Group Work vs. Cooperative LearningCooperative learning occurs as small groups are formed to promote students working together in order to maximize their own and each other's learning (Johnson, et al., 2008). Simply putting students in groups to learn would be group work. There are five characteristics that identify cooperative learning: Positive interdependence, Individual accountability, Face-to-face (promotive) interaction, Interpersonal social skills, and Group processing (Johnson, et. al., 2006). Similarly, Kagan (2011) has coined the acronym PIES to denote the key elements of positive interdependence, individual accountability, equal participation, and simultaneous interaction. For cooperative learning to be effective, teachers must structure cooperative interdependence among the students. Teachers should begin by modeling how to work in groups in order to promote interdependence along with individual responsibility within a group. According to the Bridging Cultures Project (Rothstein & Trumbull, 2009), the collectivist classroom approach will foster a community of learners that share common academic goals, as well as values. Cooperative group work allows students to recognize that their individual contributions (individualism) impact the well-being of the entire group (collectivism). An interdependent group relies on individual responsibility. Cooperative learning groups require individual accountability and peer collaboration, while fostering positive interdependence. ReferencesJohnson, D.W., Johnson, R.T., and Holubec, E.J. (2008). Cooperation in the classroom (8th edition). Edina, MN: Interaction.
Johnson, D.W., Johnson, R.T., and Smith, K.A. (2006). Active learning: Cooperation in the university classroom (3rd edition). Edina, MN: Interaction. Kagan, S. The "P" and "I" of PIES: Powerful Principles for Success. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Fall/Winter 2011. Rothstein-Fisch, C., & Trumbull, E. (2009). Managing Diverse Classrooms: How to Build on Students’ Cultural Strengths. Alexandria, VA: ASCD.
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Fostering Positive Peer Relationships and Creating a Cohesive Community in the ClassroomPeer relationships at school can facilitate or act as a barrier to learning and teaching. Peers play a role in social development and learning related to empathy, caring, social responsibility, negotiation, persuasion, cooperation, compromise, emotional control, conflict resolution, and more. Peers interaction provides social and emotional support, as well as models and molds others’ behaviors and beliefs and solidifies the student's own. (source) Positive peer relationships are fostered in a welcoming, engaging and supportive environment. An appropriate learning community in the classroom is built upon a foundation of trust, respect and encouragement. Positive peer relationships can be further developed through cooperative learning activities and productive collaboration. Character education is also an important component of positive peer relationships, as students learn how to make decisions and take action that is morally and ethically based. Creating visual cues together to remind students of how to be supportive in the classroom will engage the learners in realizing appropriate behaviors. In my classroom, I plan to discuss the following topics with students and create anchor charts to display our understanding: I attended a rural elementary school. I always felt welcomed, supported and as though I was an important part of the larger school community. My relationships with my peers were positive, supportive and encouraging. I was a Peer Mediator at my school. Peer mediation is a form of conflict resolution in which trained student leaders help their peers work together to resolve everyday disputes. I found that being trained in conflict resolution skills allowed me not only to help my peers work through disputes, but benefitted my personal experiences. Additionally, I was a member of various clubs and organizations at my school, including student leadership and broadcasting the school's morning program. I believe a cohesive community is developed through helping students find shared interests, taking pride in the group's efforts and encouraging collaboration. This can accomplished through encouraging participation in a variety of clubs and activities that are academic, social and sports based. Additionally, a peer mediation club will encourage problem solving and peer cooperation.
4th grade ELA: Rafiki Means Friend |
In the beginning of the lesson the students helped me complete an anchor chart on point of view. The students were in charge of identifying where the Key Words would fit best and their peers provided feedback through the Survey Says method (formative assessment). With consideration for the English language learners in my classroom, I translated "point of view" and "who is telling the story?". One of the bilingual students gave me feedback about my attempt at "punto de vista," and "quien es deciendo la historia?" One of the learners in the earliest stages of language acquisition was impressed by my attempt. Moving forward, I will be improving my Spanish to better communicate with the students. |
Cross-content connections can be made with primary source materials to offer a multidisciplinary approach to teaching Language Arts and Social Studies.
Source: Library of Congress and Short Term Missions. | For my lesson, I included primary source photographs that built background about the setting of the story and engaged students in the character in Rafiki Means Friend. I utilized the ELMO projector to show the students the photos (to the left) as we made connections as a class. The students had not been to Kenya, Africa, but they had seen and interacted with cows (like the 1940’s children in Kenya). The students may not know anyone from Kenya, but they recognized the smiles of young children pictured in Kenya in 2016. In the story, the main character mentions that everyone in England watches rugby. I know that most of my students are not from Europe, but I’ve been aware of their interests in sports. One young boy plays football in the community and I’ve discussed favorite sports teams with many of the learners. I asked the students if they had heard of rugby, then explained what I know about the sport (an intense mix of soccer and football). We connected that they usually watch football on the weekends, much like the main character’s classmates watch rugby every Saturday. |
Throughout my lesson, I continuously referred to the objectives my CT had posted for the week to keep student's focused. While we discovered connections to the setting of the story, I reminded students that as unique as Kenya is, there is always something they will have in common with other people. While we were reading Rafiki Means Friend, I consistently reminded students that we were looking for how the point of view impacts the reader's understanding of the story. |
Differentiation and accommodation benefit all learners.
The first time I taught this lesson (with my morning group), the testing interfered with our time. So, with 3 minutes left in their ELA block, I told the students we will be reflecting on understanding a character in the story through F.A.R.S. (feelings, actions, relationships, spoken word). We moved on to the Point of View Exit Tickets (continued below).
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