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1. Collaboration and Cooperation (page 398)

1. Collaboration, Group Work, and Cooperative Learning

1. Collaboration- a philosophy about how to relate to others– how to learn and work

2. Cooperation- way of working with others to attain a shared goal

3. Cooperative Learning- situations in which elaboration, interpretation, explanation, adn argumentation are integral to the activity of the group and where learning is supported by other individuals

2. Beyond Groups to Cooperation

1. U.S. define formal cooperative learning as “students working together, for one class period to several weeks to achieve shared learning goals and complete jointly specific task and assignments”

2. Johnson Brother describe five elements that define true cooperative learning groups

1. Positive interdependence

2. Promote interaction

3. Individual accountability

4. Collaborative and social skills

5. Group processing

3. What can go wrong

1. Interactions can be unproductive and unreflective

2. Without feedback about accuracy, misconceptions might be reinforced

3. Ideas may be combined to construct a superficial or incorrect understanding

4. Speed and finish over thoughtful learning

5. Shift dependency from teacher to “expert” in the group, passive learning and info can be wrong

6. Become more convinced they are unable to learn, without group to support

2. Task for Cooperative Learning

1. Highly structured, Review, and Skill Building Tasks

1. Example would be student teams achievement divisions, teams of four students compete to determine which team members can amass the greatest improvement over previous achievement levels

2. Ill-structured, conceptual, and problem solving tasks

1. Example would be a reciprocal questioning, reciprocal teaching, pair–share, or Jigsaw.

3. Social skills and communication task

1. Example would be assignment of special roles and functions within the group with rotating leadership

3. Setting up cooperative groups

1. Assigning roles

1. Encourages cooperation and full participation

1. Materials monitor- picks up and returns materials

2. Reflector- keeps group aware of progress

3. Recorder- writes down ideas, decisions, and plans

4. Question commander- make sure everyone answers or all thoughts are said

5. Group reporter- summarizes group thoughts to class

2. Giving and receiving explanations

1. Students who ask questions, get answers and attempt explanations are more likely to learn than those whose questions go unanswered/unasked

1. In order to explain you have to organize information, put in in own words, think of examples and analogies, and test understanding

4. Designs for cooperation

1. Reciprocal questioning

1. Students work in pairs or triads to ask and answer questions about lesson material

2. Jigsaw

1. Each student is part of a group and each group member is given part of the material to be learned by the whole group. Students become “expert” on their pice and then teach it to the others in their group

3. constructive/structured controversies

1. Students work in pairs within their four person cooperative groups to research a particular controversy

4. Reaching every student

1. For students with disabilities many cooperative structures such as scripted questioning and peer tutoring involve understanding new concepts very quickly which can be difficult, as well as those students sometimes having problems with social interactions can put the student in a stressful spot. Cooperative Learning NOT always best.

2. Gifted students may struggle with pace or simplicity in a task when groups are mixed in ability, usually resulting in the gifted student completing all work quickly or playing teacher. Cooperative Learning NOT always best.

3. English Language Learners it is usually a excellent strategy, specifically Jigsaw because it fosters conversation for all students have information the group needs.

5. Guidelines: using cooperative learning

1. Fit group size and composition to your learning goals

2. Assign appropriate roles

3. Make sure you assume a supporting role as the teacher

4. Move around the room, and monitor the groups

5. Start small and simple until you and the students know how to use cooperative methods

6. Dilemmas of constructivist practice

1. Conceptual dilemmas: grasping the underpinning of cognitive and social constructivism; reconciling current belief about pedagogy with the beliefs necessary to support a constructivist learning environment

2. Pedagogical dilemmas: honoring students attempts to think for themselves while remaining faithful to accepted disciplinary ideas; developing deeper knowledge of the subject matter; mastering the art of facilitation; managing new kinds of discourse and collaborative work in the classroom

3. Cultural dilemmas: becoming conscious of the culture of your classroom; questioning assumptions about what kind of activities should be valued; taking advantage of experiences, discourse patterns, and local knowledge of students with varied cultural backgrounds

