The Cooperative Thinking Strategies Series 2006 The University of Kansas

1. The BUILD StrategyProfessional Developer’s Guide developed by D. Sue Vernon, Jean B. Schumaker, and Donald D. Deshler The Cooperative Thinking Strategies Series 2006 The University of Kansas Center for Research on Learning Lawrence, Kansas

2. Cooperative Thinking Strategies A group of strategies students can use to think and work productively together University of Kansas Center for Research on Learning 2006

3. The Rationale for the Cooperative Thinking Strategies Series • Students have difficulty working together in groups. • Students have difficulty with higher-order cognitive processing tasks. • Teachers and students do not know how to create a learning community. University of Kansas Center for Research on Learning 2006

4. The Purpose of the Cooperative Thinking Strategies Program • Students learn the skills for working in groups. • Students learn simple structures for completing higher-order thinking tasks. • Teachers and students learn how to create a learning community. University of Kansas Center for Research on Learning 2006

5. Learning Community Characteristics Always Present Trust among participants Commitment to goal and group Every participant valued Resources are accessed by all Everyone has a voice & contributes Mastery emphasized Everybody learns Diversity is valued Time available for work University of Kansas Center for Research on Learning 2006

6. Learning Community Characteristics Always Present Support & help for doing better next time Goal is clear Goals are shared Authentic work related to shared goals Rewards are shared Everyone is a learner Everyone is a teacher Everyone is valued & feels valued Everyone feels safe University of Kansas Center for Research on Learning 2006

7. Learning Community Characteristics Sometimes Present Fun Hard work Frustration Failure Success People will take risks People will do the safe thing University of Kansas Center for Research on Learning 2006

8. Learning Community Characteristics Sometimes Present Independent work Group work Individual grades Group grades Cooperation Competition Leader makes decision Group decision making University of Kansas Center for Research on Learning 2006

9. Learning Community Characteristics Never Present Shaming Putdowns Negative remarks Rudeness Domination People not doing their share Some people learning and others not Some people getting rewards and others not Continued failure University of Kansas Center for Research on Learning 2006

10. Manuals in the Cooperative Thinking Strategies Series • The SCORE Skills • The Teamwork Strategy • The THINK Strategy • The LEARN Strategy • The BUILD Strategy University of Kansas Center for Research on Learning 2006

11. The Purpose of the BUILD Strategy • To enable students to make a group decision. • To give students a structure to make decisions on their own. University of Kansas Center for Research on Learning 2006

12. “Seek first to understand, then to be understood.” Stephen Covey University of Kansas Center for Research on Learning 2006

13. The BUILD Strategy Break the issue into sides Understand both sides Identify compromises List the options and vote Discuss your SCORE University of Kansas Center for Research on Learning 2006

14. An Overview of the Decision-Making Process ISSUE Side 1 Relevant Information Side 2 Relevant Information Possible Compromise(s) (Blend sides) Decide on one: Side 1, Side 2, or Compromise University of Kansas Center for Research on Learning 2006

15. The BUILD Strategy—Mean Percentage of Decision-Making Steps Performed by Groups 80% 21% 20% 15% University of Kansas Center for Research on Learning 2006

16. Lesson 1: Review of the SCORE Skills • Review basic concepts • Learning community • Social skills • Review the Share Ideas Skill • Review the Compliment Others Skill • Review the Offer Help or Encouragement Skill • Review the Recommend Changes Nicely Skill • Review the Exercise Self-Control Skill University of Kansas Center for Research on Learning 2006

17. The Instructional Sequence Within Each Lesson (“At-a-Glance” & “Play-by-Play”) • Give an advance organizer • Introduce and describe • Lead a guided practice activity • Conduct a practice activity • Give a post-organizer • Take it a step further University of Kansas Center for Research on Learning 2006

18. Lesson 2: Introduction and the “B” Step • Advance Organizer • Introduce and Describe • Guided Practice: Water War • Group Practice • Post Organizer • Take It a Step Further University of Kansas Center for Research on Learning 2006

19. Lesson 2: Introduction and the “B” Step • Introduce and Describe • Cooperate • Decision • Strategy • Controversial Issue • “BUILD” Steps • The “B” Step • Integrating the SCORE Skills University of Kansas Center for Research on Learning 2006

20. The “B” StepBreak the Issue into Sides • Define the issue • Differentiate the sides of the issue • SCORE Skills: Share Ideas, Compliment Others, Offer Help or Encouragement University of Kansas Center for Research on Learning 2006

21. The “B” StepBreak the Issue into Sides Step 1: Break the issue into sides The issue is: Control of the lake. The sides of the issue are: 1. Farmers want to control the lake. 2. Townspeople want the lake to stay a state park. University of Kansas Center for Research on Learning 2006

22. The BUILD Worksheet, p. 1 Step 1: Break the issue into sides The issue is: The sides of the issue are: 1. 2. Step 2: Understand both sides Reasons to choose Side 1: Reasons to choose Side 2: The biggest problems with Side 1: The biggest problems with Side 2: University of Kansas Center for Research on Learning 2006

