Cooperative Learning
When students are provided with opportunities to interact with each other in a variety of ways their learning is enhanced. These activities support the ideas that there should be a variety of criteria to group students; that there should be formal, informal and base groups and that the size of learning groups should be continually monitored.
Making Words
Strategy #: 26
Grade Level: primary through secondary
Materials: specific set of letters for each student, large set of letters for teacher, sentence strip chart
Procedures:
1. Using a specific set of letters (i.e., a, c, h, r, s, t), students make approximately 15 words beginning with two-letter words and progressing to three, four, and five-letter words until the final “mystery word” is made (i.e., scratch).
2. After students have identified the letters and laid them all out, the teacher gives directions to make two-letter words.
3. After one word has been constructed, the teacher selects one student who was correct to spell the word with the large set of letters on the chart.
4. The teacher continues to guide students through the lesson by directing them to make words with their letters. The last word includes all of the letters that a student has been given for the lesson.
Purpose: To provide the student with word recognition and vocabulary practice, as well as phonics. Making words has many purposes, but they are all to help the student improve reading and writing skills. It also helps students with discovery skills, as they are trying to create the words on their own at first.
Source:
Vaughn, S. & Bos, C. S. (2012). Strategies for teaching students with learning and behavior problems. Boston, MA: Pearson Education, Inc.
Grade Level: primary through secondary
Materials: specific set of letters for each student, large set of letters for teacher, sentence strip chart
Procedures:
1. Using a specific set of letters (i.e., a, c, h, r, s, t), students make approximately 15 words beginning with two-letter words and progressing to three, four, and five-letter words until the final “mystery word” is made (i.e., scratch).
2. After students have identified the letters and laid them all out, the teacher gives directions to make two-letter words.
3. After one word has been constructed, the teacher selects one student who was correct to spell the word with the large set of letters on the chart.
4. The teacher continues to guide students through the lesson by directing them to make words with their letters. The last word includes all of the letters that a student has been given for the lesson.
Purpose: To provide the student with word recognition and vocabulary practice, as well as phonics. Making words has many purposes, but they are all to help the student improve reading and writing skills. It also helps students with discovery skills, as they are trying to create the words on their own at first.
Source:
Vaughn, S. & Bos, C. S. (2012). Strategies for teaching students with learning and behavior problems. Boston, MA: Pearson Education, Inc.
Reciprocal Teaching
Strategy #: 27
Grade Level: 3rd and above
Materials: reading passages, groups of four
Procedures:
In reciprocal teaching, students are each assigned a role in a group of four. The roles are: predicting, summarizing, questioning, and clarifying. Students are given a passage to read and then asked to perform their tasks.
What it looks like in the classroom:
Student 1: Well, I’m going to make a prediction about this passage on mummies. It looks like we will be reading about where mummies can be found, because there is a map of the world in that picture.
(Students will read the passage out loud together)
Student 2: So that passage was about mummies and how they are found in tombs in different places around the world, and not just Egypt. They can be found in South America, North America, Africa, and Asia.
Student 3: My question now is where in those countries could mummies be found? It seems like they wouldn’t be in regular, every day places, but are they all in tombs? I don’t think we have a lot of tombs in America.
Student 4: Well, in this paragraph it mentions that some mummies are in tombs, and some are in different types of burial grounds. It doesn’t say where exactly they would be found, but I would think they would be more in rural areas instead of cities and every day places.
Students read the passage, complete their roles, and then continue to the next passage. The teacher also can allow students to switch roles so students get the opportunity to complete more than one role. This strategy allows students to “play the teacher” and come to understand what they are reading in more depth.
Purpose: This strategy helps with comprehension because each person has a job to do and must stay alert while reading together, and each role is important to understanding the passage.
Variation for early elementary/those struggling with generating appropriate questions:
1. Provide question words written on 3" by 5" index cards – who, what, where, when, why, how.
2. Place cards face down in the middle of the group.
3. Have students draw one question card each from the pile and try to think of a question that begins with the
word written on their cards.
4. Students can alternate drawing cards from the pile if they get stuck and cannot think of a question on their own.
Source:
· S. Palincsar and A. L. Brown, “Interactive Teaching to Promote Independent Learning from Text,” The Reading Teacher 39 (1986): 501–514.
