Collaborative Group Work
Scenario
Part 2
“Amy believed in collaborative learning…”
“Amy kept her desks in groups and used the arrangement to initiate student centered learning activities."
“George did not want to collaborate with any of his group members”.
“It was obvious that the children had never in groups, but Amy believed it would work”
“Amy believed in collaborative learning…”
“Amy kept her desks in groups and used the arrangement to initiate student centered learning activities."
“George did not want to collaborate with any of his group members”.
“It was obvious that the children had never in groups, but Amy believed it would work”
Collaborative group work
To counteract dominant or withdrawn behaviour in group situations Amy could use a form of grouping called cooperative learning. Cooperative learning is an example of the differing way students can gather information. Cooperative learning involves group members working together towards a common goal in which all members of the group has a “piece of the puzzle”. Therefore, the goal cannot be achieved unless all members of the group participate cooperatively in putting the “pieces of the puzzle” together. This process will inevitably foster a climate of friendship, caring and sharing in the classroom (Johnson 1985).
By incorporating group work in lessons, students of less ability can be placed with those of higher ability, providing opportunities for the distance between the two to be lessened.
By incorporating group work in lessons, students of less ability can be placed with those of higher ability, providing opportunities for the distance between the two to be lessened.
Tips for teaching students how to use cooperative learning, adapted from Vermette (1995):
|
Tips to help students with cooperative learning, adapted from Killen (2009).
|
Below is a Checklist for effective Cooperative learning
cooperative_learning_checklist.docx | |
File Size: | 93 kb |
File Type: | docx |
Cooperative learning activities/games
cooperative_learning_activities.docx | |
File Size: | 156 kb |
File Type: | docx |
How does this relate to the National Professional Standards for Teachers?
Professional Knowledge
Standard 1: Know students and how they learn.
Focus: Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Graduate: 1.5.1 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Focus: Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Graduate: 1.5.1 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Professional Practice
Standard 3: Plan for and implement effective teaching and learning
Focus: Establish challenging learning goals
Graduate: 3.1.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
Standard 4: Create and Maintain supportive and safe learning environments
Focus: Support Student Participation
Graduate: 4.1.1 Identify Strategies to support inclusive student participation and engagement in classroom activities.
Focus: Establish challenging learning goals
Graduate: 3.1.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
Standard 4: Create and Maintain supportive and safe learning environments
Focus: Support Student Participation
Graduate: 4.1.1 Identify Strategies to support inclusive student participation and engagement in classroom activities.