合作参与型学习结构michel

合作参与型学习结构Cooperativelearningstructure合作参与型课堂的背景及学术研究合作参与型课堂的优势合作参与型课堂的四个基本原则合作参与型课堂结构的使用方法目录BackgroundofCooperativeLearningCooperativelearning（合作式学习）是一种让课堂组织更高效、更活跃的教学方法。学生通过与同学分享及获取信息、评价彼此想法、互相检测、互相鼓励等方式进行学习，更好地达成学习目标。老师的角色从简单的教授信息转变为学生合作学习的组织者，组织、引导和监控学生的学习过程，促进学习目标的达成。1968年开始，Kagan卡甘博士与其同事开始开发研究合作式学习结构CooperativeLearningStructure，迄今为止已经设计开发出200多种步骤明确并简单易学的合作结构。CLS学术研究Cooperativelearning（合作学习）理论自20世纪70年代兴起于美国，迄今已有几十年的历史。从历史记载的CLS结构的使用情况调研可以确定对于学生来讲是一种学习策略，对于老师来讲是一种教学方式/手段。CLS在教学理论和课堂实践之间能够起到相互衔接，相互匹配作用的同时有效提高课堂效率的方式，逐渐被学者所传承及应用。美国约翰.霍普金斯大学的斯莱文美国明尼苏达大学合作中心的约翰逊兄弟美国卡甘学习中心的卡甘博士合作学习理论实施策略AdvantagesofCLSCLS锻炼社交能力提升思维能力培养未来领导力塑造个人品质PeopleLearn:10%ofwhattheyread20%ofwhattheyhear30%ofwhattheysee50%ofwhattheybothseeandhear70%ofwhatisdiscussedwithothers80%ofwhattheyexperiencepersonally95%ofwhattheyteachsomeoneelseWhy？WhatisanidealRISEClass?学生积极参与每个学生有均等的回答问题的机会所有学生积极参与课堂活动没有学生被忽视学生均有口头和笔头输出课堂秩序良好学生之间互相尊重HighLevel能够帮助LowLevel学习动机合作参与度学习效果呈现课堂组织与管理4EssentialsforCooperativeLearningPPositiveInterdependence*DrivesCooperation*IIndividualAccountability*DrivesAchievement*EEqualParticipation*DrivesStudentssenseofimportanceSSimultaneousInteraction*Drivesengagement*WhyuseCooperativeLearning?TypesofTeachersTeacherATeacherBTeacherCTeacherasksquestionandgivesthinktime(3-5secs)Teacherasksaquestion&givesthinktimeTeacherasksquestion&givesthinktimeStudentsraisehands&TeachercallsonstudentsStudentstalkitoverTeacherasksquestion&givesthinktimeOnestudentanswersRallyRobin–TimedPairShareTeacherrespondsRoundRobin–Mix,Pair,ShareWRITTENWRITTENWRITTENSolo(quizzes&tests)Unstructuredinteraction(endupwithhogs&logs)StructuredInteraction–“RallyCoach”讨论了分层次的引导两个人一个组相互帮助课程内容：Pre-k主题课Theme7Lesson3Triangle教学目标：Language&Knowledge：Studentsareabletorecognizetheshapesoftriangles；StatetheshapesofobjectsLTP：Teamwork–Studentscancooperatetoformtheshapes；Presentaion—Studentscanspeakloudlytoanswertheteacher’squestions选用的CLS、使用环节及目的：Formation—Exploration—复习已学知识或者巩固本节课知识操作方法：1.Numberoff(1-4)

todepartallthekids

intofourTeams2.Teacherannouncesa“Formation”toalltheteams.3.Eachteamputstheirheadstogether，teachersetseachteamsametimetodiscuss/think

