Ch.21

__CH: 21- Co-operative Learning in the Elementary Classrooms __ __By: Amy S, Brittney B, Tiffany C. __ Guiding question: **//What is cooperative learning and what does it look like?//** // Cooperative learning is an approach to teaching in which students work together in small groups that are carefully designed to be cohesive or positively interdependent. At the same time, group members are individually accountable for their own learning and for contributing to the groups learning. //

It’s important because it contributes to the goals of social studies in at least 3 ways: 1) academic achievement 2) constructivist learning and 3) citizenship values and attitudes

//__Key Points: __// - Students work in small groups - Everyone contributes - Commitment - Collaboration - Reflection - Equality - Cooperation

//__Challenges: __// -teacher commitment and study -align classroom practices and values -building student skills and habits of co-operation


 * Two approaches to co-operative learning: Key points **

- Establish positive interdependence - Require individual accountability - Encourage face to face interaction - Teach interpersonal or social skills - Allow for processing/ reflection - Teacher chooses groups, not the students - Seating arrangements “eye to eye, & knee to knee” - If individual answers correctly, the whole group gets credit -see page 213 for co-operative strategy in //The Anthology of Social Studies//
 * __ 1) Learning Together Model by Johnsons__**

//__Specific Lesson Objectives __////: - // academic Content // -// social skills //__Decide about operational detail__: -//group size -assignment to groups - Room arrangement -materials - student roles //__Introduce the lesson __////: // - Explain the academic task - Structure positive interdependence - create individual accountability - Explain expected use of social skills - Set criteria for success //__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Monitor students: __//<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> - Look for evidence of the expected social skills (by student or teacher observations) - Provide opportunities for processing //__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Evaluate __////<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">: // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">- Academic achievement - Group functioning
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Key points in Planning a Learning Together Model: see pg. 212(text) **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- Planned lesson structures that have co-operative elements built into them -There are more than 150 different structures. It is possible to use more than one structure in a single lesson. - Structures are the “how” of instruction and less in content is the “what”
 * __<span style="color: #c00000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">2) __****__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Structural Approach by Kagans’ __**

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- Equal participation - Simultaneous interaction - Individual accountability - Positive interdependence -see page 216 for co-operation strategies in //The Anthology of Social Studies//
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Elements of the Structural Approach: **