4. Political dilemmas: confronting issues of accountability with various stakeholders in the school community; negotiating with key other the authority and support to teach for understanding

5. Designing Learning environments in a digital world

1. Technology and Learning

1. Technology rich environments

1. Environments include virtual worlds, computer simulations, educational games, etc…

2. There are three kinds of uses for technology in schools.

1. Teachers design technology-based activities for virtual learning environments or for blended models using both in-class and virtual environments

2. Students can interact with technologies, such as by using a computer or tablet to complete assignments, or by collaborating in a virtual environment with or students/teacher

3. Administrators use technology to track teacher, class, student information in school, district or statewide system

2. Virtual learning environments

1. A broad term that describes many ways of learning in virtual or online

1. Most traditional being, learning management system- systems that deliver e-learning, provide tools and learning materials, keep records, administer assessments, and manage learning

3. Personal learning environments

1. Provides tools that support individualized learning in a variety of contexts and situations

1. Personal learning network- framework in which knowledge is constructed through online peer interactions

4. Immersive virtual learning environments

1. A simulation of a real-world environment that immerses students in tasks like those required in a professional practicum

5. Games

1. Games provide a natural, engaging form of learning and that “combining games with educational objectives could not only trigger students’ learning motivation, but also provide them with interactive learning opportunities

6. Developmentally appropriate computer activities for young children

1. Questions to ask

1. Is it the best tool for the job

2. Will it produce added value to the activity

3. Is the activity itself beneficial to the child

4. Are the benefits worth the costs

2. Computational thinking and coding

1. The thought processes involved in formulating problems so you can represent their solution steps and algorithms for computing

7. Guidelines: using computers

1. Guidelines: supporting the development of media literacy

1. Use media to practice general observation, critical thinking, analysis, perspective-taking, and communication skills

2. Use media to stimulate interest in a new topic

3. help students identify what they already know or believe about a topic based on popular media content. Help them identify erroneous beliefs.

4. Use media as standard pedagogical tool

5. Analyze the effects that media had no historical events

6. Use video effectively

2. The flipped classroom (in many ways a good example of constructivist teaching)

1. What happens during class

1. Student-led activities with whole groups, small groups, and individuals

2. Students as teachers and learners

3. Students come prepared to learn by doing activities and adding to online information

2. What happens outside of class

1. Students watch videos or pencasts or listen to podcast of teacher presentations

2. Reading assignments come from online textbooks or interactive web resources

8. Questions

1. What is Cooperative Learning?

1. situations in which elaboration, interpretation, explanation, adn argumentation are integral to the activity of the group and where learning is supported by other individuals

2. What is one or more examples of a possible assigned student role in cooperative groups?

1. Materials Monitor: picks up and returns materials

2. Reflector: keeps group aware of progress

3. Recorder: writes down ideas, decisions, and plans

4. Question Commander: make sure everyone answers or all thoughts are said

5. Group Reporter: summarizes group thoughts to class

3. Think and name an additional role not stated?

1. Open ended

4. When integrating cooperative learning in classroom, what guidelines should the teacher follow? (5 of them)

1. Fit group size and composition to your learning goals

2. Assign appropriate roles

3. Make sure you assume a supporting role as the teacher

4. Move around the room, and monitor the groups

5. Start small and simple until you and the students know how to use cooperative methods

5. What is Jigsaw? (One of the designs for cooperation)

1. Each student is part of a group and each group member is given part of the material to be learned by the whole group. Students become “expert” on their pice and then teach it to the others in their group

6. What is one or more things that can go wrong with cooperative learning?

1. Interactions can be unproductive and unreflective

2. Without feedback about accuracy, misconceptions might be reinforced

3. Ideas may be combined to construct a superficial or incorrect understanding

4. Speed and finish over thoughtful learning

5. Shift dependency from teacher to “expert” in the group, passive learning and info can be wrong

6. Become more convinced they are unable to learn, without group to support

7. Do you think cooperative learning is well integrated into schools, and benefiting students, if so how?

1. Open-ended