A. Jigsaw
Overview:
1. May be used with any textbook by dividing material to be read into logical sections.
2. Students are divided into HOME groups depending on how many sections of material are to be covered, e.g., three sections of material will require home groups of three members (or multiples of three).
3. Students number off in home groups.
4. All students then go to EXPERT groups where they read and discuss the section of material assigned to that expert group and complete any other tasks assigned to expert groups.
5. Students then return to home groups and teach their section of material to other members of their group and complete any additional tasks assigned to home groups.
HOME Groups:
Number in home group will vary depending on size of group and number of sections of reading material. 3-6 in a group is best. A jigsaw may be described by the number in each group, e.g., a three-legged jigsaw has three sections of material to be covered and three members in each home group (or multiples of three).Home groups count off by number of sections of reading material, e.g. for a three-legged jigsaw each group of three would count off 1, 2, 3.
EXPERT groups:
All number 1's from all home groups gather in an area of the classroom, all 2's in an area, etc. to form expert groups. Each expert group is to read and discuss the assigned section of material, and prepare to teach the assigned section to members of their home group. Additional tasks may be assigned such as prepare a 2 question quiz to administer to home group, outline the material, prepare a transparency/ chart including main points of the material.
HOME groups:
Students return to home group and teach the material on which they became experts to their group members. Once each "expert" has presented, the group may be assigned a task which may be varied according to the goals of the teacher e.g., decide on the most important points from each presentation, decide how the sets of material are related, answer specific questions about the material. Each group may be required to produce a product to share with the class, if desired.Additional notes: Groups of 3-6 (both home and expert) are best so try to divide material so that your groups will have this number. If you have a class of 33, and have three sections of material, so that you would have 11 groups of three, then have two expert groups for each set of material so your expert groups will be smaller. With uneven numbers, you may have more than a single 1 or 2 or 3 in a home group. In that case, one expert will present part of the material and the other expert the remainder. Everyone must become an expert and present.
B. Number Heads Review
Instructions:
1. Prepare a list of questions over materials to be learned or reviewed. Questions may be on transparency and uncovered one by one, or simply read. Alternative: Have students prepare and write on cards questions for each section as they read it. Pick up cards and use for procedure.
2. Divide class into groups of 1-4(5) depending on size of class. Each group should be given a designation (name, color, number, letter).
3. Groups count off 1-4(5).
4. Assign all groups to read a section of a selection.
5. Ask a question on the section and instruct each group to discuss and arrive at an answer. Everyone in each group should be involved in arriving at an answer.
6. Choose a number (e.g., "one"), pause briefly (60 seconds or use your judgment) so that all "one's" are sure of the answer, then choose a group (e.g., "Group A"). You may use various methods of selecting groups/numbers such as spinning a wheel, drawing numbers, etc.
7. The person who is number one in group A answers the question. You may then ask if other "ones" have additional information to add if you have time.
8. You may have as many questions on a section as needed.
9. Repeat procedure for all questions on a section, then assign new section to be read and repeat until all information has been covered.
10. For review, assigning sections for reading may not be necessary although you may wish to allow students to have textbooks, notes, etc. available for arriving at answers.
C. Think/write, pair/share
Instructions:
1. Class may be given a reading assignment with a topic for reflection on the assignment or just a topic (sentence, experience, idea, etc.).
2. Each person thinks about the topic.
3. Each person writes down thoughts on the topic.
4. Each person pairs with another person and discusses/shares their thoughts.
5. Each pair joins with another pair to discuss/share.
6. Each foursome reports one major insight/fact/whatever to the entire group.
7. Responses from each foursome may be written on chart paper, overhead, or semantic web as given.
D. Semantic Web
May be used as an activator of prior knowledge or as review.
1. Topic is placed in center of transparency.
2. Responses are generated by the group and recorded on the transparency. Try to organize responses into areas of the transparency. Then draw lines to show connections between the responses.
E. Advanced Organizers
While not strictly cooperative learning strategies, advance organizers (sunshine outline, line story maps, vocabulary development maps, content review maps, KWL Charts) and brainstorming are all tools which are very useful in helping students to activate prior knowledge and to review knowledge gained. There are many of these around in many different formats. A teacher can use the ones which work best for their personal style and content area.
F. Pair Problem Solving
Participants/students are placed in pairs. Each pair is given a problem - problem may be the same for all pairs, different for each pair, or any combination. The problem ideally should be one that may be solved using several different approaches. The goal is as much for students to monitor the thought processes/approaches used to solve the problem as the actual solving of the problem. The follow-up discussion should focus more on different approaches to solving the problem. Students will gain much from becoming aware that many problems can be solved using more than one approach and from increased awareness of their thought processesA variation is to give individuals the problem (with strict silence) - have them work on it for a brief time - then let them work in pairs - goal to point up that working together and discussing ideas frequently makes solving problem easier.
