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PI TeensandTech Update2015 0409151. Tom Wujec: Build a tower, build a team. Ohr_89185.pdf. Ice Breaker Videos - Tag Games. The Marshmallow Challenge. School Makerspaces: Building the Buzz. If you build it, will they come? Just because you create a makerspace (PDF) in your school doesn't guarantee that your community will embrace it. Students who have had all personal choice removed by traditional educational models can be passive and feel overwhelmed when faced with real-world problems or design challenges.

Academic passivity is common in schools where students swallow content and regurgitate it on multiple-choice tests. Students simply want to know how to get the "A. " This type of learning does not stick. Teachers may find the role of facilitator (or "guide on the side") uncomfortable if they are used to being the "sage on the stage. " How do you change your culture and ensure that your shiny new makerspace will empower students to acquire 21st-century skills? Engage Students Encourage and support student-centered work. Establish a culture of learning by doing. Start the first day with something simple like the Marshmallow Challenge. Support Educators "Occupy" the Space. Academic Sponge Activities. To put your rough days into perspective, here is a teaching story that is equal parts nightmare and exemplar, adapted from Alan Newland's personal account in The Guardian. When he was a first-year teacher in Hackney and Totenham, Newland found his sixth graders to be challenging to the extreme.

Before their Thursday swim lesson at a local aquatic center, he repeatedly warned his kids not to jump into the pool before the swim instructor arrived. But before he could undress in the locker room, six students were screaming, giggling, and frolicking in the pool. That’s when Newland lost it. "Out! Back on the bus, students were incensed. How do you turn something like that around? Newland went home defeated and angry, on the verge of quitting. "When you go in there this morning, tell the whole class you are going to do two things: First -- you are going to apologize to all those children you punished who didn't deserve to miss their swimming lesson.

What is the underlying cause of the problem? Group Work Strategies to Ensure Students Pull Their Weight. The idea for sharing this post came from a session I recently conducted at the annual teaching conference organized by my university. A pedagogical conundrum was raised by a colleague whose enthusiasm and question stayed with me and inspired me to write this post. The question posed by this colleague is relevant to all instructors who have ever used group work to assess their students: How should one deal with the issues that arise when members of a group are not picking up their share of the responsibilities during a group work project?

The benefits of group work are well recognized (e.g., as are the reasons students don’t like working in groups (Taylor, 2011). We have all had groups that operated magically, when group members brought out each other’s strengths and helped each member shine; but we have also had groups that failed miserably when members did not get along or did not pull equal weight in completing a group project. 1. 2. 3. 4. 5. Huang, L. Huang, L. Finley-sponge-activities.pdf. Group Work Strategies to Ensure Students Pull Their Weight. What We Have and Haven’t Learned. I’ve been asked to give a talk that explores some of the top teaching-learning lessons learned in the past 15 years. It’s a good reflection exercise that also brings up those lessons we haven’t learned or aren’t yet finished learning. I’m figuring the best place to start is with technology. During the past 15 years, technology has become a dominating force in every aspect of our lives and that includes education.

As it descended upon higher education, we didn’t start out asking the right question. We got focused on the mechanics of “How does it work?” (or, in the case of those of us not all that adept at mastering technology, “Why doesn’t it work?”) We’ve also discovered that technology has the power to change teacher-student relationships vis-à-vis social media and the many new ways it offers teachers and students to connect. Technology now makes access to information unbelievably easy. The next lesson of the past 15 years centers on active learning. Animate Your Course Book with Engaging Activities. I never teach my pupils. I only attempt to provide the conditions in which they can learn. ~ Albert Einstein Our course book is one tool to help us engage and inspire our students. Often, it becomes our crutch. We lean on it when we lack time for lesson planning or fall behind in our curriculum.

It is easy and quick to use the activities laid out before us, but are they the most engaging for our students? After my first year of teaching, I made a goal to lean less on the course book and incorporate activities that would get students to think about the content and make connections to the learning. List the chapter titles on the board. . #2. Before studying a topic, have students write what they know about the topic on a piece of paper or sticky note. . #3 Collaborative Class Bookmarking Create a collaborative bookmarking account for students to contribute videos, links, blog posts, podcasts and other resources they find about the topic. . #4 Sticky Boards of Information #15 Use Polls. 10 ways to use Google Plus in the classroom | The Theatre Professor. Circles Obviously you are going to want to create a circle for your class and guide them through making a circle for the class as well.

