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    Cooperative Learning

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    mrsfox
    The document discusses using Thinking Maps with cooperative learning strategies. It provides the foundations of cooperative learning research and models the use of a cooperative learning strategy. Students are more engaged when working correctly in cooperative teams. Thinking Maps can be built during any stage of a lesson in cooperative teams. Roles like map maker, manager, and motivator give students responsibility in their groups. Cooperative learning strategies like Map, Move, Map provide steps for groups to solve problems and check each other's work.

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    Attribution Non-Commercial (BY-NC)
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    Cooperative Learning

    Uploaded by

    mrsfox
    342 views19 pages
    The document discusses using Thinking Maps with cooperative learning strategies. It provides the foundations of cooperative learning research and models the use of a cooperative learning strategy. Students are more engaged when working correctly in cooperative teams. Thinking Maps can be built during any stage of a lesson in cooperative teams. Roles like map maker, manager, and motivator give students responsibility in their groups. Cooperative learning strategies like Map, Move, Map provide steps for groups to solve problems and check each other's work.

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    cooperative learning

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    The document discusses using Thinking Maps with cooperative learning strategies. It provides the foundations of cooperative learning research and models the use of a cooperative learning strategy. Students are more engaged when working correctly in cooperative teams. Thinking Maps can be built during any stage of a lesson in cooperative teams. Roles like map maker, manager, and motivator give students responsibility in their groups. Cooperative learning strategies like Map, Move, Map provide steps for groups to solve problems and check each other's work.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    342 views19 pages

    Cooperative Learning

    Uploaded by

    mrsfox
    The document discusses using Thinking Maps with cooperative learning strategies. It provides the foundations of cooperative learning research and models the use of a cooperative learning strategy. Students are more engaged when working correctly in cooperative teams. Thinking Maps can be built during any stage of a lesson in cooperative teams. Roles like map maker, manager, and motivator give students responsibility in their groups. Cooperative learning strategies like Map, Move, Map provide steps for groups to solve problems and check each other's work.

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    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    of 19

    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 Model the Use


    Welcome Foundations of of a
    and Cooperative Cooperative
    Agenda Learning Learning
    Research Strategy

    Share ideas Closure and


    and plan for expectations A Language for
    classroom for sharing Learning
    applications student work
    Chapter 5
    Pages 255 - 267
    You can use Thinking Maps for
    Curriculum and Lesson Planning.

    You have embedded Thinking


    Maps in other instructional
    You Have strategies.
    Integrated
    Thinking Maps You and your students construct
    Thinking Maps for a variety of
    for Effective applications in order to explain,
    Instructional revise, and synthesize ideas.
    Strategies
    Your students use multiple
    CHAPTER 5 Thinking Maps in collaborative
    team work.
    INSTRUCTIONAL
    STRATEGIES
    You use Thinking Maps
    independently across disciplines
    Page 233
    to encourage student meta-
    cognition, 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, Students are more actively
    closure and assessment. 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
    I
    Think
    Think

    I I
    Think
    Think
    Page 258 - 259
    COOPERATIVE LEARNING
    ROLES AND RESPONSIBILITIES
    Page 258 - 259
    Map Maker : 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 We could use 10%.
    convert % to decimals.

    We have to know that this We need some prior knowledge


    is a two step problem. about what a “tip” is.
    STEP THREE:
    Check previous groups’ work. Write a number
    sentence or create a strategy to solve the problem.

    Change Multiply Add the


    20% to a $44.00 by . tip to
    decimal. 20 $44.00
    STEP FOUR:
    Check previous groups’ work. Solve the problem.

    Change Multiply Add the


    20% to a $44.00 by . tip to
    decimal. 20 $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.

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