3.4.1 CO-OP LEARNING GROUPÖ. CRITERIA

 

1 Operating Instructions

1.       Organization

2-Background

1.       All children can learn

2.       Not all learn in same way

3.       Diagnostic and prescriptive

4.       Solutions which reachÝ +Ý teach students

5.       Staff development

3-Getting Started

1.       Classroom

2.       Students

3.       Curriculum

4.       Coop learning

5.       Evaluation

4-L=TBC: The Formula

1.       Basis

2.       Whole class

3.       Continuum

5-L=TBC: Models

1.       Generic

2.       Canada

3.       Belize

4.       Spanish Exploration

5.       Westward Movement

6.       The Middle Ages

7.       Role of Intern

8.       Prep forÝ field Preservice

Ý6-Meeting Student Needs

1.     Need for 21st Cent.Skills

2. 21st Cent.Skills + Curr

3. Assessment

4. Matching Resources to Student Need

5. Alt. Assessment: Tools and Pedagogy

7-Problems

1.       Classroom management

2.       Lack of focus

3.       Unwillingness

8-Solutions

1.       Getting Re-Started

2.       Graphics Boards

3.       HyperStudio

9- References

1.    End Notes

2.   Background Reading

10-The Library

1.       Print media

2.       HyperStudio

3.       Web-based

4.       CD-based

5.       On-Line

 

OVERVIEW:Ý Special attention must be placed on schemes for selecting members of each cooperative group and on developing a sense of when to change the composition of the groups.

(1) Who Picks ?:Ý

1.        There are some advantages to establishing an pattern alternating the formation of cooperative groups first to the students, then the teacher, then the students, each 3-6 weeks throughout the school year.

2.        Letting the students choose firstÝ constitutes a "good will" move by the teacher presents the teacher with the opportunity early in the school year to observe communicationÝ and behavior patterns throughout the class and within each student-selected group.Ý Pairing matches may or may not become apparent; however, pairings to be avoided in the future will soon become obviousÖ.. And all this, before the teacher constructs groups.Ý This will reduce or illiminate incorrect placements by the teacher early in the school year before attaining thorough knowledge of the students.

3.        The teacher must balance many variables when forming cooperative learning groups:Ý

**behavior patterns

**academic strengths and weaknesses (see Sec.6.0)Ý **student performance patternsÝ social-emotional needs of studentsÝ

**(in some cases) parent or Guidance Counselor requestÝ

** (in some cases) IEP suggestions or directives.

** The need for varietyÝ and

**(in some cases) student request.

 

(3) Constructivist and Multi-Media Criteria

1.       An over-riding, "standing" set of criteria to follow in formation of cooperative learning groups is balance of talents specific to the learning tasks performed in a technology-enhanced constructivist classroom.

2.       These talent-clusters include** creative students Öart, problem solvers, divergent thinkers, etc.Ý **Communication specialistsÖgood at listening.. Good at internal communication bonding together group membersÖgood at external communication with the teacher or classÝ ..good quality control peopleÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ **detail specialists Ö who actually enjoy sticking with a project and getting it done **Organizers Ö who see the whole picture and can usually map out a strategy for getting done..good time managers

 

(2) When to Change?

4.        The most important determinant of when such a change is needed is the effectiveness and chemistry of the existing groups.Ý

5.        When these are "going good" it still makes sense to change groupsÝ depending upon The length of units, the occurrence of holidays or breaks from school, etc.

6.        ÝWhen the groups and not effective and chemistry is not supportive and positive, immediate change is necessary.

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