Student Engagement through Cooperative Learning Structures

1. WELCOME Student Engagement through Cooperative Learning Structures Danielle Leffler Math Coach Atlantic High School

2. Agenda • Group Work vs. Cooperative Learning • 7 Key Concepts – A Guide to Success • 4 Basic Principles of Cooperative Learning • Forming Teams • Cooperative Learning Structures • Management Hints • In-service Credits: 4 • 2 hours face-to-face • 2 hours implementation activity • Implementation Activity: • Due March 20, 2014 • Send to Danielle Leffler

3. Objectives • You will understand the difference between group work and cooperative learning. • You will understand the elements necessary for effective cooperative learning. • You will understand how to effectively form teams. • You will apply cooperative learning structures to your lesson plans.

4. DPP Reminder • 2c Managing Classroom Procedures • 3b Questioning and Discussion Techniques • 3c Engaging Students in Learning • 3d Using Assessment in Instruction

5. Group Work vs. Cooperative Learning • Rows and columns all day • Teacher gives a task • Teacher provides think time • Students raise hands • Teacher calls on one student • One student answers • Teacher responds • Teacher gives a task • Teacher says: • “Work together.” • “Help each other.” • Unstructured interaction • Teacher gives a task • Teacher provides think time • Student-to-student structured interaction

6. Seven Key Concepts Teams Class Building Principles Structures Team Building Social Skills Management

7. 4 Basic Principles - PIES 1. Are students on the same side? 2. Does the task require working together? 3. Is individual, public performance required? 4. Is participation approximately equal? 5. What percent of students are overtly interacting at once?

8. Forming Teams • Pair work maximizes simultaneous interaction. • Teams of Four Allow Pair Work. • Teams of Four Avoid Odd Man Out. • Teams of Four Optimize Cognitive and Linguistic Mismatch. • Teams of Four Increase Variety. • A triad often results in a pair and an outsider. • Research indicates that we learn well from someone only somewhat different from our own level of development. Groups of four provide six lines of communication. • The flexible arrangements within a team of four create variety, which enhances interest.

9. Forming Teams High High Medium Shoulder Partners Low Medium Low Face Partners • High student should always be across from the low student.

10. Forming Teams • How to Handle Extra Students • Dealing with Absent Students • Seating Arrangement 1 extra student: 1 team of 5 2 extra students: 2 teams of 3 3 extra students: 1 team of 3 1 Teammate Absent: No Change 2 Teammates Absent: Pull a student from a team of 5 or 4 to work with that team. 3 Teammates Absent: Move remaining student to the smallest team. Teams can be adjusted for the day to accommodate absences. • Individual Desks • Horseshoe • Tables

11. Forming Teams

12. Forming Teams • Balanced • Maximizes tutoring • Management easier with equal ability level teams • Higher achiever on each team • Teacher prep time • Requires ranking • Limited contact between high achievers • Limited leadership for low • Fair • Side-steps Ranking • No prior student knowledge • Class building/Networking • Quick and easy • Novelty, Variety, Fun • “Winner” and “loser” teams • Diversity not ensured • Teams with friends – off task • Teams with enemies/conflicts • Leadership opportunities for low • Interactions for High • High achievers have opportunity to be a teammate instead of leader • Negative stereotypes • Poor self-esteem low groups • Lack of equity • Difficult to manage class of teams of different ability levels • Novelty, variety, fun • Familiarity • Easy decision making and consensus • Not balanced • High potential for off-task • behavior

13. Quiz-Quiz-Trade Students quiz a partner, get quizzed by a partner, and then trade cards to repeat the process with a new partner. Setup: The teacher prepares a set of question cards for the class, or each student creates a question card. • The teacher tells students to “Stand up, put a hand up, and pair up.” • Partner A quizzes B. • Partner B answers. • Partner A praises or coaches. • Partner switch roles. • Partners trade cards and thank each other. • Repeat steps 1-6 a number of times. • Differentiation Tips: • Management Tips:

14. Rally Variations

15. Round Table Variations

16. Numbered Heads Together Teammates put their “heads together” to reach consensus on the team’s answer. Everyone keeps on their toes because their number may be called to share the team’s answer. Setup: Teacher prepares questions or problems to ask teams. • Students number off. • Teacher poses a problem and gives think time. • Students privately write their answers. • Students stand up and “put their heads together,” showing answers, discussing, and teaching each other. • Students sit down when everyone knows the answer or has something to share. • Teacher calls a number. Students with that number answer simultaneously.

17. 1. Johnny’s mother had three children. The first child was named April. The second child was named May. What was the third child’s name?

18. JOHNNY

19. 2. A clerk at a butcher shop stands five feet ten inches tall and wears size 13 sneakers. What does he weigh?

20. MEAT

21. 3. A farmer has five haystacks in one field and four haystacks in another. How many haystacks would he have if he combined them all in one field?

22. One. If he combines all his haystacks, they all become one big stack.

23. Timed Pair Share In pairs, students share with a partner for a predetermined time while the partner listens. Then partners switch roles. • The teacher announces a topic, states how long each student will share, and provides more think time. • In pairs, Partner A shares; Partner B listens. • Partner B responds with a positive gambit. • Partners switch roles.

24. Which is correct to say, “The yolk of the egg is white” or “The yolk of the egg are white?”

25. Neither. Egg yolks are yellow.

26. Think-Write-RoundRobin • The teacher poses a problem to which there are multiple possible responses or solution, and provides think time. • Students independently write their response on their own paper or whiteboard. • Students take turns stating responses.

27. What structures do you see yourself implementing in your classroom?

28. Management Hints • Use structure names • Music • Timer • Model • Teams of 5/Teams of 3 in the front of the room • Number/label seats • Teams full time • Heterogeneous Teams

29. In-service Credits: 4 2 hours face-to-face 2 hours implementation activity Implementation Activity: Due March 20, 2014 Send to Danielle Leffler Please complete the exit slip in your folder before leaving. Thank you!