Do you use cooperative learning in your classroom?

Cooperation is working together to accomplish shared goals.

Cooperative Learning is particularly beneficial for any student learning a second language. Cooperative Learning activities promote peer interaction, which helps the development of language and the learning of concepts and content. ELLs (ELL is a person who is learning the English language in addition to his or her native language) learn to express themselves with greater confidence when working in small teams. In addition to ‘picking up’ vocabulary, ELLs benefit from observing how their peers learn and solve problems.

How students should interact with one another is the point.

How teachers structure student-student interaction patterns has a lot to say about how well students learn, how they feel about school and the teacher, how they feel about each other, and how much self-esteem they have.

Assign each student in a team a role (such as reporter, recorder, time keeper, and materials manager), you might want to rotate roles each week or by activity or by project. This prevents what typically happens if students select their own roles: the same students wind up performing the same tasks. By rotating, students develop the skills they most need to practice.

There are some popular strategies that can be used with all students. Most of these strategies are especially effective in teams of four: take a look at this past post on this same blog: Cooperative Learning: Kagan Structures for English Language Learners.

In this post, I am going to focus on two cooperative strategies that I found very useful with my students.

Numbered Heads Together

Ask students to number off in their teams from one to four. Announce a question and a time limit. Students put their heads together to come up with an answer. Call a number and ask all students with that number to stand and answer the question. The aim is to recognize correct responses and elaborate them through rich interactions and discussions. This strategy ensures that each member knows the answer to problems or questions asked by the teacher. Because no one knows which number will be called, all team members must be prepared.

A very useful strategy, moreover, if you have hoarders and shy students in your classroom. The hoarder likes to talk, so they are getting an opportunity to talk within their small group and even teach them.  The introvert students will have to pay attention and participate because their number might be called.  You have just differentiated learning.

Heads together instructions from teachingwithsimplicity

Jigsaw

Just as in a jigsaw puzzle, each piece — each student’s part — is essential for the completion and full understanding of the final product. If each student’s part is essential, then each student is essential; and that is precisely what makes this strategy so effective.

Assign each student in a team one fourth of a page to read from any text (for example, a narrative text or a short tale or biography). Give students time to read over their segment at least twice and become familiar with it. Form temporary “expert groups” by having one student from each jigsaw group join other students assigned to the same segment.

Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group. Bring the students back into their jigsaw groups.

Each student presents her or his segment to the group and then teaches the others or helps to put together a team product by contributing a piece of the puzzle.

Jigsaw instructions from Cult of Pedagogy

You could appoint one student from each group as the leader in order to prevent troubles (e.g., a member is dominating, disruptive or not collaborative),

After each Cooperative Learning activity, you will want to debrief with the children by asking questions such as: What did you learn from this activity? How did you feel working with your teammates? If we do this again, how will you improve working together? And finally, have students celebrate the hard work of group members.

An Overview Of Cooperative Learning David W Johnson and Roger T Johnson

Numbered Heads Together Cooperative Learning Strategy

4 Things You Don’t Know About the Jigsaw Method

The Jigsaw Classroom

Cooperative Learning: Kagan Structures for English Language Learners.

The teacher no longer is the “sage on the stage” but rather a model and facilitator of learning

Why use this method of teaching?
The 21st century learning skills* require students to build reading, writing, problem-solving and application competencies. The teacher is supposed to teach less content and more skills. Cooperative learning is the perfect teaching methodology to teach students strategies and skills. It also a great model to show students how to apply those skills to study content.

*The 21st century learning skills are often called the 4 C’s: critical thinking, creative thinking, communicating, and collaborating. These skills help students learn, and so they are vital to success in school and beyond.

If you teach your students skills, they will become proficient, adaptable and life-long learners. And this works for ALL SUBJECTS. No matter the content, students who are skilled learners can study any subject, at any time and at any place. Cooperative learning also fosters a student’s ability to work in a team and to regularly reflect on his/her learning.

