What the heck are “Cooperative Learning

Strategies”?

Various small group interactive instructional procedures, or…

Group Work!

Why Should I Care?

IT MAKES YOUR TEACHING JOB EASIER!

No more boring lectures.

No more hours of grading.

No more exhausted, stressed out evenings.

Students work together and learn together.

In general, cooperative learning methods share 5 characteristics.

1. Students work together on common tasks or learning activities that are best handled through group work.

2. Students work together in small groups containing two to five members.

3. Students use cooperative, pro-social behavior to accomplish their tasks.

4. Students are positively interdependent. They need each other to accomplish their task.

5. Students are individually accountable or responsible for their work or learning.

Some Process Activities:

Three Step Interview Roundtable Focused Listing Structured Problem Solving One Minute Papers (“Quick Write”) Paired Annotations Four Corners What I Know, What I Think I Know

MORE Process Activities:

Tea Party Categorizing Comparing/Contrasting Numbered Heads Together Think-Pair-Share Jigsaw Focus Trios Problem Solvers

Structured Learning Team Group Roles

Leader-Keeps the group on task and makes sure everyone has a chance to participate

Recorder-Maintains group files and folders and/or writes out solutions. May also prepare presentation materials

Reporter-Gives oral responses to the class about the group’s activities or conclusions.

Monitor-Makes sure the group's work area is left the way it was found and acts as timekeeper.

Team Expectations

Some students fear that each member will not pull their weight as a member of the group.

How do we address this fear?

Allow the group to outline acceptable group behavior

Put together a form and ask groups to first list behaviors (expectations) they expect from each individual, each pair and the whole group.

Guided Reciprocal Peer Questioning, Or….

Generating Discussion!

Guided Reciprocal Peer Questioning-”How To”

Teacher conducts a brief (10-15 minutes) lecture on a topic or content area.

Instructor gives the students a set of generic question stems

Students work individually to write their own questions based on the material being covered.

Students do not have to be able to answer the questions they pose. This activity is designed to force students to think about ideas relevant to the content area.

Grouped into learning teams, each student offers a question for discussion, using the different stems.

Guided Reciprocal Peer Questioning Sample Question Stems

What is the main idea of…?

What if…? How does…affect…? What is a new example

of…? Explain why…? Explain how…? How does this relate

what I’ve learned before?

What conclusions can I draw about…?

What is the difference between …and …?

How are…and …similar?

How would I use…to…? What are the strengths

and weaknesses of…? What is the best…and

why?

Three-step Interview

Three-step interviews can be used as an icebreaker for team members to get to know one another or can be used to get to know concepts in depth, by assigning roles to students.

Three-step Interviews-”How To”

Teacher assigns roles or students can “play” themselves. Teachers may also give interview questions or information that should be “found”.

A interviews B for the specified number of minutes, listening attentively and asking probing questions.

At a signal, students reverse roles and B interviews A for the same number of minutes.

At another signal, each pair turns to another pair, forming a group of four. Each member of the group introduces his or her partner, highlighting the most interesting points.

Roundtable

Roundtable structures can be used to brainstorm ideas and to generate a large number of responses to a single question or group of questions.

The question or problem has to be one that has the potential for a number of different “right” answers. Relate the question to the course unit, but keep it simple so every student can have some input.

Once time is called, determine what you want to have the students do with the lists. They may want to discuss the multitude of answers or solutions or they may want to share the lists with the entire class.

Roundtable-”How To”

Teacher poses question. One piece of paper and pen per group. First student writes one response, and says it

out loud. First student passes paper to the left, second

student writes response, etc. Continues around group until time elapses. Students may say “pass” at any time. Group stops when time is called.

Focused Listing

Can be used as a brainstorming technique or as a technique to generate descriptions and definitions for concepts. Focused listing asks the students to generate words to define or describe something. Once students have completed this activity, you can use these lists to facilitate group and class discussion.

Focused Listing-”How To”

Example: Ask students to list 5-7 words or phrases that describe or define what a motivated student does. From there, you might ask students to get together in small groups to discuss the lists, or to select the one that they can all agree on. Combine this technique with a number of other techniques and you can have a powerful cooperative learning structure.

Structured Problem Solving

Structured problem-solving can be used in conjunction with several other cooperative learning structures.

