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Lecture 7

CURS 4200U Lecture Notes - Lecture 7: Positive Interdependence, Cooperative Learning, Wu Xing


School
UOIT
Department
Education
Course Code
CURS 4200U
Professor
Diana Petrarcha
Lecture
7

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November 7, 2012
Group work is ineffective -> cooperative learning is key
Cooperative learning is complex
Positive interdependence -> sink or swim together
Five elements of cooperative learning
o Positive interdependence
o Individual accountability
o Face-to-face interaction
o Social skills
o Processing
Read Combined Grades Research
Week 7: November 5 and 7, 2012
Agenda, Resources and Teaching Strategies:
Tim
e
Age
nda
Item/
Topi
c
Teaching and Learning Strategy
Re
qu
ire
d
Re
ad
in
g
an
d/
or
Pr
ep
ar
ati
on
As
se
ss
me
nt
1:1
0 -
1:2
0p
m
3:1
0 -
3:2
0p
m
Re-
cap
and
over
view
of
day
Pick the Best Response -
Introduction activity - where the teacher asks students to all
select the best response based on previous days' lessons.
Questions that are numbered are presented to students. All
students participate by holding up number of fingers that
corresponds to the "correct" response.
Participa
tion in
previous
classes
Observati
on
- observe
for
correct
number
of fingers
from
students;
look for
general
misconce
ptions
that
might
require
additiona
l
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clarificati
on
1:2
0 -
1:5
0p
m
3:2
0 -
3:5
0p
m
(30
min
utes
)
Basi
c
Elem
ents
Jigsaw
Description
The jigsaw is a cooperative learning strategy that
provides opportunities for students to gain a variety of
perspectives and insights by participating in a
specialized group and then by sharing and integrating
what they learned in their “home” group. The jigsaw is
used to help students acquire an overview of a range
of material or opinions. It enables expertise to be
developed, recognized, and shared within a group and
encourages a high level of student participation. The
strategy may provide a review of previously learned
material or identify questions or problems within an
issue or topic. The jigsaw supports risk taking and the
development of interpersonal skills and abilities.
Method - The teacher:
• allows considerable time for students to understand
the process;
• organizes the learning materials in advance, sets
goals, outlines steps, and sets the time frame;
• may use the jigsaw strategy primarily in two ways:
(a) material is divided into sections, and each of the
numbered groups is assigned a section to learn,
explore, and then report to the home group;
(b) the class shares a common learning experience,
and the specialized groups take different approaches
in analysing or responding to this experience (e.g., by
creating a drama presentation, writing a poem, posing
a problem and presenting a possible solution for home
group discussion);
• assesses student learning through continual
observation and adjusts programming accordingly.
Considerations - The jigsaw:
• requires students to have experience in accurate
teaching of information to the home
group, and also requires the use of active listening
skills;
• requires the topic to be kept simple, if used for a
short time frame (e.g., 30 to 60 minutes);
• can be applied in a variety of contexts and across all
curriculum areas;
• works best when students have experience and skills
in working collaboratively;
• is useful for students who are shy or lacking
confidence;
• may be useful to help students who are developing
English as a second language;
• requires careful teacher monitoring and skilful
intervention.
Last
day's
reading
During
Expert
Groups
:-
Assess
learning
through
continu
al
observa
tion and
circulati
on;
- Ask
question
s
regardin
g
particul
ar key
points
in each
element
During
Home
Groups
: -
Assess
learning
through
continu
al
observa
tion;
only
address
question
s as
needed
After
Home
Groups
:
- Reveal
key
points
on
screen
for TCs
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