Week 3 - Assignment 3A - Cooperative Learning

Cooperative learning

Cooperative learning is effective for all types of students, including academically gifted, English language learners (ELLs) because it promotes learning and fosters respect and friendships among diverse groups of students. In fact, the more diversity in a team, the higher the benefits for each student. Peers learn to depend on each other in a positive way for a variety of learning tasks.  Students typically work in teams of four. This way, they can break into pairs for some activities, and then get back together in teams very quickly for others. It is important, however, to establish classroom norms and protocols that guide students to: Contribute, Stay on task, Help each other, encourage each other, share, solve problems, give and accept feedback from peers.

As a Spanish teacher I can see how beneficial is cooperative learning for any student learning a second language because these activities promote peer interaction, which helps the development of language and the learning of concepts and content. For writing in Spanish these activities are really helpful because students can help each other and learn from others.

I will form the groups according to the activity and I will have a mixture of heterogeneous and homogeneous groups.  The heterogeneous groups can have students who are struggling with the concept and advanced students.  It is a great opportunity to mix the students.  It is a diverse group. On the other hand, the homogeneous groups are formed with students who show same ability, interest and friendship. There is a variety of configuration available.  I will do the following:Cooperative learning is effective for all types of students, including academically gifted, English language learners (ELLs) because it promotes learning and fosters respect and friendships among diverse groups of students. In fact, the more diversity in a team, the higher the benefits for each student. Peers learn to depend on each other in a positive way for a variety of learning tasks.  Students typically work in teams of four. This way, they can break into pairs for some activities, and then get back together in teams very quickly for others. It is important, however, to establish classroom norms and protocols that guide students to: Contribute, Stay on task, Help each other, encourage each other, share, solve problems, give and accept feedback from peers.

As a Spanish teacher I can see how beneficial is cooperative learning for any student learning a second language because these activities promote peer interaction, which helps the development of language and the learning of concepts and content. For writing in Spanish these activities are really helpful because students can help each other and learn from others.

I will form the groups according to the activity and I will have a mixture of heterogeneous and homogeneous groups.  The heterogeneous groups can have students who are struggling with the concept and advanced students.  It is a great opportunity to mix the students.  It is a diverse group. On the other hand, the homogeneous groups are formed with students who show same ability, interest and friendship. There is a variety of configuration available.  I will do the following:

Whole group: For this group configuration I will use the activity called choral response TPR. Students have in front of them a sheet with pictures of the vocabulary that they learned.  As the teacher say each word, the students touch it on their sheet.  The teacher say the words in order or randomly.  Then, the teacher points to the pictures without speaking and the students say the words.  This activity is based on the following multiple intelligences: V/L (Verbal/Linguistics), V/S (Visual/Spatial), B/K (Bodily/Kinesthetic).

Small group: For this group configuration I will use the activity called: “Sequencing”.  Students work in group of 4 to sequence sentence strips in the right order.  First they need to form complete sentences, then sequence the sentences in order to form a story.  More than one version of the story may be possible.  Each students begin with ¼ of the strips.  This activity is based on the following multiple intelligences: V/L (Verbal/Linguistics), L/M (Logical/Mathematical), Inter (Interpersonal).

Peer pairs: For this group configuration I will use the activity called “Mix-n-Match”.  Each student have a card with half sentence on it.  They move around the room and pair up.  They read each other’s card and decide if they have a pair on not.  If they think they have a pair, they will write the whole sentence in a paper and they will stand still and put their hands up.  When all the students have their hands up, they quickly swap cards.  They will do this lots of times and start again. This activity is based on the following multiple intelligences: V/L (Verbal/Linguistics), L/M (Logical/Mathematical), Inter (Interpersonal), and B/K (Bodily/Kinesthetic).

Individual design: For this one, I will give the students a worksheet with all the words that we have been learning and they need to try to answer all the questions by themselves.  Before the class ends I will give them the correct answers to the worksheet. This activity is based on the following multiple intelligence: L (Linguistics).

                      

Cooperative learning strategies have been demonstrated as an effective way to differentiate instruction.  This type of differentiation demonstrates to students the acknowledgement of their individual needs and that teachers are willing to adapt the classroom to help students learn in the best environment possible (Marzano et. al 2001). 

References

Gregory, G.H., & Chapman, C.M (2007). Differentiated Instructional Strategies: One Size Doesn’t Fit All 2^nd edition.  Corwin Press A Sage Public Company.

Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision & Curriculum Development.