will begin to gain insight as to what cooperative learning is and start to picture it in your mind. <br />
<br />
[http://www.dailyteachingtools.com/cooperative-learning.html#2 Cooperative Learning 101]<br />
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Additionally, please refer to the link below and read the first page, to gain more insight on cooperative learning.<br />
<br />
[https://www.teachervision.com/cooperative-learning/teaching-methods/48448.html?page=1 Cooperative Learning]<br />
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== ''' Cooperative Learning: From the Eyes of a Teacher ''' ==<br />
<br />
Now let's put ourselves in the mind set of an educator. When you are used to traditional learning styles, in which the lessons are frequently teacher-led and lecture based, it may be difficult to change the learning structure and put more control into the hands of our students. Educators frequently fear that the classroom will become more chaotic and students will lose focus on the work that is front of them. Additionally, teachers frequently struggle with giving control over to the students, for fear that curriculum will not be covered in it's entirety. <br />
<br />
However, teachers still hold a very important role in the classroom when their students are engaged in cooperative learning! First of all, the teacher creates purposeful groups and creates jobs for each member of the group. While students are working collaboratively with one another, the teacher works as a facilitator, guiding students while they are learning. Additionally, the teacher is continuously monitoring the students, and teaching the students the rules that need to be put in place when engaging with their group members (Coffey, 2008). We will touch more on the specifics of cooperative learning later in the course, but please read this article to learn more about the teacher's role in cooperative learning. When you are finished, report back to the google doc and fill in the remaining box. <br />
<br />
[http://www.teachhub.com/quick-guide-cooperative-learning Teacher's Role in Cooperative Learning]<br />
<br />
== ''' Before you move on to lesson 2... ''' ==<br />
<br />
Before moving on to lesson 2, please ensure that you have completed the chart for lesson one. The ideas that you post in the chart will be very important as we move through the course. They will allow you to see how your ideas and understandings change over time, and will serve as a place that you can refer back to at the end of the course. In this lesson, we have thought about what we know about cooperative learning and began thinking about what we think cooperative learning looks like in the classroom. We read some basic details about cooperative learning, in order to receive an overview of what cooperative learning is and what it looks like. We will see how our understanding changes overtime, and what we need to effectively implement cooperative learning. <br />
<br />
Once again, here is the link to the Google Doc <br />
[https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link to Google Doc]<br />
<br />
Please complete the following exit ticket before moving on to lesson 2:<br />
<br />
[https://docs.google.com/forms/d/e/1FAIpQLScKhOpDqq0HyZg1736_yRWuGvF6VFDIw0esRBGsk1fVAbKl7A/viewform Lesson 1 Exit Ticket]<br />
<br />
All set? Click to go to lesson 2- [[Aspects of Cooperative Learning]]<br />
<br />
[[Introduction to Cooperative Learning|Return to Unit Homepage ]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Mini Course Homepage]]<br />
<br />
== ''' References ''' ==<br />
<br />
Coffey, H. (2008). Cooperative learning. Retrieved from: http://www.learnnc.org/lp/pages/4653 <br />
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Cox, J. Quick guide to cooperative learning. Retrieved from: http://www.teachhub.com/quick-guide-cooperative-learning<br />
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Fredericks, A. D. (2005). What is cooperative learning and what does it do. In A. Frederick (Ed.), ''The complete idiot's guide to success as a teacher.'' USA: Penguin Group. Retrieved from: https://www.teachervision.com/cooperative-learning/teaching-methods/48448.html?page=1<br />
<br />
Manis, C. (2012). An overview and analysis of cooperative learning. Retrieved from: http://www.dailyteachingtools.com/cooperative-learning.html#2</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Introduction_to_Cooperative_Learning&diff=117643Introduction to Cooperative Learning2016-12-13T04:33:58Z<p>Mollybennett: /* What should I learn by the end of this unit? */</p>
<hr />
<div>== '''Let's Get Started''' ==<br />
<br />
Cooperative learning is a very important learning strategies that teachers often want to incorporate into their lessons, but fail to have the proper resources in order to successfully incorporate the ideas. This first unit will serve as a brief instruction to cooperative learning, and state the allow learners to start determining the importance of cooperative learning and the differences between cooperative learning and group work.<br />
<br />
[[File:Groupworkpic.jpeg|right|[[http://www.clipartkid.com/group-of-students-working-together-cliparts/ source]]]]<br />