But as cool as that is, it doesn’t stop there. You can also make a circle for announcements and important links and drop any posts in that you know you may use every semester. Then you just find it in the stream for that circle and repost to your current class when you are ready. You can also create circles for students by category. Photos/Video Because photos and videos are dropped into albums, privacy settings allow you to make albums that only certain circles can see. Google Talk Because google is already part of my “always open” tab club it is much easier to set up a place for students to initiate a quick chat session through google rather than the ANGEL chat client or Skype. Ability to control notification methods Google+ alllows the user to determine just how they will be contacted with new material has been posted, messages sent, photos tagged.

Using Positive Interdependence. We all want to contribute something unique, to have an important role, to be valued by others, and students are no exception. If group work is designed to be interdependent, these needs are met, and the resulting positive atmosphere allows learning to take place. As we have noted, productive group work is ultimately about results. It is important to remember, however, that outcomes are not just about task completion. Students who mistakenly think that the only thing the teacher cares about is whether the job is done are missing out on the learning that occurs in the process. Teachers who foster a false dichotomy of complete versus incomplete tasks are overlooking the nuances of what happens inside the mind of learners as they work in tandem with others.

In collaborative work, there is always a tension between two types of learning. Who am I? And the content questions they are asking include What do we have to do? The key is for students' understanding about themselves to be affirming. Dl-sponge-activities. A Look Inside the Classroom of the Future. Over the next generation, whether they work for corporations, small businesses, government organizations, nonprofits, or other organizations, many U.S. employees will move from working primarily with American colleagues, bosses, and customers for American organizations in U.S. cities, to being part of global teams. As leaders, they will use technology to bridge geographic divides, build organizations that transcend borders, and work together with colleagues from around the world on issues such as climate change, food security, and population growth -- issues that require multinational teams coming together to effect change.

For those whose work is closer to home, the changing demographics of the U.S. will mean that their colleagues, customers, and neighbors may look a lot less like them, and have fewer shared histories than American colleagues, customers, and neighbors have shared in the past. 1. Leverage real-world case studies. 2. 3. 4. 5. 10 Signs of a 21st Century Classroom | Edutopia. Posted 02/27/2015 10:58AM | Last Commented 04/16/2015 2:42PM One of my early challenges in coordinating my school’s STEM efforts has been determining exactly what is meant by a STEM school. There are probably as many answers to this question as there are educators, but I have decided to focus on what goes on inside the classroom. Not just in a science or math class, but in all classrooms. There are some activities that have traditionally been done well by the STEM disciplines that can be cross applied to all subjects. I have narrowed these down to a list of 10 signs of a 21st Century classroom. I have been slowly introducing these concepts to the faculty at my school through informal discussions and incremental training during in-service days.

A few notes: I am sure that there are many similar lists in existence. And, in no particular order: Technology Integration Rather self-explanatory and covered very well in other sections of this site. Collaborative environment Inquiry based approach. 15.jayapraba.pdf. PBL Pilot: Navigating Group Work | Edutopia. Editor's Note: Matt Weyers and co-author Jen Dole, teachers at Byron Middle School in Byron, Minnesota, present the sixth installment in a year-long series documenting their experience of launching a PBL pilot program. The National Association of Colleges and Employers (NACE) facilitates a yearly survey that asks employers to identify the skills they value most on the resumes of potential employees.

The most recent version of this survey features a tie for first place with 77.8 percent of employers listing "leadership" and "ability to work in a team" as the attributes they most desire. Naturally, we felt like we had to ask ourselves, "If we know we're teaching in a project-based learning format, and if these are the skills that employers say they desire, how do we meaningfully and purposefully incorporate leadership and teamwork or collaboration into our projects? " After a great deal of research and deliberation, we decided to use two different ideas to facilitate our group work goals. Quiz Tank 10: Partner Work: Promising or full of Pitfalls? View Original Photo As educators, much of our time is spent assessing student needs.

Before we can truly help our students, an understanding of our own learning is key. Thus, near the end of each month, I will offer one short educator quiz to help shed light on where we are and where we wish to go. To continue to make useful quizzes, I need your feedback. Ok. Are you ready to examine the pros and cons of assigning partner work in your classroom? 1 Partner work involves observational learning. 2 When working in pairs, will students work harder? 3 The type of task does not impact the performance of students working with partners? 4 Are students worry-free regarding working with a partner? Spoiler Alert: Exploring Your Results This quiz was developed in response to two studies. 1 No, learning through observation is not automatic. 2 No, students often participate in “social loafing” or “collaborative inhibition” and these involve a reduction of effort when working with others.

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