Social Skills: Discussion, observation, and
understanding is key. From time to time, the atmosphere in the class must besuch that time is set aside to examine what
is going on; how people feel; what could be the best way of going
about conducting the business of learning.
Empowering The Group : The teacher is not there to "rescue"
students from problems or settle arguments. The teacher suggestssolutions and promotes social skills by having the group itself come to a
fair conclusion.
Cooperative Learning depends upon several
variables:
- The teacher's sense that the class can take this on.
- Just enough structure and just enough freedom. Keep it simple in the
beginning.
- Make certain that everyone knows what is going on.
- Make certain that methods are clear - explaining how the group willwork.
- Make certain that each individual is engaged.
- Make certain that groups do not exceed 5 people.
- Arrange the room so that the environment works well with a group.
- Students need to know there is a reward and celebration for working
together, rather than sorting themselves as winners and losers.
How it works
Steps:
- Groups of 4-5 students are created.
- The teacher describes each role (below), and either the teacher or
the group assigns a responsibility/role to each member of the group:
-
Reader - Reads the written
instructions out loud to his/her group.
-
Time-Keeper - Periodically, tells
the group how much time is left for the activity.
-
Scribe - Takes notes and writes down
each person's response.
-
Includer - Actively encourages each
person to share ideas in the discussion.
-
Reporter - Organizes the
presentation and shares the group consensus.
- Each group is given a current event, for example. The
Reader reads the written instructions out
loud to his/her group.
- The group decides how it will provide a response to the current event
by demonstrating: a) what the event is - for example, crime in theneighborhood; b) why they think it may be occurring; c) what the current
plan is for dealing with the problem; d) advantages and disadvantagesof that plan and why; and e) what they would do, and why it is better than
another plan.
- Each student in the group is given the task of exploring all of the
issues above (a-e). Those responses are shared within their group. The
Includer makes sure each person's voice is
heard and encourages every member of the group to participate. The
Scribe writes down all of their responses. The
Time-Keeper keeps track of time.
- Each group reaches a consensus on the response to present to the other
groups.
- The group decides how the information will be presented.
- The group makes a presentation. The
Reporter might present the consensus, or set
it up so that several people in the group present.
- The group conducts an evaluation of performance.
Rules of Conduct
- Teacher must not "judge" the group or berate individual members.
- All positions are respected, whether or not the rest of the class
agrees.
- No one may force anyone else to agree with their answer.
- No negative comments about oneself or others are allowed.
- Teacher praises with description, rather than evaluation. In other
words, spend your time focusing on what good things students did, suchas giving specific examples of their courtesy and support. Avoid
statements such as "You did a good job" or "Your group was better than thefirst group."