<br />
== '''Why is this unit important?''' ==<br />
<br />
This unit is important because it will serve as a base for you to build your knowledge. In this unit, you will start collecting the information that the learn about cooperative learning, and watching as your understanding grows and changes overtime. As an introduction, this unit will be critical to have success throughout the course.<br />
<br />
== ''' What should I learn by the end of this unit?''' ==<br />
<br />
Unit 1 will be made up of 3 mini lessons. <br />
<br />
In the first lesson, you will be reading about cooperative learning and based on this reading, jot down a few notes about what you think cooperative learning looks like. These notes will be composed of what you already know about cooperative learning and it's uses, and some brief details from teachers who use it. <br />
<br />
[[The Basics of Cooperative Learning|Link to Lesson 1]]<br />
<br />
In the second lesson, you will work to determine the different aspects that are important in a cooperative learning environment. In this, your learning will go deeper as you work to dive in to the different aspects that must be present. <br />
<br />
[[Aspects of Cooperative Learning|Link to Lesson 2]]<br />
<br />
In the third lesson, you will do a compare & contrast with cooperative learning and group work. This will help you to see the differences that lie between the two, and the specific ways in which cooperative learning is different.<br />
<br />
[[Cooperative Learning vs. Group Work|Link to Lesson 3]]<br />
<br />
All set? Let's go to Lesson 1: [[ The Basics of Cooperative Learning ]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Introduction_to_Cooperative_Learning&diff=117642Introduction to Cooperative Learning2016-12-13T04:33:44Z<p>Mollybennett: /* What should I learn by the end of this unit? */</p>
<hr />
<div>== '''Let's Get Started''' ==<br />
<br />
Cooperative learning is a very important learning strategies that teachers often want to incorporate into their lessons, but fail to have the proper resources in order to successfully incorporate the ideas. This first unit will serve as a brief instruction to cooperative learning, and state the allow learners to start determining the importance of cooperative learning and the differences between cooperative learning and group work.<br />
<br />
[[File:Groupworkpic.jpeg|right|[[http://www.clipartkid.com/group-of-students-working-together-cliparts/ source]]]]<br />
<br />
== '''Why is this unit important?''' ==<br />
<br />
This unit is important because it will serve as a base for you to build your knowledge. In this unit, you will start collecting the information that the learn about cooperative learning, and watching as your understanding grows and changes overtime. As an introduction, this unit will be critical to have success throughout the course.<br />
<br />
== ''' What should I learn by the end of this unit?''' ==<br />
<br />
Unit 1 will be made up of 3 mini lessons. <br />
<br />
In the first lesson, you will be reading about cooperative learning and based on this reading, jot down a few notes about what you think cooperative learning looks like. These notes will be composed of what you already know about cooperative learning and it's uses, and some brief details from teachers who use it. <br />
[[The Basics of Cooperative Learning|Link to Lesson 1]]<br />
<br />
In the second lesson, you will work to determine the different aspects that are important in a cooperative learning environment. In this, your learning will go deeper as you work to dive in to the different aspects that must be present. <br />
[[Aspects of Cooperative Learning|Link to Lesson 2]]<br />
<br />
In the third lesson, you will do a compare & contrast with cooperative learning and group work. This will help you to see the differences that lie between the two, and the specific ways in which cooperative learning is different.<br />
[[Cooperative Learning vs. Group Work|Link to Lesson 3]]<br />
<br />
All set? Let's go to Lesson 1: [[ The Basics of Cooperative Learning ]]<br />
<br />
[[Cooperative Learning in the K-12 Classroom|Return to Minicourse Homepage]]</div>Mollybennetthttps://knilt.arcc.albany.edu/index.php?title=Cooperative_Learning_vs._Group_Work&diff=117641Cooperative Learning vs. Group Work2016-12-13T04:32:10Z<p>Mollybennett: /* Cooperative Learning and Group Work */</p>
<hr />
<div>== '''Cooperative Learning and Group Work''' ==<br />
<br />
[[File:Classroom-1297779 640.png|thumbnail]]<br />
<br />
In this mini lesson, we are going to focus briefly on the differences between cooperative learning and group work. While Cooperative Learning is, in sense, students working together in a group, group work does not imply cooperative learning. We have touched upon the basic concepts associated with Cooperative Learning. Many people confuse cooperative learning and group work, and think that if they place students in groups, cooperative learning is going to occur. As we know, cooperative learning involves more than just placing students into groups and having them to do work together. We are going to focus on the main differences between Cooperative Learning and Group Work. <br />
