Cooperative & Collaborative Learning ActivitiesCompiled by Participants in the October, 2011 CTLT-CAST Workshop by Request

Workshop Participants Who Worked Collaboratively to Bring You this Slideshow

Peg Creasy, FCSTom Fuller, HSC

Jeremy Hawkins, KNRJason Ingram, CJS

Dae-Hoon Kwak, CJSAdrian Lyde, HSC

Connor Walters, FCSTracy Wehrle, CJS

Cooperative Learning Activities

“Cooperative learning is the methodology of choice for foundational knowledge (i.e., traditional knowledge) …. In cooperative learning the

instructor is the center of authority in the class, with group tasks usually more closed-ended (sic) and often having specific answers … “

SOURCE: http://www.wcer.wisc.edu/archive/cl1/cl/question/TQ13.htm

The Jigsaw0 Purpose: Allow students to become

expert in one aspect of topic and contribute expertise to overall assignment objective of assigned group

0 Instructions for Implementation0 After breaking into project groups, each

student is assigned one topic in which to develop expertise that contributes to the completion of the project.

0 Student joins topical group to share understanding and develop expertise.

0 Student rejoins project group to contribute expertise to completion of the project.

0Example(s) of Possible Uses: Students can work together to read a long or particularly difficult reading if it’s (1) divided into parts; (2) students each read one part; (3) then meet with others who read the same part to compare notes, and finally (4) meet with others who read different parts to share what they’ve learned and construct a shared understanding of the entire text.

Team-Pair-Solos

0 Purpose: To allow students to work on problems that they could not solve themselves initially

0 Instructions for Implementation: Place students in a group in which they work to solve a particular kind of problem (e.g. determining the volume of a cylinder). That group then breaks down into pairs where they work to solve the same kind of problem. Finally, they work individually, to save the same kind of problem.

0 Example of Possible Uses: When students come to a major class less prepared than you anticipated or would like to solve problems in a required area (e.g. math or chemistry), they can work this way to help each other “re-learn” or “refresh” what you had hoped would be “prior knowledge.”

Numbered Heads Together

0 Purpose: Allows students to take more responsibility for their own learning and to learn from one another

0 Instructions for Implementation: Put students into groups and assign them each a number. Provide content for them to learn. Then teacher randomly chooses a number and asks each group a question about the topic. The person whose number was called must be able to thoroughly answer the question.

0 Examples of Possible Uses: In Criminological Theory, provide the class with three criminological theories to discuss amongst their groups. Then pose a criminal behavior scenario and then choose a number and have them have the students with those numbers explain which theory fits the situation and why.

Collaborative Learning Activities

“Collaborative learning is connected to the social constructionist’s view that knowledge is a social construct …. With collaborative learning the

instructor abdicates his or her authority and empowers the small groups who are often given more open-ended, complex tasks.”

SOURCE: http://www.wcer.wisc.edu/archive/cl1/cl/question/TQ13.htm

Guided Reciprocal Peer Questioning

0 Purpose: Generate discussion among student groups about a specific topic or content area

0 Instructions for Implementation0 Faculty conducts a brief lecture 0 Students assigned generic question

stems0 Students then develop own questions

about topic0 Break students into groups where at

least one of each student’s questions is answered through group consensus.

0 What is the main idea of...? 0 How does...affect...? 0 Explain why...? 0 Explain how...? 0 What conclusions can I draw about...? 0 What is the difference between... and...? 0 How are...and...similar? 0 How would I use...to...? 0 What are the strengths and weaknesses

of...?

0 Examples of Possible Uses: 0 This approach could also be

used to conduct a discussion of an assigned reading, video clip, etc.

Thinking Aloud Pair Problem Solving (TAPPS)

0Purpose: foster shared understanding and listening skills

0 Instructions for Implementation:0 Pair students; assign “listener”

and “problem solver” roles. 0 Problem solver assigned task;

verbalizes steps/solutions to the problem

0 Listener follows steps/solutions and identifies errors or omissions, if any

0 Example(s) of Possible Uses: In a Clothing Construction class*, explain the process for making a button hole. Have students find partners and select roles (listener/problem-solver). The problem-solver tells the listener how to make a button hole. The listener follows the problem-solver’s instructions, asking questions or indicating when s/he is having a problem until (ideally) s/he has created a button hole. Switch roles. Repeat process.

NOTE: Claire made this one up; don’t blame your colleagues in FCS if it’s not a good example!

Collaborative Writing

0 Purpose: Prepare students to participate effectively in project teams. Students use their own strengths but also learn other skills from their team members.

0 Instructions for Implementation: Allow students to pick a topic. Have them assign each other to specific tasks based on their strengths. Provide opportunities for peer review of each other’s work. Self reflect on their own work.

0 Example(s) of Possible Uses: Technical Reports, Audit Reports, Informational Documents, Procedures, Policies, Training programs

Structured Problem-Solving

0 Purpose: “Become familiar with problem solving strategies, improve communication skills, and reinforce their interdependence with other group members.”

0 Instructions: Mini-lecture, Assign small groups a problem to solve based on the lecture, Instructor monitors progress, groups share w/ each other, discuss as class, write up a report.

0 Examples: Police Patrol Strategies. Lecture on different patrol types. Give students a problem (e.g., crime alerts at ISU), in groups have them devise a patrol strategy to address crime, share with other groups & present to class, write up “proposal”

Read Around Groups

0 Purpose: To help students identify characteristics of well-written papers.

0 Instructions: Form groups, read multiple sets of student papers, rate each paper to identify best, based on selections groups identify characteristics of good papers (with aid of professor).

0 Examples: 1. Write a 2 page paper on Baumrind’s four parenting styles. Use read around groups to assist them in writing skills and familiarize themselves with different parenting styles. 2. Case studies

Structured Academic Controversies

o Purpose: To utilize complex reasoning skills, higher quality decision making, increased motivation and energy to take action

o Implementation: Students will prepare a position on an issue, evaluate strengths and weaknesses on both sides of an issue, synthesize information, and reach consensus through debate

o Examples: Capital Punishment, Plea Bargaining, Probation Punishment vs. Rehabilitation? Break class into groups and pair off students within the groups. Pose the issue and assign them a pro/con position with research materials to support their position. They present their argument/information then the opposing side does the same. Afterward each group discusses what was presented on the apposing side and then debates that apposing position. At the end, they discuss as an entire group and come up with a consensus view.

Team-Pair-Solos

0 Purpose: To allow students to work on issues that they could not do themselves initially

0 Instructions for Implementation: Place students in a group in which they discuss a problem or concept. That group then breaks down into pairs where they work on the same or relate problem/concept. Finally working individually on the same problem/concept.

0 Examples of Possible Uses: 0 Racial Profiling (as a group), pairs (each area of problem, ex. Policing, courts,

etc.), individually (focus on that area in more detail, comprehending the problem/concept, understands the problem and how to approach making changes in that area)

0 Plea Bargaining (as a group), Pairs (take on a specific issue of the problem), individually (student understands the problem and how to approach making changes in that area)

Hope these are ideas you can use!

Questions?Ask a Colleague!

or call CTLT Associate Director, Dr. Claire Lamonica438-7695; cclamon@ilstu.edu