Difference between revisions of "Make it a Cooperative Learning Activity"

(Before Moving On...)
(Sample Lesson- Without Cooperative Learning)
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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.  
 
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.  
  
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.
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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. Casey's goal was to generate some kind of whole class discussion as a result of the individuals who shared their thoughts.
  
 
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.
 
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.

Revision as of 21:00, 13 December 2016

What Will We See in This Lesson?

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.

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.

Please have the google doc open as that is where you will share your ideas: Link to GoogleDoc

Sample Lesson- Without Cooperative Learning

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.

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.

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.

How Can We Utilize Cooperative Learning Strategies?

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.

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?

Click to go to the Google Doc

Before Moving On...

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.

Unit 4 Assessment

Return to Lesson 1 or Click to go to Unit 5: Creating a Mini Lesson with Cooperative Learning

Return to Unit Homepage

Return to Mini Course Homepage

Resources

Once again, this section will contain additional resources for you related to this lesson.

Additional Cooperative Learning Activities

Additional tips on Successful Intervention

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