Structured Problem-solving-”How To”

Have the participants brainstorm or select a problem for them to consider.

Assign numbers to members of each group (or use playing cards). Have each member of the group be a different number or suit.

Discuss task as a group. Each participant should be prepared to respond.

Each member of the group needs to understand the response well enough to give the response with no help from the other members of the group.

Ask an individual from each group to respond. Call the individual by number (or suit).

One Minute Papers

Ask students to comment on the following questions. Give them one minute and time them. This activity focuses them on the content and can also provide feedback to you as a teacher.

You can use these one minute papers to begin the next day’s discussion, to facilitate discussion within a group, or to provide you with feedback on where the student is in his or her understanding of the material.

One Minute Papers-”How To”

Topics for papers: What was the most important or useful

thing you learned today? What two important questions do you still

have; what remains unclear? What would you like to know more about?

Paired Annotations

Students work together to reflect on readings/film/topics.

Paired Annotations-”How To”

Students pair up to review/learn same article, chapter or content area and exchange double-entry journals for reading and reflection.

Students discuss key points and look for divergent and convergent thinking and ideas.

Together students prepare a composite annotation that summarizes the article, chapter, or concept.

Send-A-Problem

Send a problem can be used as a way to get groups to discuss and review material, or potential solutions to problems related to content information.

Send-A-Problem-”How-To”

Each member of a group generates a problem and writes it down on a card. Each member of the group then asks the question to other members.

If the question can be answered and all members of the group agree on the answer, then that answer is written on the back of the card. If there is no consensus on the answer, the question is revised so that an answer can be agreed upon.

The group puts a Q on the side of the card with the question on it, and an A on the side of the card with an answer on it.

Each group member takes one question from the stack of questions and reads one question at a time to the group. After reading the first question, the group discusses it. If the group agrees on the answer, they turn the card over to see if they agree with the first group’s answer. If they do not agree with the first group’s answer, the second group writes their answer on the back of the card as an alternative answer.

The second group reviews and answers each question in the stack of cards, repeating the procedures outlined above.

The question cards can be sent to a third, fourth, or fifth group, if desired. Stacks of cards are then sent back to the originating group. The sending group can

then discuss and clarify any question.

Send-A-Problem-Variation

Groups decide on one problem they will consider. It is best if each group considers a different problem.

The same process is used, with the first group brainstorming solutions to a single problem. The problem is written on a piece of paper and attached to the outside of a folder. The solutions are listed and enclosed inside the folder.

The folder is then passed to the next group. Each group brainstorms for 3-5 minutes on the problems they receive without reading the previous group’s work and then place their solutions inside the folder.

This process may continue to one or more groups. The last group reviews all the solutions posed by all of the previous groups and develops a prioritized list of possible solutions. The list is then presented to the group.

Value Line

One way to form heterogeneous groups is to use a value line.

Value Line-”How To”

Present an issue or topic to the group and ask each member to determine how they feel about an issue (could use a 1-10 scale, 1 being strong agreement, 10 being strong disagreement)

Form a rank-ordered line and number the participants from 1 up (from strong agreement to strong disagreement, for example)

Form your groups of four by pulling one person from each end of the value line and two people from the middle of the group (for example, if you had 20 people, one group might consist of persons 1,10, 11, 20).

Uncommon Commonalities

Uncommon commonalities can be used to foster a more cohesive group.

Uncommon Commonalities

2 3 4 

     

 

Team Name

 

Uncommon Commonalities-”How To”

Groups get together and first list individual things about themselves that define them as people.

Groups then discuss each item, finding things that 1,2,3, or 4 of them have in common.

When the group finds an item that all of them have in common, they list that item under 4; when they find something that 3 of them have in common, they list that item under 3, etc.

Double Entry Journal

The Double Entry journal can be used as a way for students to take notes on articles and other resources they read in preparation for class discussion.

Double Entry Journal Critical Points Response

Double Entry Journal-”How To”

Students read and reflect on the assigned reading(s).

Students prepare the double entry journal, listing critical points of the readings (as they see them) and any responses to the readings, in general, or specific critical points.

Students bring their journal notes to class. Once in class, students may use their double entry

journal to begin discussion, to do a paired annotation, or for other classroom and group activity.

Four Corners

Good for class discussion on different concepts in one topic.

