daily differentiation at tier 1 cooperative group learning · lab partners table groups ... 1....

Webinar Series: Daily Differentiation at Tier One - Webinar #2 - Cooperative Group LearningFeb. 12, 2019

@ 2019, Martha Kaufeldt, Scotts Valley, CA [email protected]

Cooperative Group Learning: Promoting Relationships,

Collaboration and Community

Presenter: Martha Kaufeldt, Scotts Valley, CAWebinar Series: Daily Differentiation at Tier One: Prevention Before Intervention

Webinar #2: Tuesday, February 12, 2019

Alaska Staff Development NetworkAlaska Council of School Administrators

Daily Differentiation at Tier 1▸The BEST intervention is prevention!

“The foundation of a successful system of intervention is

effective initial teaching.”

[See page 3]



Solution Tree has arranged for a 20% discount on these books.

○ BKF650 Best Practices at Tier 1-Elementary○ BKF651 Best Practices at Tier 1-Secondary

▸When purchasing online, the code to use on the Solution Tree website is Alaska20

▸ This code is now active and will work until April 1. DifferentiatedInstruction

Meaningful Curriculum &

Choices

Classroom Management

Collaboration

Multi-Modal Strategies

Pre- & Formative Assessments

Growth MINDSET

Brain-Friendly Environment

3. Learning cooperativelyOne of the most effective and well-documented instructional strategies is the formation of heterogeneous groups to accomplish academic tasks. Increase students’ chances of learning by giving them opportunities to work with partners and in small groups.

Classroom Instruction That Works“Best Practices”

© 2012, Martha Kaufeldt, Scotts Valley, CA 95066 www.beginwiththebrain.com



Cooperative Group Learning (CGL)Effect Size = Impact .20=Small Impact .50=Medium Impact .80-Large Impact

Has a proven track record for student achievement:▸ Increases discussion (ES .82)▸ Fosters collaboration as a 21st century skill,

as well as critical and creative thinking (ES .65)▸ Fosters positive peer relationships (ES .53)

Cooperative Group Learning

� Greater self-esteem among students� Higher achievement� Better retention of material� Increased social support� Improved collaborative skills� More positive attitudes toward school and teacher

(Johnson, Johnson, & Holubec, Cooperation in the Classroom, 1998; Ashman & Gillies, Cooperative Learning, 2003)

Social Interaction

▸ We learn better together in a safe environment.▸ Multiple interactions among students and with a

teacher helps facilitate understanding.

[Page 51]



Main Types of Cooperative Group Learning

FORMAL C-G-L

INFORMALC-G-L

Cooperative BASE Groups

Informal Cooperative Learning Groups

▸ Organized “on-the-fly” (ad-hoc partners/groups)

▸ Intersperse lecture/direct teaching with quick group/partner activities.

▸ Frequent opportunities to dialogue with peers increases retention.

▸ Creates inclusion among a variety of students.

Informal Cooperative Learning Groups

▸ Turn and Talk (Elbow/Shoulder Partner)▸ Think-Pair-Share▸ Colored sticks: match up▸ Four Corners▸ Say-and-Switch▸ Stand-Up, Hand-Up, Pair-Up▸ Jigsaw

Turn and Talk

1. Teacher poses a question, statement, issue, or prompt to the class.

2. Students turn to the student next to them and discuss.3. Students may clarify or elaborate and develop new

perspectives.

(Spencer Kagan, kaganonline.com)Elbow partner orShoulder partner.




Think – Pair - Share

1. Pose a question or challenge for individual reflection.

2. Ask students to pair up and discuss their thinking. Specify the time for each student to share.

3. Partners may share their thinking with another small group or the large group.

(McTighe & Lyman, “Cueing Thinking in the Classroom,” Educational Leadership, 1988)Or … Read–Pair–Share


Four Corners Prompts

1.Knowledge basedA. I don’t have a clue.B. I know some.C. I know a lot!D. I’ve got it!