howtheywillformtheshape

anduseonlytheirbodies（P-I-E-S）4.Theteamcreatestheformation5.Iftheteamiscorrect,praiseeachotherwithRisecheers.注意事项：老师不需要单独读出操作步骤，边说边做示范即可；学生为具体形象性，老师需借助图片帮助孩子理解；关注到每个孩子，保证每个孩子均有输出适用的课程类型：主题课：Theme1、2、8、9环节：Songs&GamesLearninghousesCLS在Pre-k阶段的应用举例PptFORfORMATION342112PositiveInterdependence每一次图形的形成依靠每个成员High帮low整体完成才能进行下一轮IndividualAccountability每个孩子明确活动规则和职责每个孩子都为整个活动作出自己的公平的贡献EqualParticipation老师设定Equaltime去think&try每个孩子都有平等机会和角色参与得到自我与他人的奖励和鼓励SimultaneousInteraction同时互动无等、靠现象无分组进行，搁置现象视频解析：星街坊YumiThinkingTime的使用为什么要给学生thinkingtime?Thinkingtime可以保证每个学生都有相同的思考问题的时间及平等的回答问题的机会。思考时HighLevel的孩子有耐心，不抢答，尊重thinkingtime的规则，尊重班级中的其他孩子。Lowlevel的孩子在thinkingtime的时间主动思考，同样拥有和highlevel孩子平等的回答问题的机会。TipsCooperativeLearningStructuresFormationMixFreezeGroupRallyRobin（Inpairs）Quiz-Quiz-TradeRallytable（笔头）PaddleBoard（笔头）ExitTicket（笔头）VotewithfeetMixFreezeGroupStepsTeachertalkStudentsmixaroundtheroomWhenIsay“mix”,youcanwalkaroundtheclassroom;whenIsayfreeze,youmustfreezeimmediately.FreezeFreeze!Nomovinganymore!AskaquestionNowIwillgiveyouaquestion.Responsequicklytomakeagroupwithfriendsofthenumberthatequaltothenumberoftheanswer.IFYOUARENOTINAGROUP,YOUNEEDTOGOTHELOSTANDFOUND.Nowtellmewhichisred?Studentsgroupaccordingtothenumberandhugtogether.Group!Hugtogetherwhenyouaredone.Studentswhoarenotinagroup,movetotheLostandFound.YouhavetomovetotheLostandfoundandwaitfortherescue.RallyTableStepsTTHandoutonepieceofpaperandonepenSitinagroupandtakeonepieceofpaperandonepeninonegroup.Providethequestion/giveanexampleandchecksforunderstanding,andsetthetimelimitWhataretheprinciplesofCLS?Therearefourandwritetheminthesquares.Selectonetobegininthegroup.Theyquicklywritetheiranswers,asthepaperandthepengoaround.Theonewiththelongesthaircanwritefirst.Calltimeandaskforsharing.Time’sup.Placethepenonthetableandtaketurnstoshareyouranswer.CelebratesuccessWoo-woo-Wonderful!RallyRobin-PairWorktoExchangeInformationStepsTeacherTalkStep1:Askstudentstofindfacepartnerorshoulderpartner.Pleasefindyourface/shoulderpartner.Step2:Decidetheonewhostartsfirst.Theonewhohasthelongerhairstartsfirst.Step3:Taketurnstotellthefactsabout…Pleasetaketurnstosharetheinformationabout…Step4:Oncefinished,thankpartnerforsharing.Pleasesay“thankyouforsharing”toyourpartnerintheend.Step5:Thumbuptoshowteachertheyhavedone.Pleasethumbupifyouhavedone.RoundRobin-TeamWorktoExchangeInformationStepsTeacherTalkStep1:Decidewhichstudenttostartfirst.Thetallestoneinthegroupstartsfirst.Step2:Goaroundtheteamcircletotalk.EveryoneinthegroupneedstosayonesentenceaboutwhatyouknowaboutLizard.Step3:Oncetheteamfinished,thankeveryoneforsharingandthumbuptoshowteacherthattheteamhasdone.Whenthewholegroupdone,pleasesay“thankyouforsharing”toeachotherandthenthumbup.Step4:Teacheraskthewholeclasstheinformationagaintocheckifeveryonegraspsthelearningobjectives.Quiz-Quiz-TradeQuiz-Quiz-Trade:Studentscheckeachother’sworkbyaskingquestionsandtradethecards.Thisstructurecanbeusedwith“Standup-handsup-pairup”and“Tip-tip-tell-tell”.StepsTeacherTalkStep1:Giveeachstudentonecardwithaquestion.You’regoingtohaveacardwithaquestion./Iwillgiveeachofyouacardwithaquestion.Step2:Allthestudentsstandup.Pleasepushyourchairsinandstandup.Step3:Putonehandupmeanshe/sheneedsapartner.Pleaseputyourrighthandsuptofindapartner.Step4:Walkaroundtofindapartner.Step5:Pairupwithpartnerandaskthequestion(quiz)toeachother.Pleaseaskeachotherthequestioninyourcardwhenyoupairup.Step6:Tip-Tip-Tell-Tell-dDuringtheQ&Atime,ifthepartnercannotanswerthequestion,givehim/heratip,ifhim/herstilldon’tknow,tellhim/her,butthepartnershouldrepeattheanswer.Step7:Tradecard,handupagain,findnextpartner.Ifyouhavedone,pleasehandsupagainandfindnextpartner.VotebyFeet-Studentsshowtheirunderstandingoftheinformationbymovingtothecorrectcorner

Step1:Beforetheactivitystarts,putlabelsindifferentcornerintheclassroom.(Takeoceananimalasanexample)Step2:Statetherulesclearlysothatstudentswon’trunaroundtheclassroom.(UsePPT/NBKtoillustratetherules)Step3:Tellafactaboutakindofoceananimal,studentswalkedtothecornerlabeledthenameoftheanimal.Step4:Teacheraskswhytheychoosethisanimal,studentsneedtogivethereason.Step5:Theteachercanchoosetheinformationthatfitsmorethanoneanimal,sostudents