G. Integration information gap
Another example of how working together can make work easier: Choose a complex problem. Divide the information needed to solve the problem into 2-3-4-5 parts (whatever is logical) - divide students into groups containing the same number as the number of parts to the problem. Give each person in the group a card with a part of the information needed to solve the problem. Students may share information on their card orally, but may not show information to anyone. Through discussion students arrive at the solution to the problem.
H. Round robin
Each student in turn shares some bit/kind of information on a topic/subject with classmates/teammates. Can be facts from a bit of reading, ideas, or opinions. Topic/subject can be teacher or group choice.
I. Matching
Prepare a container with cards with a word on each card or have each student write a word of a particular category (noun, verb, process) on a subject/topic on a card and place in a container. Objects related to a topic could also be used. Have a student draw two cards/objects from the container and tell how the words/objects are alike/different/etc. (________ is like _______ because they both _________.) Could be used with numbered heads review and have groups arrive at answer before calling a group and number. Know your students well - choose a very dry subject - or be prepared for some "interesting" answers.
J. Paraphrase passport
Students correctly paraphrase the ideas/information given by the student who has just spoken and then add their own ideas/information.
K. Send a problem
Each student writes a review problem on a card and asks other teammates to answer or solve the problem. After all team problems have been solved, pass the cards to another team.
L. Cooperative review
Cooperative review is any type of game which may be used by groups to review material.
M. Co-op Co-op
Students work in groups to produce a group product. Each student MUST make a contribution to the product. The contribution of each student should be decided on by the group before beginning the project. Teacher should know, through some method, what the contribution each student makes.
N. Partners
Students work in pairs to create or master content. Each pair may then join with another pair to expand mastery as in think/write/pair/share.
Additional Notes on Cooperative Learning:
Cooperative Learning is NOT
having students sit side-by-side at the same table to talk with each other as they do their individual assignments
assigning a report to a group of students where one student does all the work and the others put their names on the product.
Cooperative Learning IS
positive interdependence - students must perceive that by working together they can learn/achieve more by sharing goals, labor, materials, resources, information
face-to-face interaction - interaction patterns and verbal interchange promoted by positive interdependence affect educational outcomes
individual accountability for mastering the assigned material.
appropriate use of interpersonal skills with students taught to use the skills and to analyze how well the group is functioning
One simple way to achieve this is to have students work in groups to master work, evaluate each student individually, and, if all students in a group achieve a predetermined level on the evaluation, award all members of that group a predetermined number of bonus points. (NOTE: Do not penalize groups not achieving by deducting points.)
In cooperative learning groups:
membership is typically heterogeneous
all members share responsibility for performing leadership actions
responsibility for learning is shared with group members expected to provide help and encouragement to each other
good working relationships are maintained
interpersonal skills necessary to work together are directly taught/modeled
the teacher observes and analyzes not only how well the students are learning but how well the groups are working together
Cooperative learning strategies can work well and enhance learning for all students; however, the language interaction they produce make them especially effective for limited English proficient students. The strategies allow and encourage students to use language for interaction to solve real problems, thus speeding up the acquisition of the English language. Some other techniques that also are helpful for LEP students, especially when the subject is abstract and has high cognitive demand, include:
Repeat
Paraphrase
Slow down
Explain
Demonstrate
Use visuals, realia, rich context
Provide for meaningful practice
Use a variety of techniques and materials
Use all modalities
Always be aware that many LEP students are from cultures where students does not question a teacher which includes asking questions when they do not understand. They may know the concept but not the words. Try to make sure they understand.
Many more strategies exist for assisting LEP and all students succeed in the classroom. This is just a beginning.
Number 1
June 1992
Cooperative Learning
WHAT IS IT? Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement.
WHY USE IT? Documented results include improved academic achievement, improved behavior and attendance, increased self-confidence and motivation, and increased liking of school and classmates. Cooperative learning is also relatively easy to implement and is inexpensive.
HOW DOES IT WORK? Here are some typical strategies that can be used with any subject, in almost any grade, and without a special curriculum:
Group Investigations are structured to emphasize higher-order thinking skills such as analysis and evaluation. Students work to produce a group project, which they may have a hand in selecting.
STAD (Student Teams-Achievement Divisions) is used in grades 2-12. Students with varying academic abilities are assigned to 4- or 5-member teams in order to study what has been initially taught by the teacher and to help each reach his or her highest level of achievement. Students are then tested individually. Teams earn certificates or other recognition based on the degree to which all team members have progressed over their past records.
