Coop Learning powerpoint

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Cooperative learning :

Emma Yates and Rachel McConnell Cooperative learning

What is it?:

What is it? A group of students working together to complete a task. The students encourage and support each other while exercising social skills. (Sutherland & Wehby , 2000)

5 elements of CL:

5 elements of CL Positive interdependence: Every member in the group is to work together to complete the goal. The group believes every member is needed and brings something unique in order for the group to be successful. Each member has 2 responsibilities: Ensure they have learned the material Ensure the other group members have learned the material as well (Johnson & Johnson, 1992; Sutherland & Wehby , 2000)

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Individual accountability Everyone must do their fair share. The group is aware of who needs more support and encouragement. Can assign someone as the role checker to ensure everyone is doing their part for the task. (Johnson & Johnson, 1992; Sutherland & Wehby, 2000)

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Promotive interaction Using face-to-face interactions students encourage efforts made by other members, share their resources, challenge each other and provide feedback as well as share achievements and success. (Johnson & Johnson, 1992; Sutherland & Wehby, 2000)

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Group processing The group work reflects back on how well the group functioned. The discuss what was effective and what wasn’t, what could be helpful in the future and what to stop doing. 2 Levels for the teacher: Small group : teacher will go around at the end and evaluate how effectively they worked together. Providing feedback and ensuring that members understood material and remained positive during the activity Whole class : Teacher shares with the rest of the class the observations she made from all the smaller groups *Want to leave feeling successful, appreciated and respected* (Johnson & Johnson, 1992; Sutherland & Wehby , 2000)

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Development of small-group social skills Students must trust one another, communicate clearly and give accurate information. All students must feel accepted by other group members Any arguments/conflict must be resolved in a constructive manner In order for this to happen successfully students must be directly taught social skills and also be motivated to use them.  Students can be motivated to do this by using a rewards system. “Social skills are the key to group productivity” (Johnson & Johnson, 1992; Sutherland & Wehby , 2000)

How would you incorporate CL in the classroom?:

How would you incorporate CL in the classroom? 3 examples Think-Pair-Share Jigsaw Split class discussion

Jigsaw:

Jigsaw

Split class discussion:

Split class discussion

Who would benefit from Cooperative Learning?:

Who would benefit from Cooperative Learning?

Many People!:

Many People!

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People of all ages and ethnicities High achievers and low achievers Large groups and small groups And of course...students with learning disabilities.

What the research says:

What the research says In Marr’s (1997) research review of CL, students have shown significant gains in reading, writing language and mathematics. Research has also shown that CL improves pro-social behavior, cooperation with peers, on-task behavior and acceptance of students with disabilities.

Student’s with LD:

Student’s with LD Benefits: CL methods are adaptable and roles can be modified for students with LD by taking into account their strengths and weaknesses. ( Slavin , 1990) Higher achieving students model successful problem solving strategies for students that have difficulty in this area. (Marr, 1997) Limitations: Negative perceptions of students with a LD by their regular-education classmates may result in unsuccessful inclusion. (Putnam, 1996). Teachers need to carefully select which students the students with LD are paired with as poor selection can result in conflict. (Jenkins, Antil , Wayne & Vadasy , 2003). CL is likely not suitable for students with significant behavioral or attention deficits or a low motivation to learn. (Jenkins et al., 2003).

References:

References Marr, M. B. (1997). Cooperative learning: A brief review. Reading and Writing Quarterly: Overcoming Learning Difficulties, 13 (1), 7-20. Jenkins, J. R., Antil , L. R., Wayne, S. K., & Vadasy , P. F. (2003). How cooperative learning works for special education and remedial students. Exceptional Children, 69 (3), 279-292. Putnam, J., & Others, A. (1996). Cooperative learning and peer acceptance of students with learning disabilities. Journal of Social Psychology, 136 (6), 741-752. Slavin , R. E. (1990). Research on cooperative learning: Consensus and controversy. Educational Leadership, 47 (4), 52-54. Sutherland, K. S., Wehby , J. H., & Gunter, P. L. (2000). The effectiveness of cooperative learning with students with emotional and behavioral disorders: A literature review. Behavioral Disorders, 25 (3), 225-238. T, R., & Johnson, D. W. (1994). An overview of cooperative learning. In J. Thousand, A. Villa and A. Nevin ( Eds ) Creativity and Collaborative Learning ; Brookes Press, Baltimore, 1994.

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