Using Cooperative Learning to Encourage Higher Order Thinking

Using Cooperative Learning to Encourage Higher Order Thinking

Using Cooperative Learning to Encourage Higher Order Thinking Dunklin R-V School District New Teacher Orientation August 15, 2007 What is Higher Order Thinking? Packet p.2-3 Refers to the higher tiers of Blooms Taxonomy & Webbs Depth of Knowledge Levels (2) 3-4: What is Cooperative

Learning? Packet p.6 Key Concepts Teams (2-4; heterogeneous, homogeneous, random) Will (Teambuilding & Classbuilding) Management (signals, roles, modeling) Skills (social, listening, conflict resolution, tutoring) PIES Co-op Strategies/Structures (Kagan, Slavin, Johnson & Johnson) No Group Grades (unfair, undermine motivation, violate individual accountability) Packet p.7 Using Questions Pairs: Rally Coach Teams: Fan-N-Pick,

Cubing, Numbered Heads Together These directions are on p. 7 of your packet! Rally Coach Packet p.8-9 Each partner pair gets a set of question cards or questions. Student A reads the question out loud to student B.

Student B answers. (You may want students to record their answers.) Student A aids, encourages, & checks Bs answer. These directions are on p.7 of your packet! Fan-N-Pick Packet p.10-11 Student one fans cards. Student two picks a card & reads it aloud

to the team. Student three gives an answer after 5+ seconds of think time. After another 5+ seconds of think time, student four These directions are on p.7 of your packet! Cubing Packet p.12-13 Players take turns rolling the question cube. The player who rolls the cube thinks for 5+

seconds, then answers the thinking question (TQ) that is face up. Other players add to the discussion. While the TQ is discussed, the person who rolled the dice acts as the facilitator & summarizes the conversation before the next player rolls the cube. Variation: use Fan-n-Pick rules Variation: Students create a mind map as they discuss to show you their thinking (topic in center, each question as a branchcan answer These directions are on p.7 of your packet! Numbered Heads

Together Students number off in each team (each team is numbered.) Teacher poses a question. Students discuss the question. Teacher calls a student number & a Question 1 Which of Abraham Lincolns character traits is the most admirable? Why? Question 2 You have been granted one

day to go back in history to become Abraham Lincoln. What would you do differently (besides NOT going to Fords theater)? Question 3 How might the world be different today if Abraham Lincoln had never lived? Directions on p.7. Good way to ensure Individual Accountability after a Co-op structure.

Journal Writing Packet p.14-15 Students pick one question card & make a journal entry or use the question as the prompt for an essay or creative writing assignment. Students share their writing with a partner or in turn with teammates. (When students get acquainted with Packet Organizing Students into p.16-17 Teams

Heterogeneous groups of 3+ (spin the wagon wheel) or homogenous groups of 3+ (use the color-coded groups) Mixed pairs (St. Louis Partners) an Eth h Zac sey Kel il y Em

Mik eA . Jas min Lea e Em h ma a ie arl h C ris Ch ra Sa h p

Ste Sh a nn on Sh a Am rne a Ch nda ad Joe Kay la Tim Ash ley

1. ____________________________ The Arch 2. ____________________________ Busch Stadium 3. ____________________________ Soulard Market 4. ____________________________ Forest Park 5. ____________________________ Lacledes Landing 6. ____________________________ Botanical Gardens 7. ____________________________ Fox Theater 8. ____________________________ Powell Symphony Hall h Ais

Jay Aar on Bri ttn e Ki m y Sam lly Ke . eT Mik ry Ga hel Rac issa

Mel d Bra ha Tris y Bill Ticket to Leave Look at your graphic organizer on p.1 Identify one cooperative learning structure you will try in your classroomput a star next to it On a slip of paper, tell me 1. The content area topic you will you use Thanks!

Good luck! Call or email if you Packet p.6 PIES P I Positive Interdependence Individual Accountability E Equal Participation S

Simultaneous Interaction

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