fia kagan session 1-handout

8/13/2019 FIA Kagan Session 1-Handout

1/21

1/22/20

AStructuredApproach

toCooperativeLearning

MsAlaaAljuburi

Whatare

the

type

of

teachers?

AVocabularylesson.

Whatarethemeaningsof:

Expedite

Provision

ron cPastoral

MsAlaaAljuburi


2/21

1/22/20

ClassroomA:Traditional. TheteacherinClassroomAreliesprimarilyon

. ,promotecontentandlanguagelearningtheteacherasksquestionsofthewholeclass,studentsraisetheirhandstobecalledon,andwhencalledonbytheteacher,theyrespond.WepeekintoClassroomAduringavocabularylesson.Theteacherasks,Whocantellmesome

of

the

items

we

find

in

the

produce

section

of

the

market?

MsAlaaAljuburi

Typesof

Teachers

TeacherA

MsAlaaAljuburi


3/21

1/22/20

TeacherB

ClassroomB:GroupWork.Theteacherin.

is,topromotecontentandlanguagelearningtheteacherhasstudentssittingingroupsoffourandoftencallsforstudentinteractioningroups.WepeekintoClassroomBduringthesamevocabularylesson.Theteachergivesgroupsadirective,Inyourgroupstalkitover.Whatare

some

of

the

items

we

find

in

the

produce

section

ofthemarket?

MsAlaaAljuburi

TeacherC

Structures.TheteacherinClassroomCknowsandusesarangeofKaganStructures.Thatis,topromotecontentandlanguagelearningTeacherC,likeTeacherB,hasstudentssittingingroupsoffourandoftencallsforinteractioningroups.Thereisacriticaldifference,though.TheinteractionofstudentsinClassroomCishighlystructured.TeacherCusesKaganStructures.WepeekintoClassroomCduringthesamevocabularylesson.Theteachergivesgroupsadirective:Inyour

groups,turn

to

your

shoulder

partner

and

do

a

RallyRobin.Taketurnsnamingsomeoftheitemswefindintheproducesectionofthemarket.

MsAlaaAljuburi


4/21


5/21

1/22/20

ItsallaboutPIES

P = Positive Interdependence

I = Individual Accountability

E = Equal Participation

S = Simultaneous Interaction

MsAlaaAljuburi

ImportantRulestoconsider

Coachingand

Praising.

Studentsshouldlearnhowtocoachtheir

colleagues.

TipTip..Teach

Praisingeach

other.

MsAlaaAljuburi


6/21

1/22/20

Gambits&PraisingGambits (Useful phrases that are needed for a team to work together effectively.They could include ways to ask for help, check for understanding, disagree politely,

encourage effort, etc.)

Paraphrase Gambits:

In other words So what oure sa in is All in all So you mean that If I understand your

correctly

You said

To sum it up Let me rephrase that In a nutshell

Gambits for Disagreeing Politely:That would be great except Actually Possible. Lets remember I dont see how Im afraid One problem is

I can see it that way. One theother hand

Thats good. Another thought is

Positive Affirmation Gambits:

Wow! You Rock! Great Job!Thats Awesome! Super Duper Job! I wish I would have thought of that!

I really like that! Excellent! Way to Go!

General Rule of Thumb: Teach for 10 minutes then use a

structure.MsAlaaAljuburi

Forming Teams (every 6 weeks)

1. Sort students by ability (test/quiz/pretest scores, last years grades in

sequential classes, etc.)

. v e y our - g ue , g e um green , ow e um ye ow ,

Low (red)

3. Form teams keeping in mind gender, ethnic background, 2nd language,

special needs, discipline, friends, etc.

Extras:

1 = 1 team of 5

2 = 2 teams of 3

Heterogeneous groups best for academic and social gains.

