I. Curricular Framework

Concept:

Responsibility

Essential Question:

Why is working collaboratively an important study skill?

Bridge:

Images of Groups

Content:

Study Skills: Cooperative Learning

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: The student will experience two learning conditions--working alone and working as a member of a group; and will be able to compare/contrast the two to recognize the benefits of group work.

Activity: Different Ways of Learning. Students participate in the same activity first alone, and then in a small group--that of building a newspaper structure. Students are given a stack of newspapers with which they are directed use in building the tallest structure possible. They are not allowed to use any other materials. Fifteen minutes are allotted for work time and students work at separate work stations. Once complete, students share structures. Explain to students that they will now participate in the same activity, but this time they will work as a member of a group rather than as an individual. Again, allow a work time and share once complete.

Assessment: Student ability to explain his/her experiences working alone and as a group member.

2. Attend: Attending to the Connection

Objective: The student will compare/contrast the two learning environments, naming benefits of each.

Activity: Discussion. Students are asked to analyze their experiences in a discussion:

Compare the structures built each way. How are they alike? How are they different?

What benefits did you notice as you worked alone? Together?

What problems did you encounter each way?

What special skills do you think you need when working with others? Did you experience any problems?

How did you feel when working alone?

How did you feel when working together?

Assessment: The student will be able to name the benefits of both working alone and working together in a written form: WHY work alone? WHY work together.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: The student will visually examine a set of pictures and work with others to generate a set of characteristics of group work.

Activity: Picture Search: What's the Difference? Working in groups, students compare pictures of people working in groups and others working alone. Together they generate characteristics seen, write them on paper, and share them with the class. (Magazine pictures work well, but need to be copied for all groups to see and therefore discuss the same situations.)

Assessment: The group list of characteristics can be used to check that students can identify characteristics of group work

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: Students will experience several scenarios which would be more effective if appropriate group skills were used.

Activity: Students role-play given situations designed to point to the need for group skills:
1.) Students work alone on a given task, each completing each part of the task. i.e. write their names on the paper, write the answers on the paper, etc. Students then work in a group where there is a division of labor allowing for group roles.
Discuss. Highlight the group skill of working in roles.
2.) Students begin working alone on a task sitting in desks arranged in straight rows facing the front of the room.. They are then asked to work together on a task and are given time to do so. They are directed to first make a mess when moving together (make lots of noise, fight over how to arrange the desks, etc.)
Discuss. Highlight the need for moving into groups efficiently and being seated so that all group members can communicate directly with each other.
3.) Students participate in a group activity where different group members display difficult behaviors: one is bossy, one refuses to work, one is a practical joker, etc.
Discuss. Highlight the need for all group members to participate. Allow students to suggest other group skills for which they may have experienced a need. Make a list of these skills to work through one at a time as the year progresses. Leave space to add additional suggestions.

Assessment: Ask students, working in groups, to show a well functioning group by drawing a design on craft paper. Evaluate for the inclusion of the skills just discussed.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: The student will evaluate given group situations for the use of both correct and incorrect group skills; the student will create an original description of a group showing both the use of correct and incorrect group skills.

Activity: "What's There? What's Missing?" Students complete the following activity sheet, evaluating each situation showing group work. Once finished, students then discuss their choices and together write additional descriptions. These are then presented to the class which evaluates the given situations.

"What's There? What' Missing?" Activity Sheet

In each of the following descriptions of group work, you will find some strengths and some weaknesses in how they do their tasks. In your group, discuss each and note 'what's there,' and 'what's missing.'

1. Ted, Nikki, and Sam are doing a worksheet together. They have only one copy. Ted is reading the problems, Nikki is writing answers, and Sam is preparing to tell the class their answers. As they work, Nikki keeps looking over Ted's shoulder, reading the problems before he does.

What's there?:

What's missing?:

2. Sandi, Nicole, and Jon have been assigned to the same group. They have gathered their things together and moved into a circle. Sandi and Nicole have covered their mouths and told secrets three times since the groups were announced. Ted sits ready to work.

What's there?:

What's missing?:

3. Steve, Jake, and Sam have been working on a group project for a class hour. They've all taken part in the project--both in assuming roles and in participating equally. The only problem they've had is in seeing each other. They are sitting in a row so only Jake can see both partners.

What's there?:

What's missing?:

4. Jaime, Zak, and Jason have fought all day. Jaime keeps blurting out the answers before Zak and Jason have had a chance to think. Zak and Jason have asked her to stop but she hasn't. Jaime says she is tired of doing all the work. Zak and Jason have told her to slow down and they'll help.

What's there?:

What's missing?:
5. Lisa's group is so proud of her! She's raised her spelling test scores and everyone gets an extra minute of break time. Bob and William have both praised her. Everyone feels great!

What's there?:

What's missing?:

Assessment: The accuracy and completeness of student evaluations on the activity and the creation of a like problem form the basis of evaluation for this activity.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: The student will show the essentials of group work in a collage.

Activity: Class Collage: Working Together. Students work in small groups to complete a class collage. Each group is assigned one section of a large mural on which to show the essentials of group work. They may do so by cutting pictures from magazines, writing slogans, drawing pictures, writing riddles--in any way they may choose to complete their section of the mural. After allowing time for groups to work, ask each to present its interpretation to the class.

Assessment: Student creations showing the characteristics of group mechanisms form the evaluation component for this activity.

7. Refine: Refining the Extension

Objective: The student will correctly apply the skills discussed to create the foundation of a well functioning group.

Activity: This is My Group! Students are assigned to cooperative groups which will be used throughout the unit. (I choose to assign my groups, but student-selected groups can also be used.) Each group is asked to complete the following tasks: 1) Interview each group member in order to get to know each other better. 2) Name the group. 3) Select a group mascot and three group colors. Groups are to be ready to introduce themselves to the whole class.

Assessment: The use of the skills discussed as necessary in good group work forms the basis of the evaluation for this activity as well as the final products in the following activity.

8. Perform: Creative Manifestation of Material Learned

Objective: The student will work as a fully participating member of a group.

Activity: This Is My Group! Each group is allowed time to complete its tasks as given above. Interviews are conducted. Once names, mascots, and colors are chosen, groups are asked to create a group banner and friendship bracelets for each member using the group's colors. Celebrate the groups. Ask each to present itself to the class, introducing each member and explaining the group banner. These cooperative groups are to be used throughout the unit and can be evaluated at the end.

Assessment: Student application of productive group skills in completing and explaining the tasks, as well as their use of good group skills throughout the unit serve as an evaluation of this activity.

Assessment, Phase Five,Performance, Creative Use of Material Learned: