Cooperative Learning { Applied } by Xaris Villa
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This document discusses using cooperative learning strategies to motivate students to learn about wolves and bears. It describes implementing several lesson plans using cooperative learning approaches, including a scavenger hunt to find facts, a true or false group activity, and a jigsaw reading assignment. The cooperative learning strategies helped increase student participation, information retention, and social skills while learning about wolves and bears. Students worked in groups with positive interdependence and accountability for individual roles to research information and create a final project report on an animal of their choice.
Cooperative Learning { Applied } by Xaris Villa
- 2. Teaching ScenarioP.5 Class (Ability: Average)Reading motivation is low. No interest in content of reader (i.e. wolves and bears)Unfamiliar text type (informational report)Ability to search for information is inadequate.Students have no confidence in writing something they have never written before.When working in groups: student participation and involvement is erratic.
- 3. SolutionsFrom Cooperative Learning Approach
- 4. PositiveInterdependenceGroupProcessingIndividualAccountabilitySocialSkillsFACE to face Interaction
- 5. Classroom Set Up(Get the students to face each other!)FACE to face Interaction
- 6. Classroom Set Up(the focus on groups becomes more obvious)Plan Group Activities
- 7. Give Freedom for Groups.
- 8. Reward in groups.FACE to face Interaction
- 9. Classroom Set Up(change the seating of a regular classroom)FACE to face Interaction
- 10. ExamplesHow I have applied the Cooperative Learning Approach to my own teaching
- 11. Lesson 1:Scavenger Hunt ActivityA pup is a baby wolf.I made these information cards (interesting information) and placed them randomly along the P.5 corridor.
- 12. Students had to work in groups to find as much information as they could about wolves and bears during their recesses.Bears need to eat a lot of food so that they can get fat.They can eat almost 40 pounds (18 kg) of food everyday.PositiveInterdependence
- 13. Wolves and Bears Scavenger Hunt!Students decide in their groups who will look for wolf facts and bear facts cards(so that they can find more).
- 14. They then collated the information they found.PositiveInterdependence
- 15. Scavenger Hunt ActivityWolves and Bears Scavenger Hunt!I also did this hunt in my classroom.
- 16. Scavenger Hunt video will be uploaded later.THE RESULTS:Students had a lot of fun and did not realize that all the while, they were reading and researching already.
- 17. This fun experience will hopefully motivate them when it comes time for them to research for their own report.
- 18. Information retention was amazing (see next slide).PositiveInterdependence
- 19. Lesson 2:True or False using a Magic BoardLast Week: Found information about wolves and bears (as a group)
- 20. This Week: Group True or false tested how much information they remembered and understood.
- 21. They had to rely on each other to answer (because not everybody looked for information on wolves / bears). PositiveInterdependence
- 22. True or False using a Magic BoardI gave only one magic board for each group.
- 23. We assigned a writer (the leader)
- 24. Classmates gave him suggestions.
- 25. All the students took turns in being the writer (leader)PositiveInterdependence
- 26. Teach kids social skillsThere were disputes amongst the children (over the answer or the magic board).
- 27. So, we taught them how to argue without fighting.SocialSkills
- 28. How do you know that?I think so too!I think the answer is True.I also remember finding that information card.
- 29. Lesson 3:Jigsaw Readinghelps make reading less of a heavy load for children.
- 30. Group 3P.18 - 20Group 4P.23 - 24Group 5P.25 - 27Group 2P.16-17Group 7P.30 - 32Group 1P.13 - 14Group 6P.28 - 29Group 8P.33 - 34
- 31. RetellingStudents have to retell the major events that happened in their assigned pages.IndividualAccountability
- 32. Use different coloured pensI made sure my students knew WHY I was asking them to use different pens.IndividualAccountabilityI used this technique in P.6 as well.
- 33. Use different coloured pensI made sure my students knew WHY I was asking them to use different pens.IndividualAccountability
- 34. Project WorkThe next step in the Wolves and Bears Unit is a Process Writing Project where the students have to write a report on an animal of their choosing. Groups will be able to choose their animal, do research, illustrate, make drafts and their report will be published. In the end, groups will be able to reflect on the effectiveness of their group and even give marks to their classmates for helpfulness. GroupProcessing