A and B are shoulder partners

As are face partners

Bs are face partners

MsAlaaAljuburi


7/21

1/22/20

Forming Teams (every 6 weeks)

FacePartner

High

A

HighMediumB

LowMedium Low

ShoulderPartner

ShoulderPartner

B A

FacePartner

MsAlaaAljuburi

OnStudents

Tables.

MsAlaaAljuburi


8/21

1/22/20

Cooperativelearning Definition:Cooperativelearningisaformof

toperformspecifictasksinasmallgroup(ideally4).

Eachcooperativelearninggroupshouldbecarefullyselectedbytheteachersothata

tobringhisorherstrengthstothegroupeffort.

MsAlaaAljuburi

Whocannamearainforestanimal? Traditional Engagement

ra egy:TeacherQuestion;

StudentAnswer

ra egy:RallyRobin

MsAlaaAljuburi


9/21

1/22/20

#1RallyRobin

Rallymeans==backandforth(pairsoftwo)

Robin==Talkingtalking talking

Usedforshortanswer

questions,listing,

oraldiscussions.

MsAlaaAljuburi

#1Rally

Robin

Steps:

Shoulderpartner

Facepartner

Standingpartner

Teacherposesaproblemorassignmenttowhichtherearemultiplepossibleresponsesorsolutions,

Teacherannounceswhowillstart

Inpairs,studentstaketurnsstatingresponsesorsolutions.

MsAlaaAljuburi


10/21

1/22/20

MsAlaaAljuburi

TraditionalStrategy:Teacher

Question;

Student

Answer

Structuringtheinteractionintheclassroomthiswayhaspredictable, negativeconsequences:

Thehighachievingstudentsraisetheirhandstobecalledonwhilethelowachievingstudentsavertthe

teacherseyesandhide.

T eteac ert usen supca ngmostont osew o eastnee t epract cean eastont osew omost

needthepractice.

Becauseanumberofthehighachievingstudentsarevyingtobecalledon,andonlyonereceivesthe

opportunitytorespond,anumberofstudentsaredisappointed whentheteachercallsonone.Students

registertheirdisappointmentwithdejectedsighsastheylowertheirhands.

Ifastudentmissesthequestion,theotherswhowantedtobecalledonarehappy;onlyifthechosen

studentmissescantheyshine,sotheybegintohopeforanddelightinthefailureoftheirpeers.

Ifastudentalwayshastherightanswerthatstudentgetslabeled,nerd,teachers pet,brainiac,or

brownnoser.Someonewhoachievestoohighmakesotherslookbadbycomparison.Thelabelsarepeer

pressuretoconformtothenormofmediocrity,nottomakeotherslookbadbycomparison.Toenforce

,

punishoffenders.

The

nerd

labels

are

a

way

of

communicating

and

enforcing

the

norm:

If

you

continue

to

makeuslookbadbycomparison,youwillpaythepenaltyofbeingostracized.Giventhechoiceofbeing

thebesttheycanbeorbeingliked,somehighachieversareafraidtocomeout,tobetheirbest.(For

articlesonthistopic,websearchNerdpenalty.)

MsAlaaAljuburi


11/21

1/22/20

TraditionalStrategy:TeacherQuestion;StudentAnswer

Themetacommunicationintheclassisthatsomestudentsaresmartandothersarenot,

thatsomestudentshavesomethingofvaluetocontributewhereasothersdonot.This

lowerstheselfesteemandidentityoflowerachievingstudents:Iamnotoneofthesmartones.

Agreatmanyofthelowachievingorlessmotivatedstudentsareofftask,thatis,whilethe

highachievingstudentsandteacherplayquestionandanswer,themindsoftheother

studentsarewandering.

TeachersusingTeacherQuestion;StudentAnswerhearonlyfromthehighachievingstudents.Theyaretakinganunrepresentativesampleoftheclass.Thiscreatesforthe

teacheranillusionthattheclassunderstandsthecontentbetterthantheyactuallydo.Thisis

inauthenticassessment.

