Cooperative Learning
1. a. Grouping patterns to teach grade level standards in the area of writing in your content area.
Writing is a subject that might be difficult for some students. The idea of grouping students together to work in writing can benefit not only the students who are having difficulties but those students who feel confident on their writing skills. Cooperative work can help all students achieve higher writing skills. There are students like English Language Learners, special needs students and students who are gifted that might have more benefits into improving their writing when working with groups. Students can help each other answer questions and give each other comments that might be more beneficial than the teachers help. According to Doctor Britt Tatman Ferguson (2014) “Cooperative Learning is the single best intervention that we can make in education to help students (a) learn, (b) develop socially, and (c) become critical thinkers” (p. 32). Therefore, collaborative work and grouping students together will not only help them achieve higher writing levels but will also enable students to develop higher social skills and their critical thinking skills.
b. Heterogeneous and homogeneous grouping.
One of the most difficult parts about grouping students is finding a fair way to group the students. A teacher wants the groups to have diversity in order to have various points of views. When the groups are diverse there can be more discussions creating more opportunities for an increase in the students learning. One way to create a heterogeneous and at the same time a homogeneous group would be by doing random selection. There can be names drawn from a hat or popsicle sticks. The students who get chosen will then be placed in the same group. This will give a fair chance to all students, make it easier on the teacher, and will create a diverse group for the students. Random sampling can place different level students in one group making higher levels of learning available.
c. Gardner’s intelligences including whole group, small group, and peer pairs.
Whole Group
When creating a lesson plan and teaching a material teachers need to be aware of their audience as a whole. Teachers need to take into consideration each individual child and how they can incorporate the students into a whole class by teaching this certain subject. When looking into Gardner’s intelligence theory, it would be important for a teacher who is giving a writing lesson to try and incorporate the student’s linguistic intelligence, interpersonal intelligence and intrapersonal intelligence.
Small Group
When creating a small group, the teacher should make sure that the group has enough diversity in order for the students to have a larger ability to learn. The higher the diversity inside a group the higher chances the students will discuss and learn from one another. Looking at Gardner’s intelligence theory, it would be important that a small group has a variety of intelligence. It would be important that the group has linguistic intelligence, logical-mathematical intelligence, and interpersonal intelligence.
Peer Pairs
When pairing students into working together the teachers need to reassure that the pair is compatible. Compatibility needs to include type of learning of the student as well as social compatibility. Both students need to have similar learning techniques and it is important to look at personalities so that there are positive social exchanges. A great way to intergrade Gardener’s theory to peer pairs is to make sure both students have interpersonal intelligence and intrapersonal intelligence. The students need to be aware of their own personal capabilities, strengths and weaknesses but they also need to be respectful of their peers.
d. Grouping pattern to reinforce the grade level content standard you selected in writing.
Grouping patterns are always a great way to be able to work with students in their advancement of writing skills.
Whole Group
Teachers need to be aware that inside a classroom there will be many different levels of writing skills depending on the individual student. The educator needs to work around the students through differentiation instruction in order to be able to successfully teach writing skills to those students who are strong in writing but also those students who are weak in writing. Differentiation instruction is a great way to adapt a standard into a whole group for a writing lesson. Remember to be creative and make sure your students are part of the creation of the lesson.
Small Groups
One of the best grouping patterns in my opinion is small groups. Small groups will bring individualized ideas and concepts to the group creating a great way to learn from one another. The small grouping also makes it easier for the students who are shy to participate more easily. Students learning writing skills can grasp ideas and outside help from their peers. Writing may be difficult for some and when students are placed in a balanced group the help can come from peers. Students might feel more comfortable sharing questions and doubts about their writing skills with their peers in smaller groups.
Peer Pairs
Peer pairs is also a great way to help students understand their writing skills. Students can use their partners to ask questions, ask for suggestions, and ask look at a different writing style tan their own. Students will create a social bond that can help them become better writers.
2. Cooperative learning (forming groups) allows for differentiation and increasing student performance.
Cooperative learning is a great way to see the different way differentiation works. Allowing students to work together makes it easier for them to learn from one another. The students are not only learning the materials but they are also learning other educational techniques and social skills that will allow them to be more academically successful all around. Student performance will increase because the students might create stronger peer bonds allowing them to be more open about needing help. Students are always open to help one another when social bonds exist.
Reference
Ferguson, B., T., (2014). SPD604 Psychological Foundations of Education Class Packet. National University.
