Please take a moment to share one of your best practices or a successful cooperative learning strategy. How do you measure whether or not a strategy is successful?
One of my current best practices is assigning each Library Practice student to a specific Dewey section of the library. They are in charge of shelving books, checking the Dewey order, and general care for that specific area. I do spot checks and a shelf quiz every 2 weeks to make sure all is in order. This way, the students can work on one area until they master it, and then I will reassign locations. They seem to take pride and ownership over their area of the library.
The 2nd + music students have the chance to pick and choose certain songs they want to work on in small quartets/quintets. Band students have the option of picking one of 12 songs for the end of the year/winter concert. The guitar students have the option of learning a song they hear on the radio and polish it in groups of no more than 5. Another example are playing assessments. Students choose which example/measures they want to be assessed on. Students do best when they pick what they want to play. I measure it's success by listening to the end product.
Peer Review for group projects. At the end of each project students give themselves and each member of the group a letter grade based on cooperating, helpfulness, sharing, effort, ideas, etc., and explain why they deserve that grade. Motivates them to stay focused and cooperate within the group, and holds them accountable for their actions.
I have found success in using a Kagan structure, Number heads. I have used modifications Ms. Mendez and Ms. Lugo have used in their classroom and it works very well for both boys and girls. =) It's a great way to have students not only do the content, and most importantly talk about the content!
A cooperative learning strategy is Numbered Heads together. This is a Kagan strategy that works with any content and is great to review material and encourage teamwork. I measure the success of this strategy by giving points to teams for working well and for showing work, also I have reflection questions at the end and I stamp their work or collect them to make sure they know they are accountable individually for their work and reflection questions.
One of my favorite cooperative learning strategies is Numbered Heads/Jeopardy for review purposes. Students all work individually and with their peers. When a problem comes up, students are required to take 2-3 minutes (depending on the problem) to work on the problem individually in their notebooks, then they get 1-2 minutes to talk to their peers, share out their answers and agree on a final answer. Finally I call on one student #1-4, and that student from each table is required to write the answer on the whiteboard in a 30sec-1 min time limit. Then they all out their boards up, and those who were correct get the points. Students really get into this because its a game, and I really love seeing them talk to one another during the second part where they collaborate!
I enjoy another Kagan structure, Quiz-Quiz-Trade. After taking Cornell notes and annotation with questions, students choose one question to quiz their classmates. They walk around quizzing one another and trading questions for several minutes to review material.
I have been incorporating more of the Kagan Strategies that I have learned through my classroom observations and our pd meetings. We tried quiz,quiz, trade a couple of days ago and the students really enjoyed it. Students were engaged and they all got the questions correct so I feel that it was a success. Thanks Ms. Mendez for that strategy.
One of my best practices is the ticket out procedure. At the end of each class, each student gets a sticky note. On the projector, I post 1 or 2 questions or sentence frames that students have to answer on the sticky note and post on the ticket out board. The questions can range from getting to know the students, asking questions( I can see if most of a class has a question), saying things they learned (gauging their understanding), to making evidence based arguments (count how many students can successfully accomplish a scientific practice). It only takes 5 minutes to get a sense of how the class is doing and I can plan accordingly.
I use Numbered Heads Together, a Kagan procedure, to get pairs, then tables of 4, sharing info and ideas. With a spinner, I select a table and one student at that table to share out the answer that the table voted their best.
I recently started doing exit ticket with my kids, and I noticed that they were helping each other complete the task. It was nice to see them helping each other and to check whether they understood the lesson or not. I was excited that they can actually make a table of values and translate that into a graph.
Doing some sort of exit ticket/check of where students are when they leave your class is an excellent idea. Many times we forget that it is about what the STUDENTS have learned not what the EDUCATORS have taught. Thanks for having the courage to check where your students are by the end of your class. And congrats that when you did it you had a positive result!
I find that think, pair, share is a great way to get students speaking to each other academically. By modeling a potential conversation, buddying students and having them work with that buddy more than once and allowing students to discuss a broad range of topics, they receive socialization skills within the boundaries of the activity.
Make sure to model! Without confines, this activity can lead to chaos!
I like to have my students work individually on simple questions that lead to bigger questions, that way when they get to work in cooperative groups they all feel like they can contribute no matter how large or small the contribution is. I encourage wrong answers, and ask students to help each other solve a problem or correct mistakes.
cooperative groups is the key to a great learning environment. i try to group students by different grade levels and cognitive skills so i can have all students engage in the discussion.
After recently attending the Kagan PD, I know that I am not doing an cooperative learning strategies. I was doing Think Write Pair Share's quite a lot in the beginning of the year, but after learning about Kagan strategies, I am seeing where to make improvements on the structure.
I often put my student in groups to work on math problems. I then call on different groups to explain their answers. The groups get points for correct answers. I often tell the students to learn and share as much information as possible in their groups to learn the material. I tell them when they take the quiz they will not be in groups but working individually and group time is not fun time.
I think the KAGAN strategy "Rally Robin" works really well. The students are presented with a question, and the students work in pairs and have to go back and forth giving only one word responses as it relates to the question. The students are not allowed to opt out because if they do the other student has been trained not to move on until their fellow student responds. It challenges the students to respond to really high level questions in one succinct answer.
I know that this strategy is successful when I observe the students engagement and also when I see each student working hard at giving the appropriate response.
My most successful strategies have been quiz-quiz-trade and jigsaws with gallery walks. The students like having the opportunity to get up and move around the classroom, particularly in the block period. I know this is successful when students are having conversations/discourse using academic language.
I have each seat and table numbered. I give certain numbers different roles and jobs during group work. This keeps everyone accountable in group activities.
One of my favorite cooperative learning activities in PE is having the students race using the skiis. 5-6 students have to work together, communicate to move simultaneously. If they can't work together they don't move. If they don't listen to each other, they don't move. It's a great way to teach them the skills needed for teamwork. Success is in making it all the way across the gym.
The strategy is not mine. I began using the Kagan structures in my warmups this year. The Kagan structures help me to monitor who is writing, who communicates well or not, and I can tell who is using academic language or not.
I've recently attempted an exercise where I've presented the final product in front of the students (in this case, colored dye that has successfully traveled through a celery stalk), and had the students attempt to explain how this happened on a large post-it poster (using only previous knowledge). The structure of the exercise was similar to one which we performed during one of the PD meetings; where we each used a different color marker to show our responses, adding to any of the responses where possible. I then went through an instructional portion of the lesson, where the students discovered the actual mechanism that made this process possible. The students then returned to their poster, and attempted to describe the process again (using the bottom half of the poster), applying what they had just learned. The students were very engaged, constantly feeding off of each others ideas.
I number the seats and then "call cards" (cards have the seat numbers on them) when we are completing individual or group activity in order to share out, as a strategy to A) make sure all students are prepared B) make sure all students participate
I know it is successful because when I get the cards out the students start frantically preparing in case THEY are the one called on.
One of the strategies I have been using with my students is the Rally Coach from Kagan. I really enjoy this method because it encourages students to speak to their fellow classmates as well as verbalize the mathematical process using content vocabulary. It also breaks the monotony of lecture and independent work.
I have a ticket out the door I use and it has the following on it: I learned________ I liked________ I wish_________ vocabulary word N definition I learned today__________________
In groups of four then I let them select on their own who is the scribe,presenter,illustrator and the leader to then rotate on the next group assignment
I use a reflection writing piece at the end of group activities. The reflection piece includes questions about students thoughts on the activity, their group members, their role, and about the concept mastered. I then use the reflections to restructure the next cooperative learning activities.
One of my current best practices is assigning each Library Practice student to a specific Dewey section of the library. They are in charge of shelving books, checking the Dewey order, and general care for that specific area. I do spot checks and a shelf quiz every 2 weeks to make sure all is in order. This way, the students can work on one area until they master it, and then I will reassign locations. They seem to take pride and ownership over their area of the library.
