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OOPERATIVE LEARNING

6th

Kerem Hernandez


G I B HOW

d l u o sh S

P U O GR be?


r e l l a m s e ¡¡ Th e h t , p u o r g the h c a e e r o m member talks !!

f2 o s p u o r •G be y a m 3 r o best oks o b y n a •M nd e m m o c re 4. f o s p u gro

The smaller the group the less chance that someone arleft willLbe ger groout. u

ps are good becau se they provid e more peopl


R E H C A ¡¡ TE ED T C E L E S GROUPS ST E B K R WO !!

BY: -PLAYIN G CARD S -NUMBE RED PIECES OF PAPE R CARDS W/ CATEGO RIE S

D IV I DE B NUM Y BER O STU DEN F TS YOU PER WANT GRO UP.


e h t n a c How e h t t e g r e h c a ? n te o i t n e t t a s s cla


A signal can be used to tell Ss that groups should quickly bring their discussions to a temporary halt and face the teacher.

RSPA (Raise hand, stop talking, Pass the signal, Attention to teacher ) Ringing a bell, playing a musical instrument, blowing a whistle and flicking the lights on & off.


f i e n o d n be

a c t a Wh the L E V E L e s Noi o o t s e m o c be high?


¡¡The closer together students sit, the more quietly they can talk!!

One student per gr oup can be noise monito r who function is to ur ge the group to urge th e group to collaborate .

A signal similar to the one used to get the class’s attention. For: • “STOP WORKING”: hand raised straight up. • “WORK QUIETLY”: hand raised with arm


what if a STUDENT does not

want

to work in a group?


the g n i s s u Disc t a h t s e g advanta e v i r e d n a Ss c g in n i n r a e l from groups

¡¡Group games may encourage students to look forward to other group learning activities!!

Start w/ PAIRS and TASKS that require exchange of information..


What if some groups finish earlier than others?


• Have groups discuss how they worked together.

th e f i k c e Ch done e v a h s group nment g i s s a e th y properl

• Develop “SPONGE ACTIVITIES”

Ask stud ents to help othe r groups th at have not yet f inished.

Have groups that finish early compare what they have done w/ other groups that also finished early.

E SET TIM to LIMITS ups ge gro a r u o c s i d ling. d w a d m fro


What if a few Ss are frequently absent?


Make sure that groups have contingency plans in case members are missing.

Assign tasks that can be accomplished in one class period.

If a group is working cooperative Jigsaw activities, give the missing piece to the whole group.

Assign these Ss as extra members of groups.

Coach students in how to use appropriate peer pressure to encourage frequently absent members to come to school and complete their portion of group tasks.


How long should groups stay together?


s ta y t a h t s Group least t a r o f r togethe s facilitate eek a few w jects. o r p m r long-te

Even while Ss are in long-term groups, short one-shot activities can be done w/ different grouping configurations.

Keeping groups together for fairly long periods, 4 to 8 weeks, gives them a chance to become comfortable w/ one another.

Try to resist the temptation to disband groups that are not working well.

Forming heterogeneou s groups according to such criteria as proficiency, sex, etc..


How should groups be ended?


All groups can end w/ statements by learners and teacher not only about the content learned, but also about the learning process.

Groupmates can write “letters of reference” to be given to members of the person’s new group.

Group product s can be post ed or publishe d.

Group pictures can be taken.


START SLOWLY IF YOU ARE UNFAMILIA R W/ C.L

DISCUSS W/ Ss THE WAYS AND HOWS OF LEARNING TOGETHER

INTERACT W/ COLLEAGU ES FOR SUPPORT & IDEAS

Cooperative learning  

Cooperative Learning

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