Word Splash
Strategy #: 28
Reading component: Vocabulary/Comprehension
Related Standard(s) of Learning: 1.7, 2.6, 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
This before-reading strategy introduces students to key vocabulary, allowing them to access prior knowledge of the topic. Students are asked to sort words into categories, justifying their placement based on prior knowledge. Students make predictions based on what they know from the introduced vocabulary words, which can be confirmed as the story or article is read. This strategy works especially well with nonfiction text.
Strategy procedure
1. Using an overhead transparency, chart paper, or chalkboard, display 6-10 unusual or unfamiliar words from the text, splashing the words around the title of the story or article.
2. Read aloud with the students as you point to each word.
3. Ask the students to work with partners or in teams. Students should classify the words into groups, justifying why certain words might go together.
4. Have students share their groupings and reasons with the class.
5. Have the students make predictions about the text based on the words in the Word Splash.
6. Students should read the text silently, either in its entirety or in chunks. Have them confirm and/or revise their predictions based on what they have read.
Source: Adapted from Dorsey Hammond's Key Word Strategy.
http://www.washoe.k12.nv.us/docs/office-staff-development/mentoring-induction/Helpful_Hints/33._WORD_SPLASH_attachment_-_Generic_Directions.pdf
See Lesson 1, Click here
Reading component: Vocabulary/Comprehension
Related Standard(s) of Learning: 1.7, 2.6, 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
This before-reading strategy introduces students to key vocabulary, allowing them to access prior knowledge of the topic. Students are asked to sort words into categories, justifying their placement based on prior knowledge. Students make predictions based on what they know from the introduced vocabulary words, which can be confirmed as the story or article is read. This strategy works especially well with nonfiction text.
Strategy procedure
1. Using an overhead transparency, chart paper, or chalkboard, display 6-10 unusual or unfamiliar words from the text, splashing the words around the title of the story or article.
2. Read aloud with the students as you point to each word.
3. Ask the students to work with partners or in teams. Students should classify the words into groups, justifying why certain words might go together.
4. Have students share their groupings and reasons with the class.
5. Have the students make predictions about the text based on the words in the Word Splash.
6. Students should read the text silently, either in its entirety or in chunks. Have them confirm and/or revise their predictions based on what they have read.
Source: Adapted from Dorsey Hammond's Key Word Strategy.
http://www.washoe.k12.nv.us/docs/office-staff-development/mentoring-induction/Helpful_Hints/33._WORD_SPLASH_attachment_-_Generic_Directions.pdf
See Lesson 1, Click here
Read- Pair- Share
Strategy #: 29
Reading component: Comprehension
Related Standard(s) of Learning: 6.4, 6.5, 7.5, 7.6, 8.5, 8.6
Overview of the strategy
The Read-Pair-Share strategy, based on the work of Larson and Dansereau, is based on the idea that readers summarize and clarify more easily with peer support. Summarizing helps students demonstrate literal comprehension, and clarifying helps students ask and answer questions about text.
Strategy procedure
1. Choose a text on the instructional level of the students. Divide the text into portions, and mark the places where students will pause to discuss. Distribute the text to the students.
2. Divide students into partners; if there is an odd number, partner with a student who may need additional support. Assign one student in each pair to be the summarizer and the other to be the clarifier.
3. Model the procedure with the first portion of the text, using a strong student to be your partner: the students read a portion of the text silently and then pause to summarize and clarify. The summarizer restates the important ideas briefly while the clarifier listens and asks clarifying questions. Then the clarifier adds any important information that may have been omitted.
4. Have the student pairs continue reading and pause to summarize and clarify. After several portions have been discussed, have the students switch roles. Have students continue until the text has been completed.
5. Students might also draw, chart, diagram, or summarize the entire selection collaboratively or individually to demonstrate comprehension of the text as a whole.
Source
· C. Larson and D. Dansereau, “Cooperative Learning in Dyads,” Journal of Reading 29 (1986): 516–520.
Reading component: Comprehension
Related Standard(s) of Learning: 6.4, 6.5, 7.5, 7.6, 8.5, 8.6
Overview of the strategy
The Read-Pair-Share strategy, based on the work of Larson and Dansereau, is based on the idea that readers summarize and clarify more easily with peer support. Summarizing helps students demonstrate literal comprehension, and clarifying helps students ask and answer questions about text.