Groupings
The teacher* assigns students in groups with specific roles and jobs. After team members are organized into these small groups, usually of four people, and receive instruction from their teacher, students within the team cooperate with one another and work through the assignment until each team member successfully understands and completes it. Ultimately the shared goals are accomplished individually by each team member, and collectively by the group as a whole.
Teacher-selected groups have been proven time and again to be the best method of forming teams because it ensures a good mix and avoids friends from working together, which neglects to achieve the goal of improvement of social interactions among students who do not know each other as well.kaganpresentation

Team members.

Team members are responsible for their own individual learning as well as for their teammates learning. Members benefit from the contributions of the individual team members. Groups are heterogeneous are made up of high, medium and low academic achieving students. Team members acquire new skills and knowledge. Rewards are oriented towards individual and group.
Classroom Management
If cooperative learning is not accompanied with an effective classroom management system, serious problems are likely to occur. (Spencer Kagan)

Teachers usually provide verbal information along with worksheets, outlines and study guides during a cooperative learning lesson.
Students who are unfamiliar with the cooperative learning model will need to be taught about the model and be clear on their roles as well as the teacher’s expectations during this type of lesson
Reflection (group processing) is an essential part of the cooperative learning process. By clarifying and describing which actions and decisions were helpful and unhelpful the group continues the learning process and improves each members effectiveness when contributing to a collaborative group.
Researchers
The leading researchers of cooperative learning include Robert Slavin, Roger & David Johnson and Spencer Kagan, all of whom have slightly different approaches and emphases

The research of David and Roger Johnson, provides the foundation for how cooperative learning is structured in most of today’s classrooms. Their research shows that merely because students work in small groups does not mean they are cooperating to ensure their own learning and the learning of all others in the group.
Dr. Slavin suggests that cooperative learning is doubtlessly a great tool for handicapped and disabled students. Cooperative learning encourages these students and molds them to work in a professional environment. Cooperative learning of disabled and normal students is another great way of encourage disabled students. According to Slavin, when disabled and handicapped students work in mainstream and heterogeneous environments, they learn in a more productive and skillful manner.

Spencer Kagan has developed more than 100 structures to incorporate the basic principles of cooperative learning. “We are very clear with teachers that they should make cooperative learning part of any lesson,” Kagan says. “Ours is an integrated approach rather than a replacement approach.”

Kagan Structures
Kagan Structures are easy-to-learn and easy-to-use instructional strategies, ideal for promoting second language learning. In classrooms in which the Kagan Structures are used regularly, students for whom English is a second language learn both English and academic content far more quickly and far more thoroughly than when traditional instructional strategies are used. The Kagan Structures also promote language and content learning far more than does group work.

All of the Kagan Structures are very carefully designed. They are carefully structured to implement four basic principles of cooperative learning, PIESPIES

P  = Positive Interdependence
I  = Individual Accountability
E  = Equal Participation
S  = Simultaneous Interaction

For example, Kagan instructs teachers to use a “Timed Pair Share” structure. In this exercise, the teacher divides the class into pairs of students and poses a question. Within each pair, Student A talks about his or her answer for one minute, then Student B does the same.

The following examples illustrate a few of these instructional methods used:

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“Which Kagan Structures should I learn and use first?”, and “Where do I begin?”

Inside-Outside Circle: In concentric circles, students rotate to face new partners and then answer or discuss teacher questions.
Rally Table: In pairs, students alternate generating written responses or solving problems.
One Stray: On each team, one teammate “strays” from his or her team to a new team to share information.
Rally Robin: In pairs, students alternate generating oral responses.
Rally Coach: Partners take turns, one solving a problem while the other coaches.
Showdown: One teammate reads a question or problem aloud. Students work independently to solve the problem, then show their answers when a teammate calls, “Showdown!” They then celebrate the correct answer or coach to get the correct answer (Kagan 1994).

For more details about Cooperative Learning

On Kagan Institutes, workshops and conferences go to www.T2TUK.co.uk and www.Kaganonline.com

The “Round robin” technique

What is cooperative learning? SlideShare

Cooperative Learning Lessons Starter Kit

The Essential 5: A Starting Point for Kagan Cooperative Learning

FIVE COOPERATIVE LEARNING ACTIVITIES TO DO ON THE FIRST DAY OF SCHOOL

Kagan Structures for English Language Learners