23. The BUILD Worksheet, p. 2 Step 3: Identify compromises Compromise 1: Compromise 2: Reasons to choose Compromise 1: Reasons to choose Compromise 2: Problems with Compromise 1: Problems with Compromise 2: Changes: Changes: University of Kansas Center for Research on Learning 2006

24. The BUILD Worksheet, p. 2 (cont.) Step 4: List the options and vote Options/Compromises (vote for one) # of votes Side 1: Side 2: Compromise 1: Compromise 2: The team decision was: Step 5: The “D” Step Fill out your SCORE Checklist as you talk about how your team worked together to make a decision. University of Kansas Center for Research on Learning 2006

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27. Lesson 3: The “U” Step • Advance Organizer • Introduce and Describe • The “U” Step • Integrating the SCORE Skills • Guided Practice: Water War • Group Practice Activity • Post Organizer • Take It a Step Further University of Kansas Center for Research on Learning 2006

28. The “U” StepUnderstand Both Sides • List the reasons to choose Side 1. • List the reasons to choose Side 2. • List the biggest problems of each side. • SCORE Skills: Recommend changes nicely and Exercise self control University of Kansas Center for Research on Learning 2006

29. Step 2: Understand both sides Reasons to choose Side 1: Reasons to choose Side 2: The biggest problems with Side 1: The biggest problems with Side 2: Farmers made the lake. Farmers paid for lake. Water is very expensive. Farmers will save money Farmers haven’t paid enough. Tourists spend money at the lake and in town. Farmers may use too much water and destroy the lake. People have jobs because of lake. Town could lose tourist money. People could lose jobs at lake. Animals & plants might die. Farmers might go broke. Crops might die. If crops die, no food to eat. The “U” StepUnderstand Both Sides University of Kansas Center for Research on Learning 2006

30. Lesson 4: The “I” Step • Advance Organizer • Introduce and Describe • The “I” Step • Integrating the SCORE Skills • Guided Practice: Water War • Group Practice Activity • Post Organizer • Take It a Step Further University of Kansas Center for Research on Learning 2006

31. The “I” StepIdentify Compromises • Review the sides and discuss ideas for a possible compromise. • Discuss reasons for choosing the compromise. • Discuss problems with the compromise. • Revise the compromise to address the problems, if possible. • SCORE Skills: Share Ideas, Recommend Changes Nicely, Exercise Self-Control University of Kansas Center for Research on Learning 2006

32. Step 3: Identify compromises Compromise 1: Compromise 2: Reasons to choose Compromise 1: Reasons to choose Compromise 2: Problems with Compromise 1: Problems with Compromise 2: Changes: Changes: Lake stays a park, but farmers can use more water. Farmers would pay less for water. Tourists could still use lake. Water might still cost too much. Farmers might use too much water. Farmers can use water up to a certain amount; lake filled each winter; emergency funds; drought plan. The “I” StepIdentify Compromises University of Kansas Center for Research on Learning 2006

33. Lesson 5: The “L” Step • Advance Organizer • Introduce and Describe • The “L” Step • Integrating the SCORE Skills • Guided Practice: Water War • Group Practice Activity • Post Organizer • Take It a Step Further University of Kansas Center for Research on Learning 2006

34. The “L” StepList the Options and Vote • Restate the options that were discussed. • Think about the options and decide where you stand. • Vote for one option and record the results. • SCORE Skills: Exercise Self-Control University of Kansas Center for Research on Learning 2006

35. The “L” StepList the Options and Vote Step 4: List the options and vote Options/Compromises (vote for one) # of votes Side 1: Side 2: Compromise 1: Compromise 2: The team decision was: 3 2 20 Compromise 1 plus changes. University of Kansas Center for Research on Learning 2006

36. Lesson 6: The “D” Step & Applying the BUILD Steps • Advance Organizer • Introduce and Describe • The “D” Step • Integrating the SCORE Skills • Guided Practice: Water Wars • Group Practice Activity • A new controversial issue • The BUILD Steps • Post Organizer • Take It a Step Further University of Kansas Center for Research on Learning 2006

37. The “D” StepDiscuss Your SCORE • Students complete the “Discuss Your SCORE Checklist.” University of Kansas Center for Research on Learning 2006

38. Discuss Your SCORE Checklist Directions: Make a checkmark (√) next to each skill and step that your group used. Then complete the sentences to the right of the lists. Did we: Share Ideas? Compliment Others? Offer Help or Encouragement? Recommend Changes Nicely? Exercise Self-Control? For this assignment, our best skill was: Did everyone use the SEE Steps? Sound of our voices was appropriate Expressions were appropriate Eye contact was good We need to remember to use this skill more often: Did we: Break the issue into slides? Understand both sides? Identify compromises? List the options and vote? Discuss our SCORE? The best thing that happened in our group today was: We need to improve: Were all members of the group SATISFIED with the solution? Yes No Signature: Did all members of the group LIKE the way the team worked together? Yes No Signature: University of Kansas Center for Research on Learning 2006

39. Generalization of the BUILD Strategy • Ongoing activities • More controversial issues • Content-based issues University of Kansas Center for Research on Learning 2006