Strategy procedure
1. Choose a text on the instructional level of the students. Divide the text into portions, and mark the places where students will pause to discuss. Distribute the text to the students.
2. Divide students into partners; if there is an odd number, partner with a student who may need additional support. Assign one student in each pair to be the summarizer and the other to be the clarifier.
3. Model the procedure with the first portion of the text, using a strong student to be your partner: the students read a portion of the text silently and then pause to summarize and clarify. The summarizer restates the important ideas briefly while the clarifier listens and asks clarifying questions. Then the clarifier adds any important information that may have been omitted.
4. Have the student pairs continue reading and pause to summarize and clarify. After several portions have been discussed, have the students switch roles. Have students continue until the text has been completed.
5. Students might also draw, chart, diagram, or summarize the entire selection collaboratively or individually to demonstrate comprehension of the text as a whole.
Source
· C. Larson and D. Dansereau, “Cooperative Learning in Dyads,” Journal of Reading 29 (1986): 516–520.
Cooperative Reading Activity
Strategy #: 30
Reading component: Comprehension
Related Standard(s) of Learning: 6.5, 7.6, 8.6
Overview of the strategy
The Cooperative Reading Activity (CRA), developed by Opitz, is based on the idea that students can effectively divide a reading, share ideas in a bulleted list, and report to the group. Individual reading is
required, but discussion and decision about the importance of details relies on consensus among group members. Note taking is stressed.
Strategy procedure
1. Choose and distribute a text on the independent reading level of students that can be divided into sections. Subheadings and a strong introduction are helpful. If there is an introduction, read it aloud to the entire class.
2. Divide the class into the number of groups that corresponds to the number of sections in the text. Provide each student with a 5-by-8 card and each group with a piece of chart paper. Assign each group a section of the text to read either individually or as a group.
3. Instruct each student to record major points on his/her card individually during or immediately after reading the section.
4. Instruct the groups to write the subheading of their section on the chart paper and to list the major points underneath. The major points must be discussed because consensus must be reached among group members about the points to go on the chart.
5. Instruct each group to present its findings to the class as a whole. Note taking during these presentations is recommended if the class is to be held accountable for understanding the entire text.
Source
· M. Opitz, “The Cooperative Reading Activity: An Alternative to Ability Grouping.” The Reading Teacher, 45 (1986): 736–738.
Reading component: Comprehension
Related Standard(s) of Learning: 6.5, 7.6, 8.6
Overview of the strategy
The Cooperative Reading Activity (CRA), developed by Opitz, is based on the idea that students can effectively divide a reading, share ideas in a bulleted list, and report to the group. Individual reading is
required, but discussion and decision about the importance of details relies on consensus among group members. Note taking is stressed.
Strategy procedure
1. Choose and distribute a text on the independent reading level of students that can be divided into sections. Subheadings and a strong introduction are helpful. If there is an introduction, read it aloud to the entire class.
2. Divide the class into the number of groups that corresponds to the number of sections in the text. Provide each student with a 5-by-8 card and each group with a piece of chart paper. Assign each group a section of the text to read either individually or as a group.
3. Instruct each student to record major points on his/her card individually during or immediately after reading the section.
4. Instruct the groups to write the subheading of their section on the chart paper and to list the major points underneath. The major points must be discussed because consensus must be reached among group members about the points to go on the chart.
5. Instruct each group to present its findings to the class as a whole. Note taking during these presentations is recommended if the class is to be held accountable for understanding the entire text.
Source
· M. Opitz, “The Cooperative Reading Activity: An Alternative to Ability Grouping.” The Reading Teacher, 45 (1986): 736–738.
Zooming In and Zooming Out
Strategy #: 31
Reading component: Comprehension
Related Standard(s) of Learning: 6.5, 7.6, 8.6
Overview of the strategy
The Zooming In and Zooming Out (ZIZO) strategy was developed by Harmon and Hedrick primarily to enhance concept development in social studies texts, but in general, it works well with concept-laden
informational texts. It involves a two-part framework — one part for situating the concept in its larger picture (ZO) and the other for taking a close look (ZI). The ZI part contains three components: 1) identifying the concept, 2) ranking important information about the concept, and 3) listing unrelated or improbable expectations related to the concept (non-examples). The ZO part also contains three components: 1) identifying similar concepts, 2) identifying related concepts or events, and 3) summarizing.