Themostimportantnegativeconsequenceofthetraditionalstructureislackofengagement

amongmanystudents:Onlyafewstudentshavetheopportunitytorespond.Theteacher

callsonandrespondstoonestudentatatime,leavingtheotherstudentssemiorfully

disengaged.Becausetheteachertalkstwiceforeachtimeastudenttalks(firstaskingthe

questionand

then

responding

to

the

answer),

the

teacher

talks

about

60%

of

the

time.

Thus

insixminutesofTeacherQuestion;StudentAnswer,theteacherhastimetocallonnomorethanthreestudents,eachgivingoneanswer.Howdotheotherstudentsspendtheirtime?

Lookingatthebackoftheheadofthestudentwhoisansweringtheteacher!

MsAlaaAljuburi

CooperativeEngagement

strategies

EngagementStrategy:RallyRobin OneengagementstrategythatisanalternativetoTeacherQuestion;StudentAnsweris

. , . . ,

giventhetaskofstatingrainforestanimals,ineachpairStudentAwouldnameonerainforest

animal;StudentBwouldnameasecondanimal;StudentAwouldnameathird,andsoon.

Forhigherlevelreview,studentsmighttaketurnsstatingpossiblealternativehypothesesto

explainacharactersbehavior.

Structuringtheinteractionintheclassroomthiswayhaspredictable,positiveconsequences:

Mostimportantly, inthesameamountoftimethattheteacherusingTeacherQuestion;StudentAnswer cancallonandrespondtoonlythreestudentsintheclass,theteacherusingRallyRobincanhaveeverystudentrespond.

Students

responding

in

TeacherQuestion;

Student

Answerstate

one

answer

each.

Students

respondinginRallyRobinverbalizemanyanswers.

WhenTeacherQuestion;StudentAnswer isused,studentsthinkofoneanswerandstopthinking;whenRallyRobinisusedafterthinkingofoneresponse,studentsarepushedto

thinkofanotherandanother,promotingthinkingskills.

Studentslearntotaketurns.

MsAlaaAljuburi


12/21

1/22/20

CooperativeEngagementstrategies Becausestudentscannotrepeattheansweroftheirpartner,thestructuredemandslistening

skills.

Studentsarefullyengagedinfacetofaceinteraction,notisolatedfromeachother,talkingonlyto

theteacher.

Ahigherpercentageofstudentsareontask.Aftertheirpartnergivesaresponse,theirpartner

waitsforthemtogivearesponse.Thestructurerequiresfullparticipationofallstudentssono

onecanhide.

HighandLowAchievingstudentsparticipateequally.

Walkingaroundandlisteningtotheresponsesofstudents,theteacherhearsfromhigh,middle,

andlowachievingstudents,takingarepresentativesampleoftheclass.Thereismoreauthentic

assessment.

Themetacommunicationintheclassisthatallstudentshavesomethingofvaluetocontribute.

Equalparticipationcreatesequalstatus.

on.

Studentsarenothopingforthefailureoftheirpeers;theyactuallyappreciatethecontributionsof

theirpeers peer

norms

shift

toward

achievement.

Students

feel

they

are

on

the

same

side.

Thefullengagementofthelowerachievingstudentsdecreasestheachievementgapbetweenlow

andhighachievingstudents,incontrasttotheincreasedachievementgapcreatedbythehigh

percentoflowachievingstudentswhodonotparticipateduringTeacherQuestion;StudentAnswer.

MsAlaaAljuburi

Benefitsof

Cooperative

learning

CommunicationCommonGoal

ConflictManagement

Skills

DecisionLeadership

Skills

a ng sNochildis

hidingorleftbehind

MsAlaaAljuburi


13/21

1/22/20

http://www.youtube.com/watch?v=HEh8Z0sb

http://www.youtube.com/watch?v=S0s_qxJDua

s

p: www.you u e.com wa c v= g

Mk

MsAlaaAljuburi

Socialskills

and

team

builders

Nostudentisisolated

Allstudentsaccepteach

other.

