Cooperative Learning Self Regulated Learning 1000s of good

Cooperative Learning … … & Self Regulated Learning

1000’s of good ideas … find one and play with it

Overview of Instructional Intelligence • Instructional intelligence involves: – Knowledge of the learner – Knowledge of curriculum – Knowledge of assessment – Knowledge of instruction – Knowledge of change – Knowledge of systemic change

Knowledge of instruction • • • Instructional concepts Instructional skills Instructional tactics Instructional Strategies Instructional Organizers

Advance Organizer Cooperative Learning is NOT a skill, tactic or strategy. Cooperative Learning is a belief system related to how students learn One of 3 options: all three are useful 1. Individual 2. competitive 3. cooperative

Keep in Mind. . . Research • Most researched of all instructional methods • Has largest effect on higher level thinking • When not done properly, group work is one of the worst approaches to learning

This grade 9 student (female) doe not enjoy group work. Why? Student: “The teacher put me with four boys because they never do anything and he (the teacher) knows that I will make sure the project gets done; I did all the work and they did nothing and we all got the same mark. ”

Job Ads • Press Assistant • The Toronto Star, Canada’s largest daily newspaper is currently looking for a qualified person to work at our Vaughan Press Centre. Come join this team-based environment at our 24/7 printing facility.

Job Ads • Irish Job Ads • Sunday Independent – Ireland • Title: Practice Manager – Accountancy Practice • The firm has a large client base spanning local business and the agri sector. The successful candidate will manage an experienced team of staff with …. They will also mentor and develop the existing team.

Back Drop- Multiple Intelligence • Musical • Spatial • Bodily Kinesthetic • Inter Personal - #1 Pred of Success • Intra Personal • Logical Mathematical • Linguistic • Naturalistic

Perspective – 3 Dimensions Structures (300) Process (5 Basic Elements Safety (Tribes)

Cooperative Learning Tactics (less complex) Strategies (more complex) Place Mat Think Pair Share One Stray Rest Stay 2/3 Person Interview Corners Inside Outside Circles 5 Basic Elements TGT Jigsaw Team Analysis Academic Controversy Group Investigation

Focus on Bloom’s Taxonomy Side A • • • Ranking Ladder Venn Diagram Concept Attainment Mind Maps PMI Side B • Framing Questions Think Pair Share Place Mat Jigsaw 5 Basic Elements Teams Games Tournaments • Academic Controversy • Group Investigation • • • Concept Maps • Flow Charts • KWL chart

Think Pair Share - Rubric Factors Level 1 Level 2 Level 3 Level 4 Frame Questions Rarely if ever Periodically but Usually & not that fairly effective Consistently & effective Apply Bloom’s Taxonomy Rarely if ever Periodically but Usually & not that fairly accurate effective Consistently & effective Accountable & Safe (Students) Rarely if ever Somewhat Usually Always Appropriate Wait Time No, seldom if Yes, but not every consistent or considered effective Yes & usually Yes & always effective

Framing Questions - Rubric Variables Level 1 Level 2 Level 3 Level 4 Accountable & Safe (Students) Few if any feel safe & accountable A few feel safe & accountable Most feel safe All feel safe & & accountable Attention to Bloom’s Little to no attention Beginning to attend but not accurate Attends & for Attends and the most part consistently is accurate Wait Time Little to none Periodically, not always effective For the most part enacted effectively Actively Involved (Students) Few if any involved A few involved Most involved All involved Consistently enacted effectively

Responding to Student Responses - Rubric RESPONSES CONSIDERED Level 1 Level 2 Level 3 Level 4 Correct Rarely if ever Periodically & less effective Often & usually effective Consistent & effective Incorrect Rarely if ever Periodically & less effective Often & usually effective Consistent & effective Partially Correct Rarely if ever Periodically & less effective Often & usually effective Consistent & effective No Response Rarely if ever Periodically & less effective Often & usually effective Consistent & effective Guess Rarely if ever Periodically & less effective Often & usually effective Consistent & effective Silly Response Rarely if ever Periodically & less effective Often & usually effective Consistent & effective Convoluted Response Rarely if ever Periodically & less effective Often & usually effective Consistent & effective

Thinking - Rubric AREAS Level 1 Level 2 Level 3 Level 4 Bloom’s Taxonomy Inductive Thinking Don’t know it Don’t apply it Can list it & maybe use it Understand it & play with it Ditto & enact it effectively Don’t know it Don’t apply it Heard of it, not sure if I use it Understand it & play with it Ditto & enact it effectively Deductive Thinking Don’t know it Don’t apply it Heard of it, not sure if I use it Understand it & play with it Ditto & enact it effectively Making Predictions Don’t know it Don’t apply it Heard of it, not sure if I use it Understand it & play with it Ditto & enact it effectively Making Inferences Don’t know it Don’t apply it Heard of it, not sure if I use it Understand it & play with it Ditto & enact it effectively Critical Thinking Don’t know it Don’t apply it Heard of it, not sure if I use it Understand it and enact it Ditto and enact it effectively

5 Basic Elements Mechanical Routine Refined Integrative Individual Accountability Rarely, not that effective Usually; quite effective Always effective appropriate Face-to-Face Interaction Struggles to invoke this process In most cases effective Always takes this into consideration Teach the Collaborative Skill Rarely; may mention Teaches or reviews the skill in most cases When appropriate always teaches or reviews the skill Process the Academic and Collaborative Task May process the academic but rarely the collaborative task Always processes the academic; sometimes the collaborative task Always processes the academic and collaborative taks (when appropriate) Apply aspects Of Positive Interdependence Will have goal but not always that clear; will rarely apply the others Goal is always clearly stated; starting to use the others more effectively Goal is always clearly stated and wisely applies the other 8 types; does not over-use them

Collaborative Skills – Key for Self Regulated Learning 3 Genres 1. Social Skills 2. Communication Skills 3. Critical Thinking Skills Can you identify 3 of each?

Examples Social: Taking Turns, Using Quiet Voices, Equal Participation, Being Polite, Using Names Communication: Attentive Listening, Suspending Judgment, Probing for Clarification, Paraphrasing Critical Thinking: Examining Both Sides of an Issue, Considering All Factors, Assessing the Goals and Objectives of Others

Tribes • Attentive Listening – Communication Skill • Appreciation Statements – Social Skill • Right to Pass – Social Skill • Mutual Respect – Not a skill – made up of many other skills

What Students Say …

What Students Say …

“Omar, I have it too … a strange feeling like we are going in circles. ”

Johnsons’ 5 Basic Elements • • • Individual Accountability Face to Face Interaction Collaborative Skills (teach) Process Academic and Collaborative Taks Positive Interdependence (9 types) – Only one you have to have ‘Goal Positive Interdependent