2.Attitude cornersA. I do not like this.B. I like a few parts.C. I like most of it.D. I really like this and want to learn more!

3.Interest cornersA. I am rarely ever interested.B. I am occasionally interested.C. I am frequently interested.D. I am interested most of the time.

• Preassessment• Formative assessment

• Opinion

• Interests

Say and Switch1. Students form pairs.2. Teacher assigns a discussion or review task. 3. Student A begins speaking while student B listens

carefully.4. Teacher calls for a switch.5. Student B must continue student A’s train of thought

before adding new information.6. Teacher repeats the switch as often as necessary.

(Spencer Kagan, kagononline.com)© 2012, Martha Kaufeldt, Scotts Valley, CA 95066 www.beginwiththebrain.com

Formal Cooperative Learning Groups

▸ Organized/determined/planned in advance▸ May be grouped by interests, readiness, needs, etc▸ May stay together for one class or for weeks▸ Might work together on extended projects▸ Each student is responsible for a particular role or

job.▸ Students learn how to work together cooperatively.



Formal Cooperative Learning Groups

▸ Appointment Card Partners▸ Clock or Compass Partners▸ Study buddy: pre-assigned▸ Workshop/Centers Rotation Groups▸ Lab Partners▸ Table Groups▸ Learning Clubs

“Learning Clubs” Grouping Strategy

Ø Re- Grouping:Ø Readiness, Need, Interests

Ø Temporary – short termØ Not labeledØ Invitation or voluntary/choiceØ Meet at the “Back Table”Ø Viewed as an opportunity not a punishment


Some Common Clustersof Student Learning Needs—Tier 1

▸ Reading support group

▸ Vocabulary building (ESL)

▸ Help paying attention in class

▸ Address individual strengths (gifts) in area of study

▸ Targeted instruction and specific practice (Learning Clubs)

________________ Find a partner for:

Appointment Cards



Procedures for Appointment Cards

▸ Make your appointment card with 3 symbols.▸ Walk to meet others NOT at your table▸ Look “approachable” – Smile – Eye contact▸ Use polite language to ask for a partner▸ Sign each others’ cards under SAME symbol▸ Say “Thank You.”▸ Move quickly – 2 minutes to find 3 partners!


Cooperative BASE Groups

▸Long-term, heterogeneous, stable groups▸May stay together for one class or for weeks▸Students support each other in academics as

well as other aspects of life.▸Group members hold each other accountable

Students develop caring relationships and trusted support. Cooperative BASE Groups

▸ “Tribes” - ”Teams”▸ Community/Family Group▸ May have a Name and Identity▸ Project-Based Learning Group (PBL)▸ Avoid Team “Competitions”



Collaborative & CooperativeGroup Learning

C-G-LThe purpose of both approaches is the same; Ø Provide students opportunities to engage with

each other in thoughtful learning. Ø Learning is enhanced by peer interaction.

Ø Develop students’ social skills


Cooperative Learning• Students work towards fulfilling academic and

social skill goals that are clearly stated.

• A team approach where the success of the group depends upon everyone pulling his or her weight.

• Takes place when students work together in the same place on a structured project or task in a small group.


Collaborative Learning▸ Shifts learning from a teacher-centered to a student-

centered model.

▸ Activities can include collaborative writing, group projects, joint problem-solving, debates, study teams, etc.

▸ Students team together to explore a significant question or co-create a meaningful project.

▸ Collaborative learning can take place any time students work together –even virtually.


From Lecture to Interactive Learning

From sage on the stage …to guide on the side …to teacher as activator …




Gradual Release of Responsibility [ Page 166]

▸ Focus (modeled) Lesson “I do it”

▸ Guided Instruction “We (all) do it”

▸ Collaborative Learning “You do it together”

▸ Independent Work “ You do it alone”


CGL – Develops Social Skills

▸ Listening to others▸ Taking turns▸ Encouraging others▸ Using positive statements & polite language▸ Participating equally (doing one’s fair share)▸ Staying on task (while working with others)▸ Asking for help – offering /giving help


➨ Sit or stand near your table.