MsAlaaAljuburi


14/21

1/22/20

#2RallyCoach

Setup

1paper,1pencilpertwostudents

Shoulderpartners(notupsidedown)

If1extrastudent,make1teamof3

Nomusic

MsAlaaAljuburi

#2RallyCoach

Steps

Adoesthefirstproblem,talkingoutloudtheir

thinking(Nowriting)

Bwatches,givesOK,coaches.

Awritesanswers

Bpraises(specificpraise).

Switchroles

and

B

does

the

2nd problem

Continueuntilworksheetiscompleted

MsAlaaAljuburi


15/21

1/22/20

MsAlaaAljuburi

Letstry

Rally

coach

Usethegivensheettoapplyrallycoach

MsAlaaAljuburi


16/21

1/22/20

EXAMPLES (math):

ofacircle. r2

+ 1

JohngiveMary8Skittles. Nowhehas4. Howmanydidhehavetobeginwith?

12

MsAlaaAljuburi

#3Quiz,

Quiz,

Trade

WhentoUse Use uiz uiz Trade at an oint in the lesson to

structuremeaningfulconversation.

Beforeintroducingnewmaterialtotapintopriorknowledge

Afteraunittoreviewterms

Afteramathunittoreviewshapesorproblems

, ,a

set

of

word

problems

or

a

science

activity/experiment, togatherideasorformalizeprocedures

MsAlaaAljuburi


17/21

1/22/20

LetsdoQuizQuizTrade

Example:

Wewillusethestructuretoconductachapter

reviewinscience.

Usethecardsgiventoyou

MsAlaaAljuburi

#3All

Write

Consensus

Teacherassignsatopicorquestionwitmultiplepossibleanswers.

Teacherprovidesthinkingtime

Teacherselectsstartingstudent.

Eachstudentshasasheetofpaper.

Firststudentsharestheiridea

Teamsdiscuss

Ifconsensusisreached,thenallstudentsrecordthatidea

ont e r

own

s eet

Studentsdontpasspapers.

Processisrepeatedbynextstudent.

Canroundmorethanonce

MsAlaaAljuburi


18/21

1/22/20

LetsDoit

Inyourgroupsletustryit

Domathsheetnumber3

MsAlaaAljuburi

OnThe

Evaluation

sheet

Whatpointscanyoutargetwhenusing

coopera ve earn ngon seva ua on

criteria?

Inyourgroupsdiscusswhyuserallyrobin

MsAlaaAljuburi


19/21

1/22/20

Howtodothestructure

#4QuizQuizTradeUsing question cards, students quiz a partner, get quizzed by a partner,

then trade and repeat with a new partner:

1. Stand Up, Hand Up, Pair Up.

2.Partner A quizzes.

3.Partner B answers.

4.Partner A coaches and/or praises.

. .

6. Partners trade cards.7. Repeat steps 1-6 until the teacher calls time.

MsAlaaAljuburi

TeamBuilding

vs.

Class

Building

TeamBuilding

ClassBuilding

Fun

Non

Studentsarestanding

Academicor

Academic

Easyenoughforthelowest

student

un

Interactingwithothers

MsAlaaAljuburi


20/21

1/22/20

SillySports

createabrainfriendlyclassroom:emotion,

,

toincreasetheenergylevelintheirclassrooms,

tohavestudentscooperate,

toprovidechallenges,

.

andmorethananythingelse,tosimplymake

classroomsfun.

MsAlaaAljuburi

LetsTry

it.

Catchtheballoon

Inyourgroups,eachteamshouldhavetwo

balloons.

Standupandholdeachothershands.

Whenthe

music

starts

each

team

should

hit

theballoonwiththeirhandswhileholdingon

toeachotherwithoutlettingtheballoonsfall.

MsAlaaAljuburi


21/21

1/22/20

MsAlaaAljuburi

MsAlaaAljuburi

fia kagan session 1-handout

Documents