Strategy procedure
1. Choose an informational text that introduces one important concept. The text should be on the instructional reading level of students. Write the concept on the board, and activate students’ background knowledge about it by brainstorming with the class as a whole and listing their responses on the board.
2. Distribute the text, and assign students to read it with partners or individually. Instruct students to highlight or list new information learned while reading.
3. Revisit the brainstormed list to add new information and correct any misconceptions. Model how to differentiate important ideas on the list from less important ones.
4. Assign students to small groups to come to consensus about which three ideas are the most important and which three ideas are the least important. Revisit the brainstormed list to identify the most important and least important ideas, as determined by the small groups.
5. Distribute and display on the overhead the ZIZO Frame graphic organizer (see next page). Write the concept in the center, and list the most important and least important ideas in the appropriate spaces.
6. Discuss with students what the concept reminds them of, and record appropriate responses in the circle labeled “Similar to.”
7. Discuss with students the related ideas or concepts by prompting with, “You cannot discuss this topic without mentioning ___________________.” Record appropriate responses in the circle labeled “Related concepts.”
8. Discuss with students the non-examples by prompting with, “What does this concept not tell us?” or “What things would you not expect this concept to do?” List the appropriate responses in the box labeled “Nonexamples.”
9. Assign students to small groups again, and have each group come to consensus about a summary statement to share with the class.
10. Choose or synthesize the best summary statement(s) to record on the summary oval of the ZIZO Frame.
Source
· J. M. Harmon and W. B. Hedrick, “Zooming In and Zooming Out: Enhancing Vocabulary and Conceptual Learning in Social Studies,” The Reading Teacher 54 (2000): 155–159.
Reading component: Comprehension
Related Standard(s) of Learning: 6.5, 7.6, 8.6
Overview of the strategy
The Zooming In and Zooming Out (ZIZO) strategy was developed by Harmon and Hedrick primarily to enhance concept development in social studies texts, but in general, it works well with concept-laden
informational texts. It involves a two-part framework — one part for situating the concept in its larger picture (ZO) and the other for taking a close look (ZI). The ZI part contains three components: 1) identifying the concept, 2) ranking important information about the concept, and 3) listing unrelated or improbable expectations related to the concept (non-examples). The ZO part also contains three components: 1) identifying similar concepts, 2) identifying related concepts or events, and 3) summarizing.
Strategy procedure
1. Choose an informational text that introduces one important concept. The text should be on the instructional reading level of students. Write the concept on the board, and activate students’ background knowledge about it by brainstorming with the class as a whole and listing their responses on the board.
2. Distribute the text, and assign students to read it with partners or individually. Instruct students to highlight or list new information learned while reading.
3. Revisit the brainstormed list to add new information and correct any misconceptions. Model how to differentiate important ideas on the list from less important ones.
4. Assign students to small groups to come to consensus about which three ideas are the most important and which three ideas are the least important. Revisit the brainstormed list to identify the most important and least important ideas, as determined by the small groups.
5. Distribute and display on the overhead the ZIZO Frame graphic organizer (see next page). Write the concept in the center, and list the most important and least important ideas in the appropriate spaces.
6. Discuss with students what the concept reminds them of, and record appropriate responses in the circle labeled “Similar to.”
7. Discuss with students the related ideas or concepts by prompting with, “You cannot discuss this topic without mentioning ___________________.” Record appropriate responses in the circle labeled “Related concepts.”
8. Discuss with students the non-examples by prompting with, “What does this concept not tell us?” or “What things would you not expect this concept to do?” List the appropriate responses in the box labeled “Nonexamples.”
9. Assign students to small groups again, and have each group come to consensus about a summary statement to share with the class.
10. Choose or synthesize the best summary statement(s) to record on the summary oval of the ZIZO Frame.
Source
· J. M. Harmon and W. B. Hedrick, “Zooming In and Zooming Out: Enhancing Vocabulary and Conceptual Learning in Social Studies,” The Reading Teacher 54 (2000): 155–159.
