Chapter 8 Cooperative Learning in Social - PowerPoint Presentation

Slide1

Chapter 8

Cooperative Learning in Social

Studies Slide2

Looking Ahead

Why might critics fear an emphasis on teamwork?

What are the two types of grouping that this chapter will focus on?Slide3

Can You?

identify the differences and similarities between cooperative groups and collaborative groups?

explain how cooperative and collaborative groups benefit students learning and enhances your instruction?

describe how technology can be used to enhance cooperative and collaborative group projects?

think of activities and assessments that utilize cooperative and collaborative groups in the secondary social studies classroom?Slide4

Do You?

know the social factors in cooperative learning groups?

know different grouping strategies?

know what is meant by the term “active learning?”

understand different ways to implement cooperative and collaborative group activities in the social studies classroom?Slide5

Focus Activity

Think back about your experiences in the classroom as a middle and high school student.

What types of group activities did you complete? Do you have any memorable experiences?

What were the positive and negative aspects of working with others?

How might your experiences with cooperative group work as a student influence your perceptions of this method as a classroom teacher?Slide6

Social Factors in Cooperative Learning Groups

What is “positive interdependence” and why is it important to know think about when planning cooperative learning groups?

What factors would you consider in forming cooperative learning groups in your classroom?Slide7

Different Approaches to Grouping

What are the five grouping approaches discussed in the textbook?

Special Interest Groups

Ability Level Groups

Special Skill Development Groups

Randomly Generated Groups

Self-selected Groups

What are the pros and cons to each approach?Slide8

Cooperative and Collaborative Learning and Curricular Goals

Why do so many teacher believe that “group work” is the same thing as cooperative or collaborative work?

What are the similarities and differences between cooperative and collaborative learning groups?

What are the basic traits of cooperative learning?

What is considered one of the most important benefit to cooperative learning? Do you agree or disagree. Why?Slide9

Organizing Cooperative and Collaborative Learning Groups

Although there are several ways to organize cooperative and collaborative groups, which two did the textbook describe?

Competitive

Interdependence

What are the pros and cons?Slide10

Student Roles in Cooperative Learning

How does cooperative and collaborative learning bring a role shift from what they may experience in many traditional classrooms? Explain.

What are permanent cooperative base groups?

What are the advantages to using base groups?Slide11

“Minds-on” Learning Inquiry

Why is cooperative learning considered a “minds-on” learning?

Can you identify any more information–gathering and synthesizing processes in addition to what the textbook has provided?Slide12

Projects and Problem-Centered Group Activities

What are the benefits to using problem-based learning?

Are there any pitfalls to using problem-based learning? Explain.

How does a teacher facilitate problem-based learning?Slide13

Cooperative Centers

What are cooperative centers and why might they work well for secondary students?

What are the advantages and pitfalls to utilizing cooperative centers?Slide14

Cooperative Learning and Technology

According to the textbook, what is a contributing factor to the absence, or at least to the shortage, of technology as a presence in many contemporary social studies classroom activities?

What are the four basic areas where technology can facilitate how teachers work with groups and make the group work even more appealing?

research;

record keeping and assessment;

communication; and

presentation. Slide15

Looking Back

Cooperative and collaborative learning groups are very different from traditional groups used by teachers in the past

Collaborative and cooperative groups give the students ownership of the learning

Groups allow all students to make use of the facilities of the classroom better

Technology advances have changed the complexion of group workSlide16

Extension

You are at the mid-point of the third nine weeks at CHS. Today is Friday and you have set up a class display of students’ projects for parents, teachers, and administrators to view. During first period, Dr. Russell, the principal of CHS, stops in to see the projects. Pleased and impressed, he praises your efforts and explains that he is going to contact the local newspaper, in hopes that the newspaper will do a story about your dynamic teaching and the high–quality work CHS students are producing. He requests that you provide him with written details of the activity by the end of the day. Thankful and excited, you agree.Slide17

Extension

Develop an engaging cooperative learning activity that incorporates the use of primary resources and/or technology (6–12 level and topic of your choice).

The activity should include a rationale for using cooperative learning, standards, detailed instructions for student roles within each group, and a method for assessing student learning (product, project, presentation, etc.).

Share your products with peers and/or instructor.Slide18

Self-Test

What social factors need to be considered in cooperative learning

?

What are some of the different approaches to grouping?

How can cooperative learning groups benefit secondary students?

How does cooperative grouping promote active learning?

Describe problem–centered group activities?

In what ways does technology enhance cooperative learning activities?Slide19

Resources

Johnson. D., and Johnson, R. (1998).

Learning together and alone: Cooperation, competition, and individualism.

5th Ed. Boston:

Allyn

and Bacon.

Morton, T. (1996).

Cooperative learning and social studies: Towards excellence and equity.

San Juan Capistrano, CA.:

Kagan

Cooperative Learning.

Schul

, J. (2011). Revisiting an old friend: The practice and promise for cooperative learning in the twenty-first century

. The Social Studies, 102,

88–93.

Slavin

, R. (1995).

Cooperative learning: Theory, research, and practice.

2nd Ed. Boston:

Allyn

and Bacon.

Stahl, R.,

Vansickle

, R., and Stahl, N. (2009).

Cooperative Learning in the Social Studies Classroom.

2nd Ed. National Council for the Social Studies.