ReplyDeleteThe 2nd + music students have the chance to pick and choose certain songs they want to work on in small quartets/quintets.
ReplyDeleteBand students have the option of picking one of 12 songs for the end of the year/winter concert.
The guitar students have the option of learning a song they hear on the radio and polish it in groups of no more than 5.
Another example are playing assessments. Students choose which example/measures they want to be assessed on.
Students do best when they pick what they want to play. I measure it's success by listening to the end product.
Peer Review for group projects. At the end of each project students give themselves and each member of the group a letter grade based on cooperating, helpfulness, sharing, effort, ideas, etc., and explain why they deserve that grade. Motivates them to stay focused and cooperate within the group, and holds them accountable for their actions.
ReplyDeleteI have found success in using a Kagan structure, Number heads. I have used modifications Ms. Mendez and Ms. Lugo have used in their classroom and it works very well for both boys and girls. =) It's a great way to have students not only do the content, and most importantly talk about the content!
ReplyDeleteA cooperative learning strategy is Numbered Heads together. This is a Kagan strategy that works with any content and is great to review material and encourage teamwork. I measure the success of this strategy by giving points to teams for working well and for showing work, also I have reflection questions at the end and I stamp their work or collect them to make sure they know they are accountable individually for their work and reflection questions.
ReplyDeleteOne of my favorite cooperative learning strategies is Numbered Heads/Jeopardy for review purposes. Students all work individually and with their peers. When a problem comes up, students are required to take 2-3 minutes (depending on the problem) to work on the problem individually in their notebooks, then they get 1-2 minutes to talk to their peers, share out their answers and agree on a final answer. Finally I call on one student #1-4, and that student from each table is required to write the answer on the whiteboard in a 30sec-1 min time limit. Then they all out their boards up, and those who were correct get the points. Students really get into this because its a game, and I really love seeing them talk to one another during the second part where they collaborate!
ReplyDeleteI enjoy another Kagan structure, Quiz-Quiz-Trade. After taking Cornell notes and annotation with questions, students choose one question to quiz their classmates. They walk around quizzing one another and trading questions for several minutes to review material.
ReplyDeleteI have been incorporating more of the Kagan Strategies that I have learned through my classroom observations and our pd meetings. We tried quiz,quiz, trade a couple of days ago and the students really enjoyed it. Students were engaged and they all got the questions correct so I feel that it was a success. Thanks Ms. Mendez for that strategy.
ReplyDeleteYay I am glad to hear more success with Kagan strategies :)
DeleteOne of my best practices is the ticket out procedure. At the end of each class, each student gets a sticky note. On the projector, I post 1 or 2 questions or sentence frames that students have to answer on the sticky note and post on the ticket out board. The questions can range from getting to know the students, asking questions( I can see if most of a class has a question), saying things they learned (gauging their understanding), to making evidence based arguments (count how many students can successfully accomplish a scientific practice). It only takes 5 minutes to get a sense of how the class is doing and I can plan accordingly.
ReplyDeleteI use Numbered Heads Together, a Kagan procedure, to get pairs, then tables of 4, sharing info and ideas. With a spinner, I select a table and one student at that table to share out the answer that the table voted their best.
ReplyDeleteI recently started doing exit ticket with my kids, and I noticed that they were helping each other complete the task. It was nice to see them helping each other and to check whether they understood the lesson or not. I was excited that they can actually make a table of values and translate that into a graph.
ReplyDeleteDoing some sort of exit ticket/check of where students are when they leave your class is an excellent idea. Many times we forget that it is about what the STUDENTS have learned not what the EDUCATORS have taught. Thanks for having the courage to check where your students are by the end of your class. And congrats that when you did it you had a positive result!
DeleteI find that think, pair, share is a great way to get students speaking to each other academically. By modeling a potential conversation, buddying students and having them work with that buddy more than once and allowing students to discuss a broad range of topics, they receive socialization skills within the boundaries of the activity.
ReplyDeleteMake sure to model! Without confines, this activity can lead to chaos!
