Co operative learning. The key to improving student outcomes

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[email protected] www.itcpublications.com.au © ITC Publications Pty Ltd

PO Box 2640 Toowoomba QLD 4350

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[email protected] www.itcpublications.com.au

© ITC Publications Pty Ltd

with Paul Herbert

3/19/2014 PO Box 2640 Toowoomba QLD 4350

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Co-operative learning effective instructional practice

http://www.google.com.au/imgres?imgurl=http://uniquetraveldestinations.files.wordpress.com/2009/10/lollipop.jpg&imgrefurl=http://uniquetraveldestinations.wordpress.com/2009/10/16/color-me-pretty-hotels-are-going-the-candy-color-route-2-of-2/&h=292&w=389&sz=14&tbnid=D_IozAOL-ubfUM:&tbnh=92&tbnw=123&prev=/images?q=lollipop+pictures&usg=__WClmZfbnx7fIBufuGi_zTyxKdJE=&ei=WZ7BS5e0F82HkQXdw_G6BQ&sa=X&oi=image_result&resnum=2&ct=image&ved=0CAwQ9QEwAQ

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Every child, every day, learning and achieving

Co-operative learning

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Who is more important?

OR

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When Kids Come to School they find you their teacher and your

teaching

WHAT WILL THAT BE LIKE?

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1.WIIFM: What’s in it for me? What is to be gained? From spending time in your class.

What skill? The cognitive skill being developed.

Where will they use this? A valuable Life Skill

What will they Enjoy? The part of your lesson / class will they enjoy?

Student involvement in their own learning. HOW

John Hattie: Feedback. Include an understanding of the learning goal

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Research verifies that students’ results improve with co-operative learning as opposed to individual learning . (Hattie 2009)

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Teacher •stimulates interest and curiosity, promote questioning and connect learning to real world experiences •structures tasks, elicits students’ prior knowledge and supports them to make connections to past learning experiences. Engage: http://www.education.vic.gov.au/school/teachers/support/Pages/e5engage.aspx

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Tool: Pairs (Compare : Pair: Share) and Double Bubble Map

Street Lamp V Stop Sign

Street Lamp Stop Sign

Page 2

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http://www.google.com.au/imgres?imgurl=http://www.wired.com/images/article/magazine/1612/st_streetlamp_f.jpg&imgrefurl=http://www.wired.com/culture/design/magazine/16-12/st_streetlamp&h=580&w=568&sz=64&tbnid=VN_btL6gdPNEOM:&tbnh=134&tbnw=131&prev=/search?q=Image+of+a+street+lamp&tbm=isch&tbo=u&zoom=1&q=Image+of+a+street+lamp&usg=__PIs5y_fv-iXUnuONT0lnaqnAJVk=&sa=X&ei=Ph6kTfzLLYjWrQeCuZ3iCQ&ved=0CCUQ9QEwAw


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Tool: Pairs (Compare : Pair: Share) and Double Bubble Map

Value Add






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1. Physical features 2. Relationship to us (what would happen if they weren’t there?) 3. Relationship to each other. 4. Societal impact e.g. Carbon emissions

Street Lamp V Stop Sign


Apply Filters to improve Depth of thought





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Which one is Happier?

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• On the signal swap sheets clockwise

• Rule – Read all responses

– Add new ideas BUT

– Do not repeat what you have already generated

Page 3

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Works a 8 – 10 hour shift Friends (networked in) Light offers security Brightens up everyone’s night. Stop sign is very bossy.

Has authority. Everyone notices me. Can influence people. Literate Protects people (makes it safe) Gets to see lots of different cars and interesting things. An interesting shape. Doesn’t have to work.

OWNERSHIP leads to MOTIVATION

ALWAYS DIG DEEPER

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Reflection Why is this useful? How does it promote learning, engagement and discussion? How does it address certain outcomes, skills and competencies? Transfer Application What questions, activities, assessment items can I design using this tool/skill/process?

Double Bubble Round Robin and RAS Alert

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My classroom teaching stuff?

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WHAT WILL THAT BE LIKE?

I don’t do Group Work.

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Not Group Work but Co-operative Learning

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Research verifies that students’ results improve with co-operative learning as opposed to individual learning . (Hattie 2009)

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Effect on Student Outcomes

1. Co-operative Learning – > 2 students; 4 x principles

(d = 0.59, 306 studies)

1. Competitive Learning – e.g. ‘beat’ a standard e.g. a PB, curriculum targets. (d = 0.54, 1 024 studies)

2. Individual Learning (d= 0.24; 774 studies)

Source: Hattie (2009)

d = 1.0; an increase of one SD on outcome (2 – 3 yr)

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Positive Interdependence Sink or Swim together! (cannot be completed by 1 person)

Clear & accepted common goal

Individual Accountability

no place to hide! Involves Public performance

Principles p.5.

