Cooperative Learning

Focusing on Instructional Strategies

Using Thinking Maps with Cooperative Learning Strategies Chapter 5 Pages 255 - 267

Focusing on Cooperative Learning Objectives: •To discuss the foundations for Cooperative Learning •To model a Cooperative Learning strategy. Discuss the Foundations of Cooperative Learning Research

Welcome and Agenda

Share ideas and plan for classroom applications

Closure and expectations for sharing student work

Model the Use of a Cooperative Learning Strategy

A Language for Learning Chapter 5 Pages 255 - 267

You can use Thinking Maps for Curriculum and Lesson Planning.

You Have Integrated Thinking Maps for Effective Instructional Strategies CHAPTER 5 INSTRUCTIONAL STRATEGIES Page 233

You have embedded Thinking Maps in other instructional strategies. You and your students construct Thinking Maps for a variety of applications in order to explain, revise, and synthesize ideas. Your students use multiple Thinking Maps in collaborative team work. You use Thinking Maps independently across disciplines to encourage student metacognition, self-reflection, and

Page 255

THINKING MAPS AND COOPERATIVE LEARNING

Building Thinking Maps in cooperative teams can be done at any stage of a lesson: during the set or diagnosis, instruction, student processing, closure and assessment.

Students are more actively engaged when they work correctly in cooperative learning teams.

Working in teams allows students to orally discuss academic content as they choose essential ideas and concepts to go in their maps.

Page 257

THINKING MAPS AND COOPERATIVE LEARNING

Discussion First

Individual Accountability •Different colored markers •Thinking chips •Roles and responsibilities

Page 256

THINKING MAPS AND COOPERATIVE LEARNING

I Think

I Think

I Think

I Think

COOPERATIVE LEARNING ROLES AND RESPONSIBILITIES

Page 258 - 259

Map Maker :

Page 258 - 259

The Map Maker is responsible for getting the materials and drawing the appropriate map. As the group develops their ideas, the Map Recorder is also responsible for writing down the group’s ideas.

Map Manager :

The Map Manager is responsible for managing the participation of the group. He/She makes sure that everyone has a chance to “play” or participate in the group discussion and that one person does not dominate the group.

Page 258 - 259

Map Monitor :

The Map Monitor makes sure that the Thinking Map is accurate. It is the Monitor’s responsibility to make sure that the map is drawn correctly and that it represents the correct thought process. (eg. adjectives and adjective phrases only are being used in the Bubble Map)

Map Motivator :

The Map Motivator’s job is to make sure that everyone in the group stays on task. The Motivator is also responsible for encouraging and praising the efforts of an individual or the group.

Page 258 - 259

Map MC (Master of Ceremonies) : The Map MC is responsible

for presenting the team’s ideas to a larger group (either the whole class or another team). He/She is not only responsible for sharing the information the group put on the map but also the thinking and discussions that took place as the group developed the map.

Map Mastermind :

The Map Mastermind’s job is to add a Frame of Reference to the Thinking Map the group has developed and then ask the group to reflect on its thinking. He/She should ask questions to encourage the group to think about their thinking: “How do we know what we know?” “Where did we get our information?” “What is our point of view” or “What is influencing our point of view?” “Why is this information important?”

Page 260

COOPERATIVE LEARNING STRATEGY MAP, MOVE, MAP

STEP ONE: Read the math problem and create a Brace Map identifying the parts of the problem.

STEP TWO: Check previous group’s work. Add a Frame of Reference and identify the mathematical thinking required to answer the problem.

We need to know how to convert % to decimals.

We have to know that this is a two step problem.

We could use 10%.

We need some prior knowledge about what a “tip” is.

STEP THREE: Check previous groups’ work. Write a number sentence or create a strategy to solve the problem.

Change 20% to a decimal.

Multiply $44.00 by . 20

Add the tip to $44.00

STEP FOUR: Check previous groups’ work. Solve the problem.

Change 20% to a decimal.

Multiply $44.00 by . 20

Add the tip to $44.00

20% = .20

$44.00

$44.00

.20

$8.80

$8.80

$52.80

STEP FIVE: Check previous groups’ work. Check the answer. $44.00 $8.80 $52.80

COOPERATIVE LEARNING STRATEGY

CLOSURE Take some time to meet by grade level or department in order to plan how you might use Cooperative Learning in your own classroom. Try to incorporate one of the strategies explained on pages 260-267. Save your students’ work and be prepared to share their examples at our next follow-up session.