I like to have my students work individually on simple questions that lead to bigger questions, that way when they get to work in cooperative groups they all feel like they can contribute no matter how large or small the contribution is. I encourage wrong answers, and ask students to help each other solve a problem or correct mistakes.
ReplyDeletecooperative groups is the key to a great learning environment. i try to group students by different grade levels and cognitive skills so i can have all students engage in the discussion.
ReplyDeleteAfter recently attending the Kagan PD, I know that I am not doing an cooperative learning strategies. I was doing Think Write Pair Share's quite a lot in the beginning of the year, but after learning about Kagan strategies, I am seeing where to make improvements on the structure.
ReplyDeleteI often put my student in groups to work on math problems. I then call on different groups to explain their answers. The groups get points for correct answers. I often tell the students to learn and share as much information as possible in their groups to learn the material. I tell them when they take the quiz they will not be in groups but working individually and group time is not fun time.
ReplyDeleteI think the KAGAN strategy "Rally Robin" works really well. The students are presented with a question, and the students work in pairs and have to go back and forth giving only one word responses as it relates to the question. The students are not allowed to opt out because if they do the other student has been trained not to move on until their fellow student responds. It challenges the students to respond to really high level questions in one succinct answer.
ReplyDeleteI know that this strategy is successful when I observe the students engagement and also when I see each student working hard at giving the appropriate response.
My most successful strategies have been quiz-quiz-trade and jigsaws with gallery walks. The students like having the opportunity to get up and move around the classroom, particularly in the block period. I know this is successful when students are having conversations/discourse using academic language.
ReplyDeleteI have each seat and table numbered. I give certain numbers different roles and jobs during group work. This keeps everyone accountable in group activities.
ReplyDeleteOne of my favorite cooperative learning activities in PE is having the students race using the skiis. 5-6 students have to work together, communicate to move simultaneously. If they can't work together they don't move. If they don't listen to each other, they don't move. It's a great way to teach them the skills needed for teamwork. Success is in making it all the way across the gym.
ReplyDeleteThink Pair Share is a great strategy I use. I find students collaborating using academic language, conversing about the topic assigned.
ReplyDeleteThe strategy is not mine. I began using the Kagan structures in my warmups this year. The Kagan structures help me to monitor who is writing, who communicates well or not, and I can tell who is using academic language or not.
ReplyDeleteI've recently attempted an exercise where I've presented the final product in front of the students (in this case, colored dye that has successfully traveled through a celery stalk), and had the students attempt to explain how this happened on a large post-it poster (using only previous knowledge). The structure of the exercise was similar to one which we performed during one of the PD meetings; where we each used a different color marker to show our responses, adding to any of the responses where possible. I then went through an instructional portion of the lesson, where the students discovered the actual mechanism that made this process possible. The students then returned to their poster, and attempted to describe the process again (using the bottom half of the poster), applying what they had just learned. The students were very engaged, constantly feeding off of each others ideas.
ReplyDeleteI number the seats and then "call cards" (cards have the seat numbers on them) when we are completing individual or group activity in order to share out, as a strategy to
ReplyDeleteA) make sure all students are prepared
B) make sure all students participate
I know it is successful because when I get the cards out the students start frantically preparing in case THEY are the one called on.
One of the strategies I have been using with my students is the Rally Coach from Kagan. I really enjoy this method because it encourages students to speak to their fellow classmates as well as verbalize the mathematical process using content vocabulary. It also breaks the monotony of lecture and independent work.
ReplyDeleteI have a ticket out the door I use and it has the following on it:
ReplyDeleteI learned________
I liked________
I wish_________
vocabulary word N definition I learned today__________________
In groups of four then I let them select on their own who is the scribe,presenter,illustrator and the leader to then rotate on the next group assignment
ReplyDeleteI use a reflection writing piece at the end of group activities. The reflection piece includes questions about students thoughts on the activity, their group members, their role, and about the concept mastered. I then use the reflections to restructure the next cooperative learning activities.
ReplyDelete