Mathematics And Science Teacher Education Program Teacher Support Network Sample Lessons

COOPERATIVE LEARNING

I. Patterns of Instruction

A. Not just group work!!!!(show overhead of group discussion vs three step interview)
B. Cooperative Groups

1. Promotes

a. learning at all academic levels (knowledge, comprhension, applicationn, analysis, synthesis, and evaluation)
b. social interaction (positive), work together tolerance, sharing, race relations, etc.
c. self concept; self esteem, language development, etc.

2. Structure (simple to complex)

a. Turn-to-your-neighbor (say, write, draw) good for check for understanding
b. Each person write a list of responses to a question.e.g. list four examples of homologous structures; students into pairs, combine lists
analyze, get 4-8 examples; two pair come together, combine lists, analyze, get 4-16 examples.
c. Pairs of pairs (four people into group)

1) work in pairs to come up with as many ideas as possible on a topic in 3 minutes (e.g. Why is the sky blue?)
2) 2 pairs come together combine list, discuss them and rank them in
order which they think is best explanation.

d. Three step interview, 4 people (ask question e.g. What do you know about cells?)

1) Pairs, one interviews other
2) reverse roles
3) Pairs get together in round robin where each student takes turn
sharing info learned in interview.

e. Numbered Heads Together (3-6 students)

1) each group gets a name
2) each student in group gets a #
3) Teacher asks question
4) group put heads together to come up with answer
5) teacher picks a #, only the student in the group
with that # can respond
6) group is scored based upon the answer
7) individual and group win or lose together

f. Round Table (4-6 students)

1) Students in group each does one question, problem,or ?;
2) pass on to next student (right) who reviews, analyzes, and accepts/modifies;
3) passes on to next student,
4) continues until all students have read and analyzed all questions and accept the answers.

3. Forming Teams

a. Consider

1) academic objectives (mastery where concptual)
2) collaborative skills to be accomplished
3) size of group (4 people where only two are needed)
4) assigning students to group
5) assigning roles
6) arranging room
7) materials needed
8) assessment and grading procedures
9) positive interdependence:

a)success of every member not possible without contribution from
every member
b) success of group not possible without success of each member.

b. How to form teams

1) Heterogeneous Teams (wide range of students)

a) rank students (pretest, recent test, grades, guess)
b) choose one from top, two from middle, and one from bottom
c) make sure : not all same sex, race, friends, enemies
d) next team from remaining names on list.

2) Random Teams

a) pick names from hat.
b) Shuffle cards, deal, all A's one team, all k's, Q's, J's , 10's, 9's, etc. Then suites can be roles.

3) Teacher decides (for whatever reason)
4) IDEA!!!! Take picture of team, post---gives identity to team.

C. Roles

1. Depends upon activity
2. Common roles

a. Recorder/secretary: writes information for team
b. Coordinator/Timer: keeps group on task, watches time
c. Equipment/Go-for: gets materials, goes to other groups, to teacher for clarificatiomn
d. Observer: watches experiment, or ? for data.
e. All must contribute to common goal.

D. Activities

1. Knowledge/Comprehension: list, fill-in, memorize, label, repeat

a. turn to your neighbor, numbered heads together,

2. Application: Construct, demonstrate, interpret, operate

a. three step interview, pairs of pairs,

3. Analysis: analyze, compare, contrast, differentiate,

a. Pairs of pairs, Round Table

4. Synthesis: design, hypothesize, plan, create, invent

a. pairs of pairs, round table

5. Evaluation: appraise, choose, judge, decide, defend

a. pairs of pairs, round table.

This web page is under the supervision of Dr. Patricia Backer. She can be reached at pabacker@email.sjsu.edu or by phone at (408) 924-3214. This page was last updated on July 14, 2004 .