Cooperative Learning
Hattie's Visible Learning Impact: cooperative learning = 0.59
Strategy for English Learners
WHAT IS COOPERATIVE LEARNING?
In cooperative learning, students work in groups of various sizes and control their own learning. It is learning that is mediated by the learners, rather than directed by the teacher.
WHY USE COOPERATIVE LEARNING?
During cooperative learning, students work together to accomplish shared goals. Students are assigned to small groups and instructed to learn the assigned material and to make sure that the other members of the group master the assignment. Individual accountability is checked regularly to ensure that all students are learning and students perceive that they can reach their learning goals if and only if the other students in the learning group also reach their goals.
Cooperative Learning...
ensures student engagement.
facilitates formative assessment.
facilities differentiated instruction.
allows collaborative construction of knowledge.
develops communication skills.
prepares for life after school.
HOW CAN TEACHERS IMPLEMENT COOPERATIVE LEARNING?
Turn-and-Talk
What is it?
This strategy permits all students to participate in discussion, rather than only a few students participating in a class-wide discussion. All students are able to process new learning while engaging in meaningful conversation with a classmate.
Why is this strategy important?
This simple strategy is very effective for increasing engagement, checking student understanding, and preparing students to engage in large-group discussion.
Turn-and-Talk breaks up the routine of a class, provides a way for students to prepare for classroom discussion, and enables students to confirm their learning.
How do you use this strategy?
The teacher organizes students in pairs and at various points throughout the class, prompts students to turn to their neighbor (the student in the class with whom they have been paired) and have a conversation about what they are learning.
Students might share their opinion about a provocative topic, paraphrase different components of content being covered during a learning session, or ask each other questions to confirm that they have mastered the material.
Think, Pair, Share
What is it?
Think-pair-share is a collaborative learning strategy where students work together to solve a problem or answer a question about an assigned reading. This strategy requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates. Discussing with a partner maximizes participation, focuses attention and engages students in learning and comprehending new material.
Why is this strategy important?
Think, Pair, Share helps students to think individually about a topic or answer to a question. This strategy also teaches students to share ideas with classmates while building oral communication skills.
How do you use this strategy?
1. Decide upon the text to be read and develop the set of questions or prompts that target key content concepts.
2. Describe the purpose of the strategy and provide guidelines for discussions.
3. Model the procedure to ensure that students understand how to use the strategy.
4. Monitor and support students as they work through the following:
T : (Think) Teachers begin by asking a specific question about the text. Students "think" about what they know or have learned about the topic.
P : (Pair) Each student should be paired with another student or a small group.
S : (Share) Students share their thinking with their partner. Teachers expand the "share" into a whole-class discussion.
Numbered Heads Together
What is it?
Numbered Heads Together is a cooperative learning strategy that holds each student accountable for learning the material. Students are placed in groups and each person is given a number (from one to the maximum number in each group). The teacher poses a question and students "put their heads together" to figure out the answer. The teacher calls a specific number to respond as spokesperson for the group. By having students work together in a group, this strategy ensures that each member knows the answer to problems or questions asked by the teacher. Because no one knows which number will be called, all team members must be prepared.
Why is this strategy important?
This cooperative learning strategy promotes discussion and both individual and group accountability. This strategy is beneficial for reviewing and integrating subject matter. Students with special needs often benefit when this strategy is used. After direct instruction of the material, the group supports each member and provides opportunities for practice, rehearsal, and discussion of content material.
How do you use this strategy?
Divide the students into groups of four and give each one a number from one to four.
Pose a question or a problem to the class.
Have students gather to think about the question and to make sure everyone in their group understands and can give an answer.
Ask the question and call out a number randomly.
The students with that number raise their hands, and when called on, the student answers for his or her team.
Jigsaw
What is it?
Students are divided into small groups; each group learns a portion of content being learned in class, and then, after the teacher reassigns students to other groups, each student explains to their new group what they have learned.
Why is this strategy important?
The jigsaw strategy helps build comprehension and encourages cooperative learning among students. This strategy also helps improve listening, communication, and problem-solving skills.
How do you use this strategy?
Introduce the strategy and the topic to be studied.
Assign each student to a "home group" of 3-5 students who reflect a range of reading abilities.
Determine a set of reading selections and assign one selection to each student.
Create "expert groups" that consist of students across "home groups" who will read the same selection.
Give all students a framework for managing their time on the various parts of the jigsaw task.
Provide key questions to help the "expert groups" gather information in their particular area.
Provide materials and resources necessary for all students to learn about their topics and become "experts." Note: It is important that the reading material assigned is at appropriate instructional levels (90–95% reading accuracy).
Discuss the rules for reconvening into "home groups" and provide guidelines as each "expert" reports the information learned.
Prepare a summary chart or graphic organizer for each "home group" as a guide for organizing the experts' information report.
Remind students that "home group" members are responsible to learn all content from one another.
Value Line
What is it?
Students use physical space to represent how they feel about a complex topic, question, or prompt.
Why is this strategy important?
This fun and energizing instructional strategy prompts students to get out of their chairs and move around the room.
It can also be a stimulus for rich and meaningful discussion since it leads to a visual depiction of students' opinions or understanding.
