晉級合作學習

打造合作參與型課堂合作參與型課涵蓋的內容合作參與型課堂的優(yōu)勢合作參與型課堂的背景和原則CLS結構介紹

Thinking

Time的應用目錄What

is

an

ideal

RISEClass?學生積極參與每個學生有均等的回答問題的機會所有學生積極參與課堂活動沒有學生被忽視學生均有口頭和筆頭輸出課堂秩序良好學生之間互相尊重High

Level能夠幫助Low

Level學習動機合作參與度學習效果呈現(xiàn)課堂組織與管理合作參與型課堂RiseCheers輔助獎勵機制ThinkingTime的應用CLS結構的使用合作參與型課堂涵蓋的內容Why

use

Cooperative

Learning?Why

use

Cooperative

Learning?Types

of

TeachersTeacher

A Teacher

BTeacher

CTeacher

asks

questionand

gives

think

time

(3-5secs)Teacher

asks

a

question&

gives

think

timeTeacher

asks

question

&

gives

think

timeStudents

raise

hands

&Teacher

calls

on

studentsStudents

talk

it

overOne

student

answersTeacher

respondsTeacher

asks

question

&

gives

think

timeRally

Robin

–

Timed

Pair

ShareRound

Robin

–

Mix,

Pair,

ShareWRITTENWRITTENWRITTENSolo

(quizzes

&

tests)Unstructured

interaction(end

up

with

hogs

&

logs)Structured

Interaction

–

“Rally

Coach”What

is

Cooperative

Learning?Think

Time:

One

thing

you

already

know

aboutcooperative

learning.Share

what

you

already

know

with

your

“face

partner”.Share

with

your

“team”

1

thing

you

want

to

know

aboutcooperative

learning.Background

of

Cooperative

LearningCooperativelearning（合作式學習）是一種讓課堂組織更高效、更活躍的教學方法。學生通過與同學分享及獲取信息、評價彼此想法、互相檢測、互相鼓勵等方式進行學習，更好地達成學習目標。老師的角色從簡單的教授信息轉變?yōu)閷W生合作學習的組織者，組織、引導和監(jiān)控學生的學習過程，促進學習目標的達成。1968年開始，Kagan卡甘博士與其同事開始開發(fā)研究合作式學習結構

Cooperative

Learning

Structure，迄今為止已經(jīng)設計開發(fā)出200多種步驟明確并簡單易學的合作結構。4

Essentials

for

Cooperative

LearningEqual

Participation*Drives

Studentssense

ofimportanceSimultaneousInteraction*Drivesengagement*IndividualAccountability*DrivesAchievement*PositiveInterdependence*DrivesCooperation*P

IS

ECooperative

Learning

StructuresMirror

DancingRound

Robin（Group）Rally

Robin（In

pairs）Quiz-Quiz-TradeVote

with/by

feetInside-Outside

CirclePaddle

Board/

Show

meTip-Tip-Tell-Tell（引導方式）Exit

TicketRally

Robin-Pair

Work

to

Exchange

InformationStepsTeacher

TalkStep1:

Ask

students

to

find

facepartner

or

shoulder

partner.Please

find

your

face/shoulder

partner.Step2:Decide

the

one

who

starts

first.The

one

who

has

the

longer

hairstarts

first.Step3:Taketurns

to

tell

the

factsabout…Please

take

turns

to

share

theinformation

about…Step4:Onece

finished,

thank

partnerfor

sharing.Please

say

“thank

you

for

sharing”

toyour

partner

in

the

end.Step5:

Thumb

up

to

show

teacherthey

have

done.Please

thumb

up

if

you

have

done.Round

Robin-Team

Work

to

Exchange

InformationStepsTeacher

TalkStep1:Decide

which

student

to

startfirst.The

tallest

one

in

the

group

starts

first.Step2:Go

around

the

team

circle

totalk.Everyone

in

the

group

needs

to

sayone

sentence

about

what

you

knowabout

Lizard.Step3:Once

the

team

finished,

thankeveryone

for

sharing

and

thumb

up

toshow

teacher

that

the

team

has

done.When

the

whole

group

done,

pleasesay

“thank

you

for

sharing”

to

eachother

and

then

thumb

up.Step4:Teacher

askthe

whole

class

theinformation

again

to

check

if

everyonegrasps

the

learning

objectives.Quiz-Quiz-TradeQuiz-Quiz-Trade:

Students

check

eachother’s

work

by

asking

questions

and

tradethe

cards.This

structure

can

be

used

with

“Stand

up-hands

up-pair

up”

and

“Tip-tip-tell-tell”.StepsTeacher

TalkStep1:Give

each

student

one

card

with

aquestion.You’regoingtohavea

card

withaquestion./

I

will

give

each

of you

a

cardwith

a

question.Step2:All

the

students

stand

up.Please

push

your

chairs

in

and

stand

up.Step3:Put

one

hand

up

means

he/sheneeds

a

partner.Please

put

your

right

hands

up

to

find

apartner.Step4:Walkaround

to

find

a

partner.Step5:Pair

up

with

partner

and

ask

thequestion(quiz)

to

each

other.Please

ask

each

other

the

question

in

yourcard

when

you

pair

up.Step6:Tip-Tip-Tell-Tell-dDuring

the

Q&Atime,

if

the

partner

cannot

answer

thequestion,

give

him/her

a

tip,

if

him/her

stilldon’t

know,

tellhim/her,

but

thepartnershould

repeat

the

answer.Step7:Trade

card,

hand

up

again,

find

nextpartner.If

you

have

done,

please

hands

up

againand

find

next

partner.Vote

by

Feet-Students

show

their

understanding

ofthe

information

by

moving

to

the

correct

corner

Step1:

Before

the

activity

starts,

put

labels

in

different

cornerintheclassroom.(Take

ocean

animal

as

an

example)Step

2:

State

the

rules

clearly

so

that

students

won’t

run

around

theclassroom.

(Use

PPT/NBKto

illustrate

therules)Step

3:

Tell

a

fact

about

a

kind

of

ocean

animal,

students

walked

tothe

corner

labeledthe

name

of

the

animal.Step

4:

Teacher

asks

why

they

choose

this

animal,

students

needto

give

the

reason.Step

5:

The

teacher

can

choose

the

information

that

fits

more

thanone

animal,

so

students

can

showtheir

criticalthinking.Paddle

Board-Use

the

board

to

check

studentsachievement

individuallyStep

1:

Hand

out

a

paddle

board

to

each

student.Step

2:

Teacher

asks

a

question

and

students

write

down

theanswer

on

the

board.Step

3:

Whenfinishing,

check

together

and

ask

students

theprocess,

focus

on

lower

level

students.Exit

Ticket-Before

finishing

the

class,

ask

studentsto

review

what

they

have

learned

during

the

dayand

complete

the

exit

ticket.Step

1:

Make

sure

every

students

get

a

set

a

penciland

anempty

exit

ticket

with

their

name

on

it.Step

2:

Give

a

sentence

pattern

such

as“Today

I

learned…”,then

ask

students

to

think

what

they

have

learned

duringtheclass.Step

3:

Write

them

down

in

the

ticket.Step

4:

Students

need

to

write

them

down

in

complete

sentencesand

detail

instead

of

keywords.Thinking

Time的使用為什么要給學生thinking

time?Thinkingtime可以保證每個學生都有相同的思考問題的時間及平等的回答問題的機會。思考時HighLevel的孩子有耐心，不搶答，尊重thinkingtime的規(guī)則，尊重班級中的其他孩子。Lowlevel的孩子在thinkingtime的時間主動思考，同樣擁有和high

level孩子平等的回答問題的機會。Thinking

Time的操作步驟StepsTeacher

TalkStep

1:Tell

students

that

theyhave…seconds

to

think

about

thequestion.I’ll

give

you…to

think

about

thequestion./You’ll

have…seconds

tothink

about

the

que