Four Corners
Strategy #: 32
Purpose: : To stimulate student learning through movement and discussion.
Description: : Students will be presented with a controversial scenario. In each of the four corners of the classroom, an opinion about the scenario will be posted. Students will then express their opinion about the scenario by standing in front of one of four statements with students who share their same opinion.
Procedure:
Tell students that the school board has run out of money. The only way that they can keep Internet access in schools is to charge the students for using the school's Internet access.
After students report to their corners, have them work collaboratively to write the school board a letter convincing them of their point of view.
See Lesson 5, Click here
Source: Instructional Strategies for Engaging Learners http://its.guilford.k12.nc.us/act/strategies/Four_corners.htm
Purpose: : To stimulate student learning through movement and discussion.
Description: : Students will be presented with a controversial scenario. In each of the four corners of the classroom, an opinion about the scenario will be posted. Students will then express their opinion about the scenario by standing in front of one of four statements with students who share their same opinion.
Procedure:
- Generate a controversial scenario related to your topic of study.
- Formulate four divergent opinions related to the scenario. Post these on chart paper in the four corners of your classroom.
- Present the controversial scenario to your students.
- Ask students to move to one of the four corners. Students should move to the corner with the statement that most closely fits their opinion of the controversial scenario.
- Follow up by having students present a group summary of their opinion. This can be done through an oral presentation or by using a strategy such as an Opinion-Proof T-chart or a RAFT.
Tell students that the school board has run out of money. The only way that they can keep Internet access in schools is to charge the students for using the school's Internet access.
- Students should be charged .10 per minute for the total amount of time that they are online using the Internet. This would be payable on a weekly basis.
- Students should be charged a flat rate of $2.00 for each day that they use the Internet. Each day would come with unlimited access.
- Students should be charged a flat rate of $50.00 per year for unlimited access to the Internet.
- The school board should eliminate school access to the Internet.
After students report to their corners, have them work collaboratively to write the school board a letter convincing them of their point of view.
See Lesson 5, Click here
Source: Instructional Strategies for Engaging Learners http://its.guilford.k12.nc.us/act/strategies/Four_corners.htm
Inside-Outside Circles
Strategy #: 33
Basics:
- Need sufficient floor space
- No materials are needed, except student’s notes
Process:
- Put several people in a circle facing outward (more than 3).
- Put an equal number of people in an outer circle and have each one face one person in the inner circle.
- Give participants a prompt that encourages reflection or application of thinking.
- The inside person speaks first and then the outside person responds.
- After a few minutes of discussion, each outside circle person moves two places clockwise.
- Repeat steps 4-6 one or two more times depending on the size of the circles.
- You can also change the order of who talks or responds first.
When:
- I would use this strategy when my students need to get up and move around and I would use this when the students appear to get tired of group discussions. I would use this as another form of group discussion.
Sources:
Annenberg Institute for School Reform. (1998). Critical friends groups in action: Facilitator’s guide. Providence, RI: Brown University.
Australian Government Department of Education. (2006). My read. Retrieved August 28, 2006, from http://www.myread.org/index.htm
Chadwick, B. (2006). “The circle” and “grounding.” Retrieved April 2006 from http://www.managingwholes.com/power.htm
Gibbs, J. (2001). Tribes: A new way of learning and being together. Windsor, CA: Center Source Systems, LLC.
Johnson, d., Johnson, R., & Johnson-Holubec, E. (1993). Circles of learning: Cooperation in the classroom. Edina, MN: Interaction Book Company.
Kagan, S. (1992). Cooperative learning. San Clemente, CA: Kagan Cooperative.
ABC Conversations
Strategy #: 34
Basics:
Process:
When:
Sources:
Annenburg Institute for School Reform. (1998). Critical friends groups in action: Facilitator’s guide. Providence, RI:Brown University.
Buehl, D. (2006). Hearing “voices” as you read. Retrieved August 28, 2006, from http://wilearns.state.wi.us/apps/default.asp?cid=718
Chadwick, B. (2006). “The circle” and “grounding.” Retrieved April 2006 from http://www.managingwholes.com/power.htm
Elder, L., & Paul, R. (2002). Instructor’s manual for critical thinking tools for taking charge of your learning and your life. San Francisco: Foundation for Critical Thinking.
