Promotive Interaction: Students must empower each other by offering help, praise, feedback and resources. Accountability: Each student must accept responsibility for fulfilling his or her role, helping the team reach its learning goals. Soft Skills Instruction: Because students need to develop interpersonal skills to effectively work together, you should give lessons and activities about teamwork.
Group Processing: As a group, students should strategize how to meet their learning goals. These aspects work slightly differently depending on which type of cooperative learning you use. Formal Cooperative Learning Strategies Formal cooperative learning involves grouping students for a timeframe that lasts between a single class and a few weeks.
Here are four strategies to try: a. When creating a product in groups, consider monitoring student activity to give marks for: Openly communicating Actively helping each other Frequently giving constructive feedback Consistently working to complete individual tasks Placing this level of importance on proper group behaviour, your class should quickly learn the processes needed to complete team tasks. Play a Trust Game Playing trust games teaches the importance of teamwork and accountability — essential elements to the success of long-term learning groups.
Informal Cooperative Learning Strategies This style of cooperative learning involves creating groups that, between a few minutes and an entire class, work to achieve a shared and straightforward learning goal. Ask Divergent Questions As students with diverse learning styles fill the classroom, you can mold cooperative learning activities to their distinct aptitudes. Use the Jigsaw Method A favourite technique for many teachers, the jigsaw strategy encourages social interaction between groups and gives each student a defined role within his or her team.
Supplement and Expand New Concepts Launch an informal learning exercise to reinforce key concepts in your lessons. Hold Three Discussions per Activity Due to the sometimes-sporadic nature of informal cooperative learning activities, holding three discussions at set points can provide structure and keep students focused. These discussions are: Introductory-focused — After dividing students into groups of two, three or four, explain what questions they should answer or products they should produce.
Then, state elements of collaboration they should focus on, such as frequent feedback or finding resources for each other to use. Intermittent-focused — For longer activities, designate minute segments for each group member to work alone. For example, they can each read a different primary source. At the end of the segment, they can share their findings with each other and work to answer guiding questions. Closure-focused — Either in groups or as an entire class, give students a discussion topic that brings together seemingly-separate lesson elements. For example, students can spend five minutes discussing key takeaway points, applying them to past lessons.
Cooperative Base Group Strategies These groups last longer than formal cooperative learning teams, as members support each other while striving to reach ambitious learning goals over the academic year. Introduce Technology that Streamlines Collaboration Of the many ways to use technology in the classroom , some solutions bolster group productivity. To help base groups make the most of their time, consider giving brief tutorials about: Online brainstorming — There are websites students can use, such as MindMeister , to create clear and detailed mind maps faster than written ones.
Cloud-based word processing — Instead of exchanging documents for edits, students can use online word processing tools — such as Google Docs — to craft collaborative written assignments.
Educational games — There are many games focused on engaging students and addressing their trouble spots. For example, more than 13 million students use Prodigy — a curriculum-aligned math game. Designate Roles Working with students to designate unique roles ensures each group member has a purpose. Give a Pre- and Post-Task Test To gauge how well base groups are doing, give a each student a test before and after working together.
Limit Scaffolding Adjust the feedback and scaffolding you provide depending on where a base group is in a given project, allowing for greater student control and responsibility.
The Importance of Cooperative Learning in Mathematics - My Learning Springboard
Final Thoughts about Using Cooperative Learning in Your Class The principles and strategies in this guide can inform your approach to each type of cooperative learning and help you manage your classroom. You can anticipate seeing results outside of group scenarios, too. Marcus Guido Marcus is Prodigy's product marketing lead. This was helpful and I will share this article with others. Leave a Reply Cancel reply Your email address will not be published. About the Prodigy Blog Loved by more than , teachers and 30 million students, Prodigy is the world's most engaging math game and platform.
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Hardcover Engaging Mathematics Students Using Cooperative Learning
Flash Cards, Games, Math Centers. When students work with peers or in small groups, they are able to take risks and build confidence on a small scale before they present solutions to the whole class. Strategies include:. Teachers can use a variety of methods to gather information from the whole class or individuals that simultaneously allow them to assess individual and collective student understanding:.
Using Cooperative Learning to Teach Mathematics to Students with Learning Disabilities
This blog is part of a three post series on the importance of mathematical discourse from Curriculum Associates , a Getting Smart Advocacy Partner, and Dr. Download your free copy here. For more on mathematical discourse and Curriculum Associates, check out:. Stay in-the-know with all things EdTech and innovations in learning by signing up to receive the weekly Smart Update.
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