➨ Stay in your group’s area.

➨ One person in group talks at a time.

➨ Use 36-inch “table-talk” voices.

Procedures for Small-Group Work



“When we feel safe, we are calm,relaxed, engaged, and alert.”

Linda Graham, MFT Resilience and the Brain

Feeling included generates a sense of security & enhances the brain’s ability to learn.


● Orchestrate inclusion activities among students so students get to know one another authentically

● Integrate instruction to develop and practice social skills within the context of everyday lessons

● Create small, family-base groups of students

● Form “study buddies,” and use small group work to foster collaboration, problem-solving, and respectful communication amongst students

Develop Social Connections


Professional Social Connections: PLC’s, Teams, Staff Meetings

● PLCs, Team and Staff meetings offer opportunities to:○ Connect and build relationships○ Develop social & emotional competencies, such as reflective

listening, collaborating, setting & monitoring goals ○ Support one another○ Celebrate successes ○ Problem-solve solutions to challenges, issues, and concerns○ Have fun© 2012, Martha Kaufeldt, Scotts Valley, CA 95066 www.beginwiththebrain.com

Cooperative Group LearningConsidering cooperative group learning:▸ What aspects are already in place in your

classroom?

▸ What do you want to incorporate to greater ensure students are successful?


©2017,MarthaKaufeldt,ScottsValley,CA-basedonDean,etal,2012.

ClassroomInstructionThatWorks

(Marzano,Deanetal.2012)

EffectSize=Impact

.20=Sm

allImpact.50=MediumIm

pact

.80-LargeImpact

CreatingtheClimateforLearning

1. Settingobjectivesandprovidingfeedback

Clearinstructionalgoalshelpstudentsfocusw

henthegoalsarestatedingeneraltermsand

personalizedbytheindividuallearner.Continuousfeedbackfrom

thestudent,teachers,and

peersisimportant.ES0.61or23%pts.

2.

Reinforcingeffortandprovidingrecognition

Theabilitytorelateone’seffortandhardworktosuccess.BuildingaGrowthMindset.ES.80or

29%pts.

3.

CooperativeLearning

Oneofthemosteffectiveandwell-docum

entedinstructionalstrategiesistheformationof

heterogeneousgroupstoaccomplishacadem

ictasks.Thisstrategyuseshigher-orderthinking

skillsasw

ellasfocusingonthedevelopm

entofsocialskills.ES0.73or27%pts.

HelpingStudentsD

evelopUnderstanding

4. Q

uestions,cues,andadvanceorganizers

Theyhelpstudentsopen"mentalfiles"toaccesspriorknowledgebeforenewlearningtakes

place.Thishelpsinpre-assessingtheknowledgeandskills(relatedtostandards)thatastudent

possessesandgivesacontextforthelearningexperiencetocome.ES0.59or22%pts.

5. N

onlinguisticrepresentations

Avarietyofmethods,suchasgraphics,models,mentalpictures,drawing,andmovem

ent,

shouldbeutilizedtoelaborateandrehearsenewlearning.ES0.73or27%pts

6.

Sum

marizingandnotetaking

Theabilitytosummarize,delete,distill,andanalyzeinformationinordertobeabletoselect

whatisimportantorrelevantforlearning.ES1.00or34%pts.

7.

Hom

eworkandpractice

Theabilitytoprovideadditionallearningexperiencesthatwillhelpstudentsfurtherrehearse

conceptsandskills.Notnecessarilymoreofthesame.ES0.77or28%pts.

HelpingStudentsExtendandApplyKnow

ledge

8.

Identifyingsimilaritiesanddifferences

Theabilitytoclassifyingroupsbasedonlikeattributesorthesamethem

eorpatternscanbe

explicitlydemonstrated,supported,andencouraged.Com

pareandcontrast.ES1.61/45%pts

9.