How do you use this strategy?
The teacher presents an issue, topic, or question and then assigns a value scale to each possible student response.
For example, the teacher introduces a 1-10 scale where 1 equals strong agreements and 10 equals strong disagreement.
The teacher then asks students to form a line based on how they rank their responses on the scale.
After students line up, the teacher guides a discussion about the topic. After the discussion, the teacher may ask the students to reevaluate where they wish to stand in the line.
Collaborative Stick-It
What is it?
Students write an answer to a question and then synthesize and collaborate to create a refined answer.
Why is this strategy important?
Collaborative "Stick-It" requires students to synthesize their answers and collaborate to create one final answer. It also provides language scaffolds, as each group member is part of the discussion for the final answer.
How do you use this strategy?
In groups of 4, students each respond to an answer or summarize a text on a post-it note.
Then, each student puts their post-it note on the "Collaborative Stick-It" paper and reads their answer aloud.
The group must then take all of the answers and collaborate to create one common answer and write this answer in the middle of the paper.
The group should reread their answer and rehearse so that each group member is prepared to share out if called on.
Gallery Walk
What is it?
A cooperative learning activity focused around movement, conversation, and reflection that can be used both to discover and discuss background knowledge prior to studying a new topic, as well as for review of content already learned.
Why is this strategy important?
This technique allows for small group discussion, followed by whole-class reflection. It also allows students a kinesthetic learning opportunity.
How do you use this strategy?
Create several posters with one question on each poster.
Put students into small groups and give each group a different colored marker.
Students should rotate around the classroom, stopping at various "stations" for a designated amount of time (usually 1 - 2 minutes).
At each station, students should read the responses from previous group members, and then add their own answer.
End the activity with a short debrief from each station.
Video
Carousel.pdfPlanning Sheet
Fan, Pick, Cheer
What is it?
The collaborative learning strategy Fan and Pick is best completed in a group of four as there are four roles for students to complete. The collaborative nature of Fan & Pick and the positive interdependent it builds, is a great team-building exercise that encourages students to work together towards a common goal.
Why is this strategy important?
Fan & Pick is a great collaborative activity for ELs and struggling learners, because they have built-in peer support.
How do you use this strategy?
Establish a group of four.
Use the "role placemat" to assign roles to students.
Student A fans out the cards and says, "Pick a card, any card!"
Student B chooses a card and reads it to the group.
Student C answers the question.
Student D either cheers (if answer was correct) or coaches (if answer was incorrect) student C.
The "role placemat" is rotated so that Student A becomes Student B, and the process is repeated.
Continue to repeat the process for your allotted time.
Cooperative Graffiti
What is it?
This strategy requires students to think about a topic and write down as many ideas as possible using different-colored pens. Then students debrief and synthesize what has been written.
Why is this strategy important?
This activity is great for assessing prior knowledge or to use as a formative assessment of what has been taught. Brainstorming allows students to make meaning of the topic and make personal connections to what is being learned.
How do you use this strategy?
Divide students into small groups and give each group a large piece of paper and a variety of pens.
Write a broad topic on the board. (This can be used as a pre- or post- learning activity!)
On your command, students should write down as many ideas as they can that correlate with the topic. Give an allotted amount of time for this (5 - 10 minutes).
Have teams debrief and go over what group members wrote on the poster.
Challenge teams to categorize their colorful ideas into categories.
Pairs Check
What is it?
In the "Pairs Check" strategy, students work as pairs and teams to solve problems or answer questions, discussing and checking answers.
Why is this strategy important?
The "Pairs Check" strategy brings life and engagement to practice problems and is a great strategy for practicing new skills.
How do you use this strategy?
Create a "Pairs Check" practice page before the lesson.
Put students into groups of 4. Groups break into two sets of pairs.
Partners work on a worksheet. One student (the solver) works on the problem while the other student (the coach) watches, and helps, if necessary.
The coach checks their partner's work and decides if they agree with the answer. If they agree, then the coach praises the solver and they switch roles. If they do not agree, they bring the problem to the team and all four students work together to solve and explain the problem.
When all problems have been solved, the team comes together and compares answers. If they disagree and cannot figure out how to solve the problem, all four hands should go up, signaling to the teacher that the team needs assistance.
The "sponge" question at the end should provide something for groups to do if they finish early.
Pairs CheckRound Table
What is it?
In groups, students each write down a question on a piece of paper and then pass the paper to the student next to them. It keeps going so that each student gets a turn at answering the question.
Why is this strategy important?
Round table can be used to review what students have learned or to begin a lesson by prompting students to discuss their prior knowledge. Round table allows students to show what they know, learn from their fellow students, and gain a deeper understanding of the big idea.
How do you use this strategy?
In groups of 3, each student starts with a piece of paper with a question.
Each student writes down what they know about their question on the piece of paper.
After a short time (about 3 minutes), the teacher should ask the students to pass their notes to the student on their right.
Once the papers are passed, students can read what their classmates wrote and write down what they know about the second question. Repeat step 3.
Once each students has addressed each of the three questions, the class can be asked to share what they learned in a class discussion.
Checklist_Round_Table.pdfChecklist