Review the notes you have taken in the google doc so far, to remind yourself of the big points we've learned so far in this course. Once you have reviewed, and have the Google Doc opened, please continue on with this section.<br />
<br />
If needed, here is the link to the Google Doc: [https://docs.google.com/document/d/1FBPZaZVL9jS22dxb1b6vwuZG4naJsEhVMe6VwDfaQPU/edit?usp=sharing Link for Idea Sharing]<br />
<br />
== '''Imagine These Scenarios''' ==<br />
<br />
Let's get started by imagining some scenarios and trying to pull apart the differences between the two. Based on what you know so far, think about which is an example of cooperative learning, and which is an example of group work. Refer to the google doc to begin listing some similarities and differences that you find between the two scenarios. It may be helpful to think about scenarios in terms of your classroom or content area, in order to make a connection to what we are learning.<br />
<br />
Students in a 4th grade class have just spent the first 20 minutes of their English time listening to their teacher (let's call her Mrs. Williams) talk about different types of fiction and non-fiction. During this time, Mrs. Williams stood in the front of the classroom, and held up books one at time. When Mrs. Williams held up a book, and briefly discussed what they were about, whether it was real or not real, and what type of information the books contained. Once Mrs. Williams showed a variety of books to the students and labeled them as either fiction or non-fiction, she gave her students a worksheet. On this worksheet, students were to get into groups and identify the main aspects of fiction & non-fiction books, and list some characteristics of types of non-fiction pictures. Mrs. Williams thought to herself, "Great! I am getting my students to work in groups. They must be so excited to work with one another." While Mrs. Williams sat in the front of the room, waiting to see if any students had any questions, she noticed that her classroom was silent. She heard a few conversations around the room, but most of them were about what her students were eating for lunch, or, all too common, "Hey, what did you put down for the first one?" or, "I can't figure this out can you just tell me what you wrote." Mrs. Williams panicked- rather than working together, she noticed her students were either off topic, or letting one student in the group do all the work. Other students were simply copying off of the others paper, and were not getting the opportunity to learn deeply from this worksheet. There was no way for her to ensure that each student was doing equal work, and some group members were finishing before others. Mrs. Williams thought, "This is group work! Why aren't they working together?" Mrs. Williams had the students write the names of their group members on the papers, and when she was grading them, she was curious to see that there is was no evidence of students working together. In each group, there seemed to be one or two strong leaders, with the rest of the students either copying word for word, or, not having any work done at all. The final product to the students didn't matter. What their group members did didn't matter, as long as they got their part done. <br />
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Now imagine the same lesson in the same 4th grade classroom. This time, before even starting the lesson Mrs. Williams had her students go to their tables with their pre-assigned groups. The students in these groups had been working together for about two weeks now, so they were comfortable with each other and knew where to go when they were told to go to their table number. Around the classroom, there were book bins set up. Each book bin was labeled and filled with books. Mrs. Williams told the students that there were going to be working with their teams to create a poster about different types of Fiction Literature. The bins around the room were labeled, "Realistic Fiction," "Historical Fiction," "Science Fiction," and "Mystery/Adventure." In each bin, there was a brief blurb about the type of books that were in the bin. Additionally, in the table bucket there were instructions for what the students would be responsible for doing, and the same brief blurb about the fiction genres. Each student was assigned one genre in their group and did some research on the books in the bin. Students had an opportunity to talk to other students in other groups who were assigned the same genre. For the first day of this lesson, students explored the books, then reported back to their groups what they learned. During this time, the students became the teachers. They were responsible for teaching others in their group what they learned. On the second day, students began working on the key points associated with their genre, including examples of books that fit into their genre. On the third day, the group came together and created a poster titled, "Fiction Genres." Each group member was responsible for a section of the poster, and for teach their group members about the genre. When it came time to discuss the posters with the class, Mrs. Williams had a student present on a section that they didn't do- meaning, they were each responsible for knowing the whole poster. During the days when this lesson was ongoing, Mrs. Williams saw her students working together, engaging with one another, and helping each other out. Her classroom was noisy- but her students were excited. Mrs. Williams circulated group to group, asking them questions about what they were learning and guiding them toward further inquiry. In the end, each member of the group had a solid understanding of types of fiction literature, and students were developing social skills that allowed them to work together.<br />
