Collaboration for Student Empowerment

Collaborative groups and cooperative learning refer to a variety of structured classroom management techniques and grading systems.

Objectives What is the difference between cooperative

and collaborative learning? How do we get the most out of the C in

WICR?2

Ten Things in Common

Stand and find 4-5 people to group with

Determine ten things you have in common with everyone else in the group that has nothing to do with your careers

No body parts as we all have legs, arms, etc.

No clothing as we all wear shoes, etc.

A reporter will read your findings to the whole room

You have 5 minutes

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Who had control of this task? Was there a specific end product or

goal? What was the first step you took in

this task? Did you focus on the product

assigned or on the process of working together?

How did you work together?

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Cooperative learning focuses on students working together in groups to accomplish a specific end product or goal.

The teacher asks a specific question. The teacher provides all materials needed for the

students to read and analyze. The students will report out as a group. The teacher may use specific structures such as

Jig-Saw strategies to help facilitate the group interactions.

The teacher maintains control of the process a each stage of the group work.

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Collaboration is when individuals are: Responsible for their actions Responsible for their learning Respectful of the abilities and contributions of others

Collaborative groups assume almost total responsibility for answering the question.

Students determine: If they have enough information to answer the question Resources needed to find missing information How the work will be distributed What order to do the work in

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Did you collaborate or cooperate when you produced your list of ten things in common?

collaborate or cooperate

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Both techniques help students consistently learn better than students in traditionally structured classrooms.

Cooperative learning has many psychological and social benefits such as:

Hearing others points-of-view Learning how to cooperate with others Creating positive feelings about

school, themselves, and others Creating a desire for others to do well

Collaborative and Cooperative Groups . . .

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Cooperative groups have to be created before students can collaborate.

Students need to learn how to:

1.Listen to other students2.Analyze and interpret what

they are saying3.Encourage others in the

group to participate4.Ask questions5.Manage dominant

personalities6.Monitor and modify the

group dynamic7. Communicate effectively

Getting started . . .

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Cooperative Strategies

Fishbowl Pairs Check Pairs Check II Teams Check Jig-Saw Think-Pair-Share Think-Pair-Square Word Webbing Team Product Blackboard Share Roving Reporter Two-Box or Two-Column Induction

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•Collaborative groups assume almost total responsibility for answering the question.

•Means of assessment can be negotiated by each group with the teacher for their specific assignment.

•Knowledge is discovered by students and transformed into concepts students can relate to. It is then expanded through new learning experiences. It requires active participation by the student versus passive acceptance of information presented.

•Collaborative learning shifts the responsibility of learning away from the teacher as expert to the student, and perhaps teacher, as learner.

Collaboration

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Bottom Line

Stresses the product of work Authority remains with the

teacher Deals with traditional

knowledge (Level 1 and 2) Frees students to become

involved; however, group still produces a “right” or acceptable answer

Focuses on the process of working together

Transfers authority to the group

Deals with possible applications (Level 3)

Empowers students to guide their own thinking, braving all the risks of empowerment

Cooperative Collaborative

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Questions to ask

How do we teach social skills? How can we develop self-

esteem, responsibility, and respect for others?

How does social status effect learning in small groups?

How do you promote problem solving and manage conflict?

Are extrinsic or intrinsic rewards more effective?

How do we teach students to take on various roles?

What is the purpose of the activity? What is the importance of talk in

learning? To what extent is getting off-topic a

valuable learning experience? How can we empower students to

become autonomous learners? What is the difference between

using language to learn and learning to use language?

How do we ask only real questions rather than those for which we already know the answers?

Cooperative perspective Collaborative perspective

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Swap Talk

Step 2: Stand up, Hand up, Pair Up…

Once you find your partner, share your information with your partner.

Step 4: With your new partner, share your new post-

it note with your new partner, pointing out

the person that the information is about.

Step 1: On a post-it note, write down your name, where you work and

what you teach.

Step 3: Swap post-it notes, thank your partner, put your hand up, and find a new partner.

Step 5: Continue doing this until I say stop.

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Pairs Pair

Two: Now, keep your hands up until you pair up with another pair

Four: Take your group of four and find a table to work together for our cooperative and collaborative work.

One: Stay with your partner and each of you put a hand up.

Three: Pairs pair to form a groups of four and then put your hands down.

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Cooperative Groups

Team Interview

You will be given one minute for your new team members to ask questions about you as a teacher. (The questions cannot be confrontational.)

Ex: How long have you been teaching?

Where did you go to college?

What is your favorite thing about teaching?

When did you decide to be a teacher?

Remember: Cooperative groups …

1. Listen to other students2. Analyze and interpret what

they are saying3. Encourage others in the

group to participate4. Ask questions5. Manage dominant

personalities6. Monitor and modify the

group dynamic7. Communicate effectively

Another version of the interview is in the ELL book, page 29 called “Three Step Interview.”

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Cooperative Assignment

Create a One-Pager that would guide college students to consider teaching as a career using your interview information and the following articles in your handout:

Top 10 Reasons to Become a Teacher Why Become a Teacher

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Assessment

25 minutes to complete your work

Designate a reporter to share your One-Pager.

See ELL book, page 130-131

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Moving from cooperative to collaborative groups…

Stresses the product of work Authority remains with the

teacher Deals with traditional

knowledge (Level 1 and 2) Frees students to become

involved; however, group still produces a “right” or acceptable answer

Focuses on the process of working together

Transfers authority to the group

Deals with possible applications (Level 3)

Empowers students to guide their own thinking, braving all the risks of empowerment

Cooperative Collaborative

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Let’s Reflect

1. 2. 3. 4.

1. 2. 3. 4.

What did we do in our cooperative group?

How could we make this a collaborative group?

Create a T-Chart to analyze the following:

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Only constraint:

Time = 20 minutes

Collaborative assignment

Re-write the assignment question

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It is essential to begin the school year with activities designed to target interaction skills and team building within the class. Listening skills Analyze and interpret what they hear How to work as a group with equal

participation

Summary

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Think-Pair-Share: Students consider a question individually, discuss their ideas with another student to form a consensus answer, and then share their results with the entire class.

Jig-Saw: Students become “experts” on a concept and are responsible for teaching it to the other group members to develop focus and product for group.

Socratic Seminars: Students bring their ideas from a Socratic Seminar to develop the focus and product for the collaborative project.

Gallery Walks/Carousel: Using these strategies for students to brain storm and gather information, students bring their ideas to develop focus and product for the collaborative project.

Once students understand that each member’s individual work has a direct effect on the group’s success…

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1. The team has clear expectations of their performance and outcomes

2. The team understands the benefits of working together

3. The team is committed to work together

4. The team values each others ability to contribute

12 Tips for Successful Work Teams

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5. The team defines its work and outcomes

6. The team has the “power” or ownership to accomplish its mission

7. The team understands how to work as a group

8. The team communicates clearly and honestly with each other

12 Tips for Successful Work Teams

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9. Each team member accepts responsibility and accountability for achievements

10. The teacher values creativity and innovation from collaborative groups

11. Teams have access to resources determined necessary for the tasks

12. Successful collaboration is celebrated and encouraged

12 Tips for Successful Work Teams

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Students use INQUIRY and COLLABORATION, moving from dependent to independent learners.

They realize that they are in charge of their own learning.,

And…They just might teach the teacher something new.

In true Collaborative Learning

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Collaboration for Student Empowerment

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