Lipton, L., Humbard, C., & Wellman, B. (2001). Mentoring matters: A practical guide to learning-focused relationships. Sherman, CT: MiraVia, LLC.
Basics:
- 15-20 Minutes
- Need: paper to record
Process:
- Form groups of three.
- Give each person a letter either A, B, or C.
- Person A is the Questioner, person B is the Respondent, and person C is the Scribe.
- In the first round, each performs his or her role
- In the second round, each performs a new role
- In the third round, each performs the role they have not yet had.
When:
- I would use this strategy with my students for Reading. It would be a great, organized way to discuss the book that we as a class are reading. It would ensure that every student got a chance to talk, to share their opinion, and process the book by having to answer specific questions about it.
Sources:
Annenburg Institute for School Reform. (1998). Critical friends groups in action: Facilitator’s guide. Providence, RI:Brown University.
Buehl, D. (2006). Hearing “voices” as you read. Retrieved August 28, 2006, from http://wilearns.state.wi.us/apps/default.asp?cid=718
Chadwick, B. (2006). “The circle” and “grounding.” Retrieved April 2006 from http://www.managingwholes.com/power.htm
Elder, L., & Paul, R. (2002). Instructor’s manual for critical thinking tools for taking charge of your learning and your life. San Francisco: Foundation for Critical Thinking.
Lipton, L., Humbard, C., & Wellman, B. (2001). Mentoring matters: A practical guide to learning-focused relationships. Sherman, CT: MiraVia, LLC.
Jigsaw
Strategy #: 35
Basics:
Process:
When:
Sources:
Aronson, E., Blaney, N., Stephin, C., Sikes, J., & Snapp, M. (1978). The jigsaw classroom. Beverly Hills, CA: Sage.
Bennett, B., Rolheiser, C. & Stevahn, L. (1991). Cooperative learning: Where heart meets mind. Toronto, Canada: Educational Connections.
Hertz-Lazarowitz, R., Kagan, S., Sharan, S., Slavin, R., & Webb, C. (Eds.). (1985). Learning to cooperate: Cooperating to learn. New York: Plenum.
Hill, S., & Hill, T. (1990). The collaborative classroom: A guide to cooperative learning. Portsmouth, NH: Heinemann.
Johnson, D., Johnson, R., & Johnson-Holubec, E. (1993). Circles of learning: Cooperation in the classroom. Edina, MN: Interaction Book Company.
Slavin, R. (1994). A practical guide to cooperative learning. Boston, MA: Allyn and Bacon.
Basics:
- Takes about 20-30 minutes
- This strategy can be as simple or as complicated as necessary
Process:
- Each group is formed with several members by lettering off: A, B, C, or D. Each person in the group has a particular part of the reading to become an expert on.
- Then all the A’s, B’s, C’s, and D’s meet as four new groups to read, discuss, or complete their part of the task. Direct people to four corners of the room to do their expert task.
- When the task is complete or material is learned, the experts return to their base group to share their part of the jigsaw.
When:
- I would use this strategy when we have a lot of necessary reading to do. If we need to cover a lot of pages in a textbook or read a big article, I would split it up into four different parts. Then each person would be assigned a part and when they get into their groups, they would share with the group what their reading was about. This way the students can receive all of the material and information without having to read the entire material.
Sources:
Aronson, E., Blaney, N., Stephin, C., Sikes, J., & Snapp, M. (1978). The jigsaw classroom. Beverly Hills, CA: Sage.
Bennett, B., Rolheiser, C. & Stevahn, L. (1991). Cooperative learning: Where heart meets mind. Toronto, Canada: Educational Connections.
Hertz-Lazarowitz, R., Kagan, S., Sharan, S., Slavin, R., & Webb, C. (Eds.). (1985). Learning to cooperate: Cooperating to learn. New York: Plenum.
Hill, S., & Hill, T. (1990). The collaborative classroom: A guide to cooperative learning. Portsmouth, NH: Heinemann.
Johnson, D., Johnson, R., & Johnson-Holubec, E. (1993). Circles of learning: Cooperation in the classroom. Edina, MN: Interaction Book Company.
Slavin, R. (1994). A practical guide to cooperative learning. Boston, MA: Allyn and Bacon.