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Think about these two scenarios. What is the same about them? What is different? Which one shows cooperative learning, and which one is simply group work? Please jot down your ideas in the google doc provided.<br />
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== '''What do you think?''' ==<br />
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Based on your reading of the two scenarios above, were you able to see a difference between Cooperative Learning and Group Work? While their is an appropriate time to use group work, it is certainly not the same as cooperative learning. Just sticking students into a group and asked them to work together to complete a worksheet, isn't ensure that students are going to do the worksheet together. Additionally, students probably will not see the benefit in working together, if the end goal doesn't require the whole group to work together. Students need to be aware that the work they are doing is important. With Cooperative Learning, it needs to be made clear that the group will not be successful without contribution from every student. Finally, the finished product that the students are "handing in" needs to demonstrate that cooperative learning occurred.<br />
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Please take a moment to review this chart about differences between cooperative learning and group work.<br />
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[http://groups.physics.umn.edu/physed/Research/CGPS/trdvscoop.html Cooperative learning vs Group Work]<br />
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== '''Before Moving On...''' ==<br />
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Congratulations! You completed the last mini lesson of unit one. In this lesson, we focused on the differences between cooperative learning and group work. This way, we could get our mind clear of thinking that the two terms could be used interchangeably. Now that you have completed this unit, you should have the first three sections of the google doc filled out. Ensure that you have completed this before moving on to Unit 2. <br />
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By now, you should be able to:<br />
- Have an understanding of what cooperative learning is and what it looks like<br />
- Have a basic understanding of the important aspects associated with cooperative learning<br />
- Understand the differences between cooperative learning and group work<br />
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Please complete this assessment on Unit 1 before moving on to Unit 2. If there were any topics that you struggled with, please go back and review, as this unit is going to serve as a building block for the following units. <br />
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[https://docs.google.com/forms/d/e/1FAIpQLSd09Qxu7sXc4OAwghI8KcKfV3HXvTjURqwm5xN4wI_cCencRw/viewform Unit 1 Assessment]<br />
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[[Aspects of Cooperative Learning|Return to Lesson 2]] or Move on to Unit 2: [[ Why Should I Use Cooperative Learning? ]]<br />
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[[Cooperative Learning in the K-12 Classroom|Return to Unit Homepage]]<br />
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== ''' References ''' ==<br />
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To further your understanding of differences between cooperative learning and group work, please explore the following links:<br />
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[http://corkboardconnections.blogspot.com/2013/01/cooperative-learning-more-than-group.html Cooperative Learning: More than Group work]<br />
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[http://712educators.about.com/od/cooplearning/tp/Cooperative-Learning-Versus-Traditional-Learning-For-Group-Activities.htm Cooperative Learning vs. Traditional Groups]<br />
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[http://www.literacynet.org/icans/chapter01/traditional.html Chart summarizing differences ]<br />
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'''Information for this lesson gathered from:''' <br />
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Tradition versus Cooperative Learning. (1997, March 5). Traditional versus cooperative learning. Retrieved from: http://www.ascd.org/publications/educational-leadership/oct14/vol72/num02/Making-Cooperative-Learning-Powerful.aspx</div>Mollybennett