key 6: social skills kagan cooperative learning i don't even have any good skills... you know,...

KEY 6:SOCIAL SKILLS

Kagan COOPERATIVE LEARNING

I don't even have any good skills. . .

You know, like nunchuk skills, bow hunting skills, computer hacking

skills... Girls only want boyfriends who have great skills.

WHY SOCIAL SKILLS?

• Cooperative teams most likely fail for one of two reasons:1. The members lack the will to

work together.• Overcome by teambuilding at

the beginning and throughout their time together.

2. The members lack the skill to work together.• Overcome by development of

social skills.

57 SOCIAL SKILLS NEEDED FOR & DEVELOPED BY COOPERATIVE

LEARNING• 3 Basic Types of Social Skills

1. Group forming skills2. Basic group functioning skills3. Idea exchange skills

TEACHING SOCIAL SKILLS• Teach social skills as its own curriculum.• Embed social skills in daily instruction.– Students develop and strengthen their social

skills through daily use while in cooperative groups.

– “A social skills curriculum is embedded in cooperative learning structures.” (Kagan, 2009, p. 11.3)

5 STRATEGIES FOR FOSTERING SOCIAL SKILLS DEVELOPMENT

1. Structures and Structuring2. Roles and Gambits3. Modeling4. Reinforcement5. Reflection and Planning

1. STRUCTURES AND STRUCTURING

• Social skill are built into the steps of many structures.– Authentic practice of structures– Transfers to unstructured

interactions

• Structuring Within a Structure– Highlight the embedded social skills within a structure.– Name, Model, Remind, Reinforce

• Structuring for Accountability for a Social Skill– Hold students accountable for using particular skills.

2. Roles and Gambits

• Roles –assigned actions or tasks for students to fulfill

• Gambits – what students say or do to fulfill their roles– Gambits should always be

positive.

12 Social RolesRole Social Skill Description Gambit Example

1. Encourager Encouraging, Motivating

Encourage teammates to participate and do well.

“Let’s listen to Kip.”

2. Praiser Praising, Complimenting

Show appreciation for teammates’ ideas and contributions.

“Great idea.”

3. Cheerleader Celebrating accomplishments

Lead the team in celebrating individual accomplishments.

“Let’s all give Pedro a pat on the back.”“Smart! Smart! Smart! Brilliant!”

4. Gatekeeper Equalizing participation

Make sure everyone is participating about equally.

“That is very interesting, Rico. Deb, what’s your opinion?”

5. Coach Helping Coach teammates on solving a problem.

“Remember rule 2.” “Check number 5 again.”

6. Question Commander

Checking for questions Check if any teammates have a question.

12 Social RolesRole Social Skill Description Gambit Example

7. Checker Checking for understanding

Check to make sure everyone has learned the material.

“Let’s do one problem each while the team watches to make sure we all have it.”

8. Focus Keeper Staying on task Keep the team focused and on task.

“We haven’t done problem 3 yet.”

9. Recorder Recording ideas Record the team’s answers or ideas, or make sure they get recorded.

10. Reflector Reflecting on group progress

Lead the team in looking back on how well they worked together.

“How well did we stay on task? Did everyone participate?”

11. Quiet Captain Using quiet voices Keep the team’s volume level down.

“We’re getting too loud, let’s use our team voices.”

12. Materials Monitor Distributing materials Get and return team supplies. Lead the team clean-up

3. MODELING• Communicates to students exactly what a

social skill looks like and sounds like

• Teacher modeling• Model groups• Student model• Role-plays and simulations

4. REINFORCEMENT• Positive Reinforcement vs. Negative

Reinforcement and Punishment– Using positive reinforcement creates a more

positive learning environment. Use positive reinforcement liberally and negative reinforcement and punishment sparingly.

POSITIVE REINFORCEMENT• Types of Positive Reinforcement– Intrinsic rewards (feeling of pride, etc.)– Intangible extrinsic rewards (praise, attention,

etc.)• Praise should be genuine

– Tangible extrinsic rewards (prizes)

• Reinforcement should be frequent and immediate to be most effective.

5. REFLECTION AND PLANNING• Should occur about 1/3 of the way through the lesson, not

at the end.

• Types of reflection and planning– Teacher reflection questions– Team self-monitoring– Teacher observations– Teammate observer– Class observers– Team observers– Reflection forms– Reflection review and planning