Jigsaw II is used with narrative material in grades 3-12. Each team member is responsible for learning a specific part of a topic. After meeting with members of other groups, who are "expert" in the same part, the "experts" return to their own groups and present their findings. Team members then are quizzed on all topics.
Cooperative Learning Strategies and Children. ERIC Digest.
Cooperative learning is a teaching strategy involving children's participation in small group learning activities that promote positive interaction. This digest discusses the reasons for using cooperative learning in centers and classrooms, ways to implement the strategy, and the long-term benefits for children's education.
WHY TRY COOPERATIVE LEARNING?
Cooperative learning promotes academic achievement, is relatively easy to implement, and is not expensive. Children's improved behavior and attendance, and increased liking of school, are some of the benefits of cooperative learning (Slavin, 1987).
Although much of the research on cooperative learning has been done with older students, cooperative learning strategies are effective with younger children in preschool centers and primary classrooms. In addition to the positive outcomes just noted, cooperative learning promotes student motivation, encourages group processes, fosters social and academic interaction among students, and rewards successful group participation.
CAN COOPERATIVE LEARNING BE USED IN EARLY CHILDHOOD CLASSES?
When a child first comes to a structured educational setting, one of the teacher's goals is to help the child move from being aware only of himself or herself to becoming aware of other children. At this stage of learning, teachers are concerned that children learn to share, take turns, and show caring behaviors for others. Structured activities which promote cooperation can help to bring about these outcomes. One of the most consistent research findings is that cooperative learning activities improve children's relationships with peers, especially those of different social and ethnic groups.
When children begin to work on readiness tasks, cooperation can provide opportunities for sharing ideas, learning how others think and react to problems, and practicing oral language skills in small groups. Cooperative learning in early childhood can promote positive feelings toward school, teachers, and peers. These feelings build an important base for further success in school.
WHAT ARE THE ADVANTAGES OF COOPERATIVE LEARNING FOR ELEMENTARY SCHOOL STUDENTS?
According to Glasser (1986), children's motivation to work in elementary school is dependent on the extent to which their basic psychological needs are met. Cooperative learning increases student motivation by providing peer support. As part of a learning team, students can achieve success by working well with others. Students are also encouraged to learn material in greater depth than they might otherwise have done, and to think of creative ways to convince the teacher that they have mastered the required material.
Cooperative learning helps students feel successful at every academic level. In cooperative learning teams, low-achieving students can make contributions to a group and experience success, and all students can increase their understanding of ideas by explaining them to others (Featherstone, 1986).
Components of the cooperative learning process as described by Johnson and Johnson (1984) are complimentary to the goals of early childhood education. For example, well-constructed cooperative learning tasks involve positive interdependence on others and individual accountability. To work successfully in a cooperative learning team, however, students must also master interpersonal skills needed for the group to accomplish its tasks.
Cooperative learning has also been shown to improve relationships among students from different ethnic backgrounds. Slavin (1980) notes: "Cooperative learning methods [sanctioned by the school] embody the requirements of cooperative, equal status interaction between students of different ethnic backgrounds..." For older students, teaching has traditionally stressed competition and individual learning. When students are given cooperative tasks, however, learning is assessed individually, and rewards are given on the basis of the group's performance (Featherstone, 1986). When children are taught the skills needed for group participation when they first enter a structured setting, the foundation is laid for later school success.
HOW CAN TEACHERS USE COOPERATIVE LEARNING STRATEGIES?
Foyle and Lyman (1988) identify the basic steps involved in successful implementation of cooperative learning activities:
1. The content to be taught is identified, and criteria for mastery are determined by the teacher.
2. The most useful cooperative learning technique is identified, and the group size is determined by the teacher.
3. Students are assigned to groups.
4. The classroom is arranged to facilitate group interaction.
5. Group processes are taught or reviewed as needed to assure that the groups run smoothly.
6. The teacher develops expectations for group learning and makes sure students understand the purpose of the learning that will take place. A time line for activities is made clear to students.
7. The teacher presents initial material as appropriate, using whatever techniques she or he chooses.
8. The teacher monitors student interaction in the groups, and provides assistance and clarification as needed. The teacher reviews group skills and facilitates problem-solving when necessary.
9. Student outcomes are evaluated. Students must individually demonstrate mastery of important skills or concepts of the learning. Evaluation is based on observations of student performance or oral responses to questions; paper and pencil need not be used.
10. Groups are rewarded for success. Verbal praise by the teacher, or recognition in the class newsletter or on the bulletin board can be used to reward high-achieving groups.
CONCLUSION
Early childhood educators can use many of the same strategies and activities currently being used to encourage cooperation and interaction in older children. Effective cooperative learning experiences increase the probability of children's success throughout their school years.
