合作參與型學(xué)習(xí)結(jié)構(gòu)michel

合作參與型學(xué)習(xí)結(jié)構(gòu)Cooperativelearningstructure合作參與型課堂的背景及學(xué)術(shù)研究合作參與型課堂的優(yōu)勢(shì)合作參與型課堂的四個(gè)基本原則合作參與型課堂結(jié)構(gòu)的使用方法目錄BackgroundofCooperativeLearningCooperativelearning（合作式學(xué)習(xí)）是一種讓課堂組織更高效、更活躍的教學(xué)方法。學(xué)生通過與同學(xué)分享及獲取信息、評(píng)價(jià)彼此想法、互相檢測(cè)、互相鼓勵(lì)等方式進(jìn)行學(xué)習(xí)，更好地達(dá)成學(xué)習(xí)目標(biāo)。老師的角色從簡(jiǎn)單的教授信息轉(zhuǎn)變?yōu)閷W(xué)生合作學(xué)習(xí)的組織者，組織、引導(dǎo)和監(jiān)控學(xué)生的學(xué)習(xí)過程，促進(jìn)學(xué)習(xí)目標(biāo)的達(dá)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(xué)習(xí)結(jié)構(gòu)CooperativeLearningStructure，迄今為止已經(jīng)設(shè)計(jì)開發(fā)出200多種步驟明確并簡(jiǎn)單易學(xué)的合作結(jié)構(gòu)。CLS學(xué)術(shù)研究Cooperativelearning（合作學(xué)習(xí)）理論自20世紀(jì)70年代興起于美國(guó)，迄今已有幾十年的歷史。從歷史記載的CLS結(jié)構(gòu)的使用情況調(diào)研可以確定對(duì)于學(xué)生來講是一種學(xué)習(xí)策略，對(duì)于老師來講是一種教學(xué)方式/手段。CLS在教學(xué)理論和課堂實(shí)踐之間能夠起到相互銜接，相互匹配作用的同時(shí)有效提高課堂效率的方式，逐漸被學(xué)者所傳承及應(yīng)用。美國(guó)約翰.霍普金斯大學(xué)的斯萊文美國(guó)明尼蘇達(dá)大學(xué)合作中心的約翰遜兄弟美國(guó)卡甘學(xué)習(xí)中心的卡甘博士合作學(xué)習(xí)理論實(shí)施策略AdvantagesofCLSCLS鍛煉社交能力提升思維能力培養(yǎng)未來領(lǐng)導(dǎo)力塑造個(gè)人品質(zhì)PeopleLearn:10%ofwhattheyread20%ofwhattheyhear30%ofwhattheysee50%ofwhattheybothseeandhear70%ofwhatisdiscussedwithothers80%ofwhattheyexperiencepersonally95%ofwhattheyteachsomeoneelseWhy？WhatisanidealRISEClass?學(xué)生積極參與每個(gè)學(xué)生有均等的回答問題的機(jī)會(huì)所有學(xué)生積極參與課堂活動(dòng)沒有學(xué)生被忽視學(xué)生均有口頭和筆頭輸出課堂秩序良好學(xué)生之間互相尊重HighLevel能夠幫助LowLevel學(xué)習(xí)動(dòng)機(jī)合作參與度學(xué)習(xí)效果呈現(xiàn)課堂組織與管理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”討論了分層次