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1、Cooperative LearningCooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is tau

2、ght but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and plete it.Cooperative efforts result in participants striving for mutual benefit so that all group members: gain from each oth

3、ers efforts. (Your success benefits me and my success benefits you.) recognize that all group members share a mon fate. (We all sink or swim together here.) know that ones performance is mutually caused by oneself and ones team members. (We can not do it without you.) feel proud and jointly celebrat

4、e when a group member is recognized for achievement. (We all congratulate you on your acplishment!).Why use Cooperative LearningElements of Cooperative LearningClass Activities that use Cooperative LearningWhy use Cooperative LearningResearch has shown that cooperative learning techniques: promote s

5、tudent learning and academic achievement increase student retention enhance student satisfaction with their learning e*perience help students develop skills in oral munication develop students social skills promote student self-esteem help to promote positive race relations5 Elements of Cooperative

6、LearningIt is only under certain conditions that cooperative efforts may be e*pected to be more productive than petitive and individualistic efforts. Those conditions are:1. Positive Interdependence (sink or swim together) Each group members efforts are required and indispensable for group success E

7、ach group member has a unique contribution to make to the joint effort because of his or her resources and/or role and task responsibilities2. Face-to-Face Interaction(promote each others success) Orally e*plaining how to solve problems Teaching ones knowledge to other Checking for understanding Dis

8、cussing concepts being learned Connecting present with past learning3. Individual&Group Accountability( no hitchhiking! no social loafing) Keeping the size of the group small. The smaller the size of the group, the greater the individual accountability may be. Giving an individual test to each stude

9、nt. Randomly e*amining students orally by calling on one student to present his or her groups work to the teacher (in the presence of the group) or to the entire class. Observing each group and recording the frequency with which each member-contributes to the groups work. Assigning one student in ea

10、ch group the role of checker. The checker asks other group members to e*plain the reasoning and rationale underlying group answers. Having students teach what they learned to someone else. 4. Interpersonal &Small-Group Skills Social skills must be taught:o Leadershipo Decision-makingo Trust-building

11、o municationo Conflict-management skills5. Group Processing Group members discuss how well they are achieving their goals and maintaining effective working relationships Describe what member actions are helpful and not helpful Make decisions about what behaviors to continue or changeClass Activities

12、 that use Cooperative LearningMost of these structures are developed by Dr. Spencer Kagan and his associates at Kagan Publishing and Professional Development. For resources and professional development information on Kagan Structures, please visit: .KaganOnline.1. Jigsaw - Groups with five students

13、are set up. Each group member is assigned some unique material to learn and then to teach to his group members. To help in the learning students across the class working on the same sub-section get together to decide what is important and how to teach it. After practice in these e*pert groups the or

14、iginal groups reform and students teach each other. (Wood, p. 17) Tests or assessment follows.2. Think-Pair-Share - Involves a three step cooperative structure. During the first step individuals think silently about a question posed by the instructor. Individuals pair up during the second step and e

15、*change thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group.3. Three-Step Interview (Kagan) - Each member of a team chooses another member to be a partner. During the first step individuals interview their partners by asking clarifying ques

16、tions. During the second step partners reverse the roles. For the final step, members share their partners response with the team. 4.RoundRobin Brainstorming (Kagan)- Class is divided into small groups (4 to 6) with one person appointed as the recorder. A question is posed with many answers and stud

17、ents are given time to think about answers. After the think time, members of the team share responses with one another round robin style. The recorder writes down the answers of the group members. The person ne*t to the recorder starts and each person in the group in order gives an answer until time

18、 is called.5.Three-minute review - Teachers stop any time during a lecture or discussion and give teams three minutes to review what has been said, ask clarifying questions or answer questions.6. Numbered Heads Together (Kagan) - A team of four is established. Each member is given numbers of 1, 2, 3

19、, 4. Questions are asked of the group. Groups work together to answer the question so that all can verbally answer the question. Teacher calls out a number (two) and each two is asked to give the answer. 7. Team Pair Solo (Kagan)- Students do problems first as a team, then with a partner, and finall

20、y on their own. It is designed to motivate students to tackle and succeed at problems which initially are beyond their ability. It is based on a simple notion of mediated learning. Students can do more things with help (mediation) than they can do alone. By allowing them to work on problems they cou

21、ld not do alone, first as a team and then with a partner, they progress to a point they can do alone that which at first they could do only with help.8. Circle the Sage (Kagan)- First the teacher polls the class to see which students have a special knowledge to share. For e*ample the teacher may ask

22、 who in the class was able to solve a difficult math homework question, who had visited Me*ico, who knows the chemical reactions involved in how salting the streets help dissipate snow. Those students (the sages) stand and spread out in the room. The teacher then has the rest of the classmates each

23、surround a sage, with no two members of the same team going to the same sage. The sage e*plains what they know while the classmates listen, ask questions, and take notes. All students then return to their teams. Each in turn, e*plains what they learned. Because each one has gone to a different sage,

24、 they pare notes. If there is disagreement, they stand up as a team. Finally, the disagreements are aired and resolved.9.Partners (Kagan) - The class is divided into teams of four. Partners move to one side of the room. Half of each team is given an assignment to master to be able to teach the other

