Today’s Goals / Objectives Content Objectives • I can provide effective interaction to help all of my students learn at higher levels. Language Objectives: • Work effectively in a group to answer FAQ’s about interaction.
Transcript
Slide 1
Todays Goals / Objectives Content Objectives I can provide
effective interaction to help all of my students learn at higher
levels. Language Objectives: Work effectively in a group to answer
FAQs about interaction.
School is a place where young people go to watch old people
work. John Goodlad
Slide 5
A long time ago, there was no such thing as school, and
children spent their days learning a trade, a phrase which here
means standing around doing tedious tasks under the instruction of
a bossy adult. In time, however, people realized that children
could be allowed to sit, and the first school was invented. Lemony
Snicket
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F16 - Frequent opportunities for interaction / discussion
Research shows that classes are characterized by excessive teacher
talk (99) When students were asked to respond, it was usually only
simple recall statements Students learn more when participating
fully, discussing ideas/information (102) ELs need the most
opportunities to practice using English language Encourage
elaboration what do you mean by, What else(103)
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In many schools, ELs are grouped in low ability groups
regardless of ability. In low groups, teachers talk more; ask
lower-level questions; cover less; spend more time on skill and
drill; provide fewer opportunities for leadership & independent
research; encourage more oral than silent reading; teach less
vocabulary; allow less wait time; spend twice as much time on
behaviors F17 Group Configurations
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Structure 1: Round Robin 1.Preview pages 12-13 of chapter 1,
Frequent Questions. 2.Select 4-5 questions that your group is most
interested in and assign these to individuals in your group. 3.Have
each person read the passages that answer the questions assigned.
4.As a group, give each person a group role card. 5.Each person
will now 1) summarize the answer to the question they were assigned
while also 2) completing the task assigned to their role.
Slide 9
Paraphrase and summarize what another member said. Maintain/
encourage extended sharing: (uh-huh, yeah, right, hmmm) Make sure
all members participate. Validate (praise) anothers ideas. Keep the
conversation on topic. Encourage speaker to back up claims with
evidence. Connect discussion to real- world and student life. Build
on what another member said. Offer different perspectives. Ask key
questions. Ask for elaboration, explanation, examples, &
clarification. Use active listening strategies (nod, make eye
contact, take notes).
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Characteristics of Effective Interaction Structures 1.Organizes
Classroom Instruction A structure is a strategy that describes how
teachers and students will interact with curriculum. 2.Is
Content-Free and Repeatable Structures are not tied to any specific
curriculum but can be used repeatedly to create new learning
experiences in ANY class (WITH current lesson plans!). 3.Implements
the Basic Principles of Cooperative Learning (PIES) the inclusion
of PIES is what makes cooperative learning truly effective.
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P I E S Positive Interdependence Question 1: Are students on
the same side? Question 2: Does the task require working together?
Individual Accountability Question 3: Is individual, public
performance required? Equal Participation Question 4: Is
participation approximately equal? Simultaneous Interaction
Question 5: What percent of students are overtly interacting at
once?
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1.To the extent possible, students are seated in teams of four.
2.Teams of four allow pair work (face partners, shoulder partners
not diagonal partners) 3.Teams of four increase variety. How are
students grouped?
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1.Heterogeneous teams are recommended for stable based teams.
2.The heterogeneous team is mixed in achievement level, gender, and
ethnicity. 3.Heterogeneous teams maximize the potential for
cross-ability tutoring, positive race relations, improved gender
relations, and efficient classroom management. How are students
grouped?
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AA BB Face Partners LM L H HM 1 4 3 2 Shoulder Partners
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Teacher A Traditional Instruction Teacher B Group Work Teacher
C Structures (Cooperative Learning) Achievement Gains Social Skills
Required Participation Active Engagement ManySome All None Q&A:
Some Some Guided Practice: All Teacher A, B, C Comparison For each
box, Which students benefit?
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Efficiency in Action Simultaneous Interaction Increases
Engagement and Participation StructurePercent Actively Engaged at
Once Student Participation Time Per Hour Whole Class Q & A
RoundRobin RallyRobin 1 in 30 (3.33%) 1 in 4 (25%) 1 in 2 (50%) 2
minutes per student 15 minutes per student 30 minutes per
student
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Efficiency in Action Time for Three-Minute Student
Presentations StructureRequired Class Time Student Presentation
Student Presents to class. Timed RoundRobin Student presents to
teammates. Timed Pair Share Student presents to partner. 90 minutes
12 minutes 6 minutes
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Rationale for Cooperative Learning 1.Cooperative learning
appeals to students because they are social, enjoy working with
their peers, and need and like to move. 2.During 2009-10, 32% of
referrals at Eagle Rock were caused by students who were trying to
get peers attention and 24% were by students trying to avoid
individual tasks / activities. 3.After 1 years of implementing
cooperative learning at ER, only 8% of referrals are currently
motivated by getting peers attention and 18% by avoiding
tasks.
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Benefits of Cooperative Learning 1.Fun, active engagement
2.Stimulating the brain 3.Everyone has a role 4.Time flies 5.Active
not passive 6.Fewer discipline problems 7.Increased self-esteem
8.Sense of belonging / community 9.Better use of time 10.All
students learning from one another 11. Improved social skills 12.
Generation of more ideas 13. Employment skills: communication,
interpersonal skills, teamwork, analytical skills, flexibility,
adaptability, 14. Leadership skills: respect, kindness,
responsibility, citizenship, 15. Improved race relationships.
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Assigning Grades in a Cooperative Learning Classroom
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Dont assign Group Grades. Why? Group grades tell us little or
nothing about individual students. Group grades undermine
motivation. Group grades dont provide good feedback. Group grades
are a poor method of communication to parents, scholarship
committees, employers, etc.
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Dont assign Group Grades. Why? Group grades convey the message
that grades are partially a function of forces entirely out of
students control. Group grades are not fair. Group grades create
resistance to cooperative learning.
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Dont assign Group Grades. Why? Group grades could be challenged
in court. Group grades fail to certify students correctly for
advanced or remedial courses. Group grades violate individual
accountability.
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Test Alone. LEARN TOGETHER.
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The Big Five Structures 1. Organize Classroom Instruction 2.
Content-free and Repeatable 3. Implements the basic principles of
cooperative learning (PIES) Please refer to the handout: 1.Rally
Robin 2.Timed/Pair/Share 3.Rally Coach 4.Stand up hand up pair up
5.Round Robin
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Start with very simple structures like RoundRobin, RallyRobin,
and Timed Pair Share When you are really comfortable with one
structure, begin using a second structure. Build these in to
already existing lesson plans.
Slide 27
Each E-log should clearly reflect the last class session.
Points may be earned for the following: Details about *Case Study
Student BLUE font (2 pts). Successes / Aha Moments GREEN font (2
pts). Reading, Writing, & Talking Activities in class PINK font
(2 pts). Use of Differentiation Strategies ORANGE font (2 pts). Use
of Cooperative Learning / Interaction PURPLE font (2 pts). Academic
Vocabulary Instruction BROWN font (2 pts). Strategic Efforts to
build community among your students BLACK font (2 pts).
Obstacles/Questions for Instructor RED font (0 pts). Implement
effective cooperative learning with your students. Try the Big Five
structures. Review the rest of the questions that your group did
not discuss.