https://padlet.com/entomologo/dhr5o4stpkm3 Planning of lesson with cooperative learning en-us 2016-11-04 20:56:06 UTC 2020-04-24 13:13:55 UTC hello@padlet.com entomologo https://padlet.com/entomologo/dhr5o4stpkm3/wish/135510726 Personal responsibility, face-to-face interaction, distributed leadership, social behavior and group work assessment are the main features of cooperative learning. The method is not centered on the teacher resources, but on those of the students. Before you start you need to prepare the class to this style of work and set up a proper environment. Not all jobs are in group cooperative learning. Each pupil should feel welcomed, accepted in its differences and specificity and be available and ready to work with everyone. The first big challenge is to educate social behavior and communication skills, which are the basis of work together and ranging taught directly and explicitly, in the curricular activities. The teacher has to develop specific skills and build a repertoire of activities, to train students to achieve social skills such as being able to work together constructively. These teacher competencies include: deep knowledge of their disciplines, groups of working knowledge, flexibility, ability to also record the minimum evolution of social behavior, create the conditions for social and communication skills of students to develop.]]> 2016-11-04 20:56:19 UTC https://padlet.com/entomologo/dhr5o4stpkm3/wish/135510726 entomologo https://padlet.com/entomologo/dhr5o4stpkm3/wish/135510842 How and what subjects within the school and outside can be involved for this activity? All curricular teachers can turn their class "cooperative" class, being careful not to neglect the building of a climate of calm and class of mutual trust, where you do not feel judged and you are available to work with everyone. Cooperative learning could also be used to work the teachers among them: we think the meetings for departments or interclass councils in the primary or even the college teachers.]]> 2016-11-04 20:57:23 UTC https://padlet.com/entomologo/dhr5o4stpkm3/wish/135510842 entomologo https://padlet.com/entomologo/dhr5o4stpkm3/wish/135511026
1) Plan activities that facilitate student-student relationship
The traditional classroom is focused on student-teacher-student relationship or task. In cooperative learning is added and enhances student-student relationship. In this first phase, the teacher plans and proposes to the short activities also disciplinary students, but with the aim of training them to work with one another.
Students must learn to work with everyone so it is important that the 
time to devote to work is short (5-10 minutes), while high must be the frequency with which you change compagno.

2) teacher modifies its interaction with students

The teacher has the role of coach, driving: monitors the work of small groups or pairs, prepare the appropriate material, provides instructions and clarifies the goal. It does everything before starting work. It intervenes in the activity of groups only if requested directly because they reach a certain autonomy is among the goals. Not compares student work, acts to reinforce positive behaviors, clarifies and supports it by intervening in the small group.

3) Move the desks and chairs

In cooperative learning it will be important that students work being "face to face", quite close to not having to raise her voice too much and the position of the banks will have to follow this pattern. In the event that the class had all banks facing front toward the chair, the teacher will show students how to move chairs and benches, to settle down to work across from each other and not disturbing each group while the lavora.

4) Valorize cooperative learning looks

At this early stage it is good to suggest activities that do not point on the competition because students must learn to explore cooperation. They must be immersed in an environment in which people work together without competing. The result of the work is to be achieved with the contribution of each and every one must perceive that it is the duty of each one, which produced the risultato.

5) Divide students work in pairs

The first cluster of students is the torque. Couples must be random and possibly change often. To compose the pairs, the teacher can use various methods, but the important thing is that couples face level "" (a student who feels more prepared is combined with a difficult student) because the self-esteem of the pupils could get out of it compromised. Collaborative work should be motivating and supported by personal commitment.

6) Establish a role in the couple or small group 
The teacher assigns a role to each member of the couple or small group (maximum three people at the beginning): used to give to each his own responsibility in the collective work. At this stage it must be clear who does and what it does. The teacher must monitor this happening to tutti.

7) Check the noises in class 
In a class where they work small groups of students, we are speaking simultaneously. Students must therefore learn to manage the noise and the volume of the voices while working. The teacher can use the colored card to be displayed on the board or on a wall of indicating whether the voice is that of the groups allowing all to work. A red card indicates that the volume is not the right one, a yellow card that we have not yet, but we are going in the right direction and a green card announces that it has reached the desired volume! Alternatively, the teacher can let the colored cards on the counters to indicate whether the volume of the voices of that group is suitable or not. If the volume improves or worsens it can replace the cards in the course of work. The important thing is that the teacher does not raise his voice to ask their students to lower their ... 

8) Choose the social skills to be taught 
At first the teacher observes the behavior of the class and shall identify the social skills needed to teach. The skills are a set of skills and some social skills can be: ask / give help, check the time and volume of the voice, to make a comparison between their own ideas and those of the other, encourage participation, manage conflicts ... Each skills must correspond to observable behavior and the student, who by the teacher. The teacher chooses some basic skills to start the job and constantly monitors to check that they are growing. It must establish with the students what are the behaviors that denote the presence of the corresponding social skills. For example, those who listen to aid the partner who asks the questions, try to answer, asks if there are difficulties, does not replace the partner's role and / or task. The exercise of social skills must tend to become automated, to allow cooperative work efficace.

9) Check the progress of work in pairs 
When the teacher realizes that students work well together, do not complain to change partner, they are able to meet the assigned roles and conclude deliveries at the appointed time, move desks and chairs without making too much noise and without wasting time , relate to activities carried out and begin to appreciate the work together, then the teacher can evaluate whether to move in groups of three or four students. This informal mode (per couple) work can turn into a formal cooperative learning (work four). 

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