25、 half. Partners work to learn and can consult with other partners working on the same material. Teams go back together with each set of partners teaching the other set. Partners quiz and tutor teammates. Team reviews how well they learned and taught and how they might improve the process.Cooperative

26、 LearningCooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but als

27、o for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and plete it.Cooperative efforts result in participants striving for mutual benefit so that all group members: gain from each others efforts

28、. (Your success benefits me and my success benefits you.) recognize that all group members share a mon fate. (We all sink or swim together here.) know that ones performance is mutually caused by oneself and ones team members. (We can not do it without you.) feel proud and jointly celebrate when a gr

29、oup member is recognized for achievement. (We all congratulate you on your acplishment!).Why use Cooperative LearningElements of Cooperative LearningClass Activities that use Cooperative LearningWhy use Cooperative LearningResearch has shown that cooperative learning techniques: promote student lear

30、ning and academic achievement increase student retention enhance student satisfaction with their learning e*perience help students develop skills in oral munication develop students social skills promote student self-esteem help to promote positive race relations5 Elements of Cooperative LearningIt

31、is only under certain conditions that cooperative efforts may be e*pected to be more productive than petitive and individualistic efforts. Those conditions are:1. Positive Interdependence (sink or swim together) Each group members efforts are required and indispensable for group success Each group m

32、ember has a unique contribution to make to the joint effort because of his or her resources and/or role and task responsibilities2. Face-to-Face Interaction (promote each others success) Orally e*plaining how to solve problems Teaching ones knowledge to other Checking for understanding Discussing co

33、ncepts being learned Connecting present with past learning 3. Individual&Group Accountability( no hitchhiking! no social loafing) Keeping the size of the group small. The smaller the size of the group, the greater the individual accountability may be. Giving an individual test to each student. Rando

34、mly e*amining students orally by calling on one student to present his or her groups work to the teacher (in the presence of the group) or to the entire class. Observing each group and recording the frequency with which each member-contributes to the groups work. Assigning one student in each group

35、the role of checker. The checker asks other group members to e*plain the reasoning and rationale underlying group answers. Having students teach what they learned to someone else. 4. Interpersonal &Small-Group Skills Social skills must be taught: o Leadership o Decision-making o Trust-building o mun

36、ication o Conflict-management skills5. Group Processing Group members discuss how well they are achieving their goals and maintaining effective working relationships Describe what member actions are helpful and not helpful Make decisions about what behaviors to continue or change Class Activities th

37、at use Cooperative LearningMost of these structures are developed by Dr. Spencer Kagan and his associates at Kagan Publishing and Professional Development. For resources and professional development information on Kagan Structures, please visit: .KaganOnline.1. Jigsaw - Groups with five students are

38、 set up. Each group member is assigned some unique material to learn and then to teach to his group members. To help in the learning students across the class working on the same sub-section get together to decide what is important and how to teach it. After practice in these e*pert groups the origi

39、nal groups reform and students teach each other. (Wood, p. 17) Tests or assessment follows.2. Think-Pair-Share - Involves a three step cooperative structure. During the first step individuals think silently about a question posed by the instructor. Individuals pair up during the second step and e*ch

40、ange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group.3. Three-Step Interview (Kagan) - Each member of a team chooses another member to be a partner. During the first step individuals interview their partners by asking clarifying questio

41、ns. During the second step partners reverse the roles. For the final step, members share their partners response with the team. 4. RoundRobin Brainstorming (Kagan)- Class is divided into small groups (4 to 6) with one person appointed as the recorder. A question is posed with many answers and studen

42、ts are given time to think about answers. After the think time, members of the team share responses with one another round robin style. The recorder writes down the answers of the group members. The person ne*t to the recorder starts and each person in the group in order gives an answer until time i

43、s called. 5. Three-minute review - Teachers stop any time during a lecture or discussion and give teams three minutes to review what has been said, ask clarifying questions or answer questions. 6. Numbered Heads Together (Kagan) - A team of four is established. Each member is given numbers of 1, 2,

44、3, 4. Questions are asked of the group. Groups work together to answer the question so that all can verbally answer the question. Teacher calls out a number (two) and each two is asked to give the answer. 7. Team Pair Solo (Kagan)- Students do problems first as a team, then with a partner, and final

45、ly on their own. It is designed to motivate students to tackle and succeed at problems which initially are beyond their ability. It is based on a simple notion of mediated learning. Students can do more things with help (mediation) than they can do alone. By allowing them to work on problems they co

46、uld not do alone, first as a team and then with a partner, they progress to a point they can do alone that which at first they could do only with help. 8. Circle the Sage (Kagan)- First the teacher polls the class to see which students have a special knowledge to share. For e*ample the teacher may a

47、sk who in the class was able to solve a difficult math homework question, who had visited Me*ico, who knows the chemical reactions involved in how salting the streets help dissipate snow. Those students (the sages) stand and spread out in the room. The teacher then has the rest of the classmates eac

48、h surround a sage, with no two members of the same team going to the same sage. The sage e*plains what they know while the classmates listen, ask questions, and take notes. All students then return to their teams. Each in turn, e*plains what they learned. Because each one has gone to a different sage, they pare notes. If there is disag