Writing is a subject that might be difficult for some students. The idea of grouping students together to work in writing can benefit not only the students who are having difficulties but those students who feel confident on their writing skills. Cooperative work can help all students achieve higher writing skills. There are students like English Language Learners, special needs students and students who are gifted that might have more benefits into improving their writing when working with groups. Students can help each other answer questions and give each other comments that might be more beneficial than the teachers help. According to Doctor Britt Tatman Ferguson (2014) “Cooperative Learning is the single best intervention that we can make in education to help students (a) learn, (b) develop socially, and (c) become critical thinkers” (p. 32). Therefore, collaborative work and grouping students together will not only help them achieve higher writing levels but will also enable students to develop higher social skills and their critical thinking skills.
b. Heterogeneous and homogeneous grouping.
One of the most difficult parts about grouping students is finding a fair way to group the students. A teacher wants the groups to have diversity in order to have various points of views. When the groups are diverse there can be more discussions creating more opportunities for an increase in the students learning. One way to create a heterogeneous and at the same time a homogeneous group would be by doing random selection. There can be names drawn from a hat or popsicle sticks. The students who get chosen will then be placed in the same group. This will give a fair chance to all students, make it easier on the teacher, and will create a diverse group for the students. Random sampling can place different level students in one group making higher levels of learning available.
c. Gardner’s intelligences including whole group, small group, and peer pairs.
Whole Group
When creating a lesson plan and teaching a material teachers need to be aware of their audience as a whole. Teachers need to take into consideration each individual child and how they can incorporate the students into a whole class by teaching this certain subject. When looking into Gardner’s intelligence theory, it would be important for a teacher who is giving a writing lesson to try and incorporate the student’s linguistic intelligence, interpersonal intelligence and intrapersonal intelligence.
Small Group
When creating a small group, the teacher should make sure that the group has enough diversity in order for the students to have a larger ability to learn. The higher the diversity inside a group the higher chances the students will discuss and learn from one another. Looking at Gardner’s intelligence theory, it would be important that a small group has a variety of intelligence. It would be important that the group has linguistic intelligence, logical-mathematical intelligence, and interpersonal intelligence.
Peer Pairs
When pairing students into working together the teachers need to reassure that the pair is compatible. Compatibility needs to include type of learning of the student as well as social compatibility. Both students need to have similar learning techniques and it is important to look at personalities so that there are positive social exchanges. A great way to intergrade Gardener’s theory to peer pairs is to make sure both students have interpersonal intelligence and intrapersonal intelligence. The students need to be aware of their own personal capabilities, strengths and weaknesses but they also need to be respectful of their peers.
d. Grouping pattern to reinforce the grade level content standard you selected in writing.
Grouping patterns are always a great way to be able to work with students in their advancement of writing skills.
Whole Group
Teachers need to be aware that inside a classroom there will be many different levels of writing skills depending on the individual student. The educator needs to work around the students through differentiation instruction in order to be able to successfully teach writing skills to those students who are strong in writing but also those students who are weak in writing. Differentiation instruction is a great way to adapt a standard into a whole group for a writing lesson. Remember to be creative and make sure your students are part of the creation of the lesson.
Small Groups
One of the best grouping patterns in my opinion is small groups. Small groups will bring individualized ideas and concepts to the group creating a great way to learn from one another. The small grouping also makes it easier for the students who are shy to participate more easily. Students learning writing skills can grasp ideas and outside help from their peers. Writing may be difficult for some and when students are placed in a balanced group the help can come from peers. Students might feel more comfortable sharing questions and doubts about their writing skills with their peers in smaller groups.
Peer Pairs
Peer pairs is also a great way to help students understand their writing skills. Students can use their partners to ask questions, ask for suggestions, and ask look at a different writing style tan their own. Students will create a social bond that can help them become better writers.
2. Cooperative learning (forming groups) allows for differentiation and increasing student performance.
Cooperative learning is a great way to see the different way differentiation works. Allowing students to work together makes it easier for them to learn from one another. The students are not only learning the materials but they are also learning other educational techniques and social skills that will allow them to be more academically successful all around. Student performance will increase because the students might create stronger peer bonds allowing them to be more open about needing help. Students are always open to help one another when social bonds exist.
Reference
Ferguson, B., T., (2014). SPD604 Psychological Foundations of Education Class Packet. National University.