Generatingandtestinghypotheses

Thiscanbedonethroughtheinductiveordeductiveprocess.Studentsshouldbeableto

articulatetheirhypothesisandevaluatetheiraccuracy.ES0.61or23%pts.

Coop

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ave

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lbow

Par

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houl

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artn

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tude

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ay c

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Wha

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nce

to d

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ve

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east

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the

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ach

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e th

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ano

ther

sm

all g

roup

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grou

p. (M

cTig

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d Le

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, 19

88)

Expe

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all g

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spec

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pro

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n pr

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l seq

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d fo

r: A

llow

ing

stud

ents

to b

ecom

e “e

xper

ts”

in su

btop

ics;

giv

ing

stud

ents

opp

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nitie

s to

lear

n fr

om o

ne a

noth

er; l

ettin

g st

uden

ts g

et u

p an

d m

ovin

g ab

out

How

to: F

orm

gro

ups o

f thr

ee to

five

. Ass

ign

each

par

ticip

ant o

ne a

spec

t or s

egm

ent o

f the

less

on. F

orm

te

mpo

rary

“ex

pert

” gr

oups

by

havi

ng o

ne p

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n fr

om e

ach

jigsa

w g

roup

join

oth

er p

artic

ipan

ts

assig

ned

to th

e sa

me

segm

ent.

Expe

rts r

etur

n to

thei

r bas

e gr

oups

and

teac

h th

e ot

hers

. Fu

ndam

enta

l Fac

e-to

-face

Soc

ial S

kills

for S

ucce

ss:

• Ac

tivel

y lis

teni

ng to

oth

ers

• Ta

king

turn

s •

Enco

urag

ing

othe

rs

• U

sing

pos

itive

stat

emen

ts &

pol

ite

lang

uage

.

• U

sing

app

ropr

iate

voi

ce v

olum

e le

vels

•

Part

icip

atin

g eq

ually

– sh

arin

g re

spon

sibi

litie

s •

Stay

ing

on ta

sk a

nd o

n tim

e •

Aski

ng fo

r hel

p Sk

ills f

or M

aint

aini

ng S

ucce

ssfu

l Gro

up P

roce

ss:

• Ch

ecki

ng fo

r und

erst

andi

ng

• As

king

for c

larif

icat

ion

• Fo

llow

ing

the

dire

ctio

ns &

pro

cedu

res

• Di

sagr

eein

g ag

reea

bly

• Re

solv

ing

conf

licts

• Re

achi

ng c

onse

nsus

•

Acce

ptin

g di

ffere

nces

and

diff

eren

t op

inio

ns

• En

cour

agin

g on

e an

othe

r and

pro

mot

ing

pers

ever

ance

POSITIVE INTERD

EPENDENCE

Students must feel that they need each other

to com

plete the group’s task i.e. ROLES,

TASKS, SEQUENCE, REW

ARD, RESOURCES,

ENVIRO

NMENT, COMMON GOAL

INDIVIDUAL ACCOUNTABILITY

Group is not successful until each mem

ber

has learned material, helped with and

understood the assignment.

GROUP PROCESSING

Students must be given time to analyze how

well the group is functioning.

SOCIAL/COLLABORA

TE SKILLS

Teacher must ensure that skills in

communication, leadership, trust, decision-‐

making and conflict resolution are taught.

FACE-‐TO-‐FACE INTERA

CTION

Allows the educational outcomes of oral

summarizing, giving and receiving

explanations and elaborating to occur.

“P.I.

G.S

. Fac

e” -

an A

cros

tic (m

nem

onic

devi

ce )

to re

mem

ber t

he 5

ele

men

ts.

Orig

inal

ly J

ohns

on &

Joh

nson

– G

rego

ry &

Kau

feld

t, Th

ink

Big

, Sta

rt S

mal

l, 20

12

P

I G

S

F

FLEXIBLEGROUPING:

•Random

•Sameability

•Heterogeneous

•Interests

•Projects

daily differentiation at tier 1 cooperative group learning · lab partners table groups ... 1....

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