Sunday, January 28, 2018

Cooperative Learning


There are many ways to create cooperative learning in the classroom. However, it starts with establishing effective grouping of students. In this post I will discuss some elements of student grouping and how cooperative learning (by means of student grouping) allows for differentiation and increases student performance.
1.
A)    You can use grouping patterns to teach your grade level standards in the area of writing by:
Since I teach Kindergarten, I like to use a variety of flexible grouping throughout the day. This includes whole class, small groups, and partners. For Whole Group, I might have the students sit on the carpet, take out their whiteboards, I write a simple sentence using sight words or CVC words. (Ex. I see a cat.) For small groups, I might group them based on their skill level. I would use a sentence strip for lower groups to help them write a sentence, and for higher groups I would give them a writing prompt and asking them to write a sentence on their own using “Brave Writing” (sounding out words and writing them phonetically.) For partner writing, I would pair lower achieving students with higher achieving students to for added support while writing a sentence about a provided writing prompt.  
B)    In my classroom I used a variety of student group. I form each group, attaining a mixture of heterogeneous and homogeneous students. I use heterogeneous groups for small group reading, writing. These groups are formed based on the currents abilities and needs. The groups are often restructured as students group in skill level.

I used homogeneous groups for partner groups for think/pair/share activities and collaborative writing activities. These groups are formed by placing low achieving students with higher achieving students; special needs students are placed with patient higher achieving students; and English Language Learners are placed with multilingual higher achieving students. 
C)    Below are some examples of three groups configurations based on Gardner’s intelligence. The examples include: Small Group; Peer Pairs, and Individual Design:

For Verbal-Linguistic Intelligences, I would group them in small writing groups in which I would verbally direct them in their writing. 

For Visual-Spatial Intelligences, I would group them in pairs to use pictures, graphic organizers, and a sentence strip to aid them in their writing.

For Interpersonal Intelligence, I would have a whole group activity in which we as a class would write a shared writing. I would display visual aids, as well as conduct an open discussion, then have students discuss elements for a writing topic to share as I write their ideas on the whiteboard.

D)    Each of the grouping patterns that I have listed above reinforces the following Kindergarten content standards in writing:

1.0 Writing Strategies Students write words and brief sentences that are legible. 
Organization and Focus 1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events. 1.2 Write consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle). 1.3 Write by moving from left to right and from top to bottom. Penmanship 1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letters.

E)     Each group pattern facilitates meeting the Kindergarten content area standard in writing for each learner cluster by grouping them in a way that meets their specific learning style and need. Students are grouped in a manner that is designed to enhance their learning and aid them in meeting the educational objectives and goals.
2. Cooperative learning by means of student grouping allows for differentiation and increases student performance by: 
  • Increasing student achievement
  • Builds positive relationships among a diverse group of students
  • Helps develop learning skills and social skills
  • Increases retention.
  • Increases motivation
  • Students gain a higher self-esteem
  • Students have social support from their peers
  • Students have more on-task behavior
  • Students have a better attitude toward teachers and school


MAT 675 Week Four Assignment 4B

Takeway Tech Tools During my recent graduate course, MAT 675 Integrating Multimedia, I read the book Integrating Technology in the Cla...