Four Corners-”How To”

Choose four main concepts of lesson and label each corner in the room with one of the concepts (for example, four communication styles; passive, aggressive, passive/aggressive, assertive).

Ask the students to choose the concept they wish to discuss and have them go to that corner.

Plan an activity for the students at each corner (poster, dramatization, role play, experiment, etc) and then ask each corner to share their findings with the class.

What I Know, What I Think I Know

Allows your students to assess their own knowledge and increases their capacity for reflection.

What I Know, What I Think I Know-”How To”

Before teaching a topic, have class write down what they are sure they know about the topic and what they think they know.

Let groups share their lists. Teach the concept. Have the class revise their lists based on

what they have learned.

Tea Party

Excellent strategy to get students to interact, while learning new facts and developing pro-social skills.

Tea Party-”How To”

Explain what people do at a tea party (chit chat, exchange interesting bits of information).

Teach the concept or learning module. Have students write down the most interesting fact they learn

as you are teaching. After instruction, have a “tea party” where they exchange their

interesting facts. Students walk around the room, greeting each other and saying, “Did you know _____________”.

Each student is responsible for only one fact but is reminded of many facts in return.

The facts can then be shared as a group.

Categorizing

This activity results in a classification of thoughts.

Categorizing-”How To”

Students write a key word in the center of a map.

Words related to the word are then written in categories around the key word.

Category labels are added. Have each group write it’s semantic map on

chart paper and share it with other groups. Direct the discussion of the diagrams and supply

additional information to extend students’ prior knowledge of the topic.

Comparing and Contrasting

This activity encourages students to compare and/or contrast ideas or objects.

Comparing/Contrasting-”How To”

Have the students make a “T” chart on butcher paper/chart paper.

The students find similarities and list them on the left side of the “T” chart.

Then students look for differences and list those on the right side of the “T” chart.

Students display their charts and discuss them with members of the group.

Numbered Heads Together

Another great tool for increasing communication and encouraging students to share information. Reinforces the idea that “Two Heads Are Better Than One”!

Numbered Heads Together-”How To”

Number off students within groups so that each student has a number: 1,2,3 or 4.

Ask a question and have students “put their heads together” to make sure everyone in the group knows the answer.

Call a number (1-4) and have students with that number raise their hands to respond.

Think-Pair-Share

Increases communication and encourages students to share their thoughts and ideas.

Think-Pair-Share (Dyads!)-”How To”

Ask a question and allow time for students to think of a response.

Have students pair with a neighbor to discuss their responses.

Invite students to share their responses with the whole group.

Jigsaw

Primarily used for the acquisition and presentation of new material, review, or informed debate.

The use of this structure creates interdependence and status equalization.

Jigsaw-”How To”

1. Assign Topics--The learning unit is divided into four topics and each student on the team is assigned one topic. For teams of five, two students are assigned one topic and instructed to work together. For three member teams, only three topics are assigned and the members learn the fourth from another team.

2. Expert Groups Meet--All Topic 1 students meet in one area, Topic 2 students in another area, etc. If eight teams exist in the classroom, two groups of each topic may be formed to reduce the size of the expert groups. A balance of achievement levels may have advantages for topic groups.

3. Experts Consult--Experts consult and discuss their topic, making certain each group member understands the information. A variety of strategies for checking for understanding can be used. For example, work sheets, cross group interviews, dialogue etc.

4. Experts Create and Practice a Teaching Plan--Expert groups design and practice a plan for teaching their expertise to team members.

5. Experts Return to Teams to Share and Tutor--Experts take turns sharing their individual topic expertise with team members.

6. Demonstration of Knowledge--The culminating activity allows individual sharing

team members to demonstrate their knowledge of all topics identified in the unit.

Fishbowl

Here one small-group engages in discussion and the rest of the class observes their discussion.  

Fishbowl-”How-To”

One small group discusses an issue, does a role-play, or attempts verbal problem-solving.

Other class participants stand around the group and quietly observe the activity.

Different small-groups can rotate into the fishbowl—they can discuss different topics or the same topic.

Focus Trios

Another great way for peer instruction and learning to take place.

Focus Trios-”How To”

Before a video, lecture or reading, divide students into groups of three and have students summarize together what they already know about the subject and come up with questions they have about it.

After instruction, the trios answer questions, discuss new information, and formulate new questions.