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Monitor the Groups Group functioning? What skills are lacking

(listening, compromising, negotiating)

Equal Participation One person can not dominate

Principles

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The teacher structures collaborative opportunities for students to share their explanations and supports students to make links between past and new learning. Explain: http://www.education.vic.gov.au/school/teachers/support/Pages/e5explain2.aspx

The teacher supports students to create and test hypotheses and to make and justify decisions. Elaborate: http://www.education.vic.gov.au/school/teachers/support/Pages/e5elaborate.aspx

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Silent Card Shuffle

Assessing the Principles p.6.

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Process

Step 1. Silent Card Classification (no talking)

Step 2. Challenge, Justify, Improve

Step 3. In groups, circle, observe, discuss

Step 4. Return and Refine

Step 5. Teacher Debrief

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Layout NUMBER LATIN PREFIX WORDS-

LATIN PREFIX

GREEK PREFIX

WORDS – GREEK PREFIX

Number

Number

Number

Number

Number

Number

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Step 1

Silent Card Classification

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STEP 2. Challenge, Justify and Refine.

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STEP 3. Circle, Observe, Discuss

Leave an explainer at table,

Rest of group – circle,

observe & discuss’

No changes!

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STEP 4. Return and Refine.

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Finalise.

STEP 5. Teacher Debrief

NUMBER LATIN

PREFIX WORDS –

LATIN PREFIX GREEK PREFIX

WORDS – GREEK PREFIX

1/2 semi semicircle hemi hemisphere

1 uni unicycle mono monotone

2 bi

bi bicycle di diameter

3 tri tricycle tri triangle

4 quadi quadilateral tetra tetrapak

5

quinque quintet penta pentagon

6

sex(t) sextet hexa hexagon

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Transfer p.7.

• Good Points /Limitations

• Where can you use it?

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Size: < 4 students

Task – The principles of co-operative

learning!

Most of MI & Bloom’s taxonomy

Explicitly states the Interpersonal

skills – e.g. Conversing, listening,

negotiating & compromising

Opportunities for peer tuition

GOOD POINTS

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5 x 4 Grid (blank paper provided)

Classifying: Chemistry (elements) Countries (Geography)

or

Sequencing:

Chemical reaction

Digestive system

Mathematical problems

Volcanic eruptions

Where can I use the Silent Card

Shuffle? Page 8 -9.

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Category A

e.g. Country

Category B

Category C

Category D

Capital

Capital

Capital

Capital

Historical

Figure

Historical

Figure

Historical

Figure

Historical

Figure

Geographic

Feature

Geographic

Feature

Geographic

Feature

Geographic

Feature

Classify. Topic:

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Word 1 Word 2 Word 3 Word 4

Definition 1 Definition 2 Definition 3 Definition 4

Word 5 Word 6 Word 7 Word 8

Definition 5 Definition 6 Definition 7 Definition 8

MATCHING e.g. Terminology . Topic:

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1 2 3 4

5 6 7 8

9 10 Etc.

Sequencing. Topic:

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Positive Interdependence

Sink or Swim together! (cannot be

completed by 1 person)

Clear & accepted common goal

Individual Accountability

no place to hide! Involves Public performance

Silent Card Shuffle. Which Principles

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Monitor the Groups

Group functioning?

What skills are lacking

(listening, compromising,

negotiating)

Equal Participation

One person can not dominate

Silent Card Shuffle. Which Principles

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Draw

VERB CONCEPT TOOL Decide Which coin has the greatest value Elimination Draw

http://en.wikipedia.org/wiki/File:Australian_Five_Cents_Rev.png

http://en.wikipedia.org/wiki/File:Australian_10c_Coin.png




http://en.wikipedia.org/wiki/File:Australian_$1_Coin.png










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Draw

Discuss and decide which coin is the best?










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Tools: Elimination Draw.

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts. Yr 3

•Made you laugh •Silliest •Most Exciting •Book with the best character •Share with your best friend.

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The teacher structures collaborative opportunities for students to share their explanations and supports students to make links between past and new learning. Explain: http://www.education.vic.gov.au/school/teachers/support/Pages/e5explain2.aspx

The teacher supports students to create and test hypotheses and to make and justify decisions. Elaborate: http://www.education.vic.gov.au/school/teachers/support/Pages/e5elaborate.aspx

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Discussing this workshop. Page 11

HOW?

3:2:1:RIQ 3 x Recalls (Facts) 2 x Insights 1 x Question

e.g. I now realise that ..... • It was interesting to note that .... • This affirms…

• I wonder…

• What if …

• How does this relate to …

• In the future …..

Date post:	11-Jun-2015
Category:	Education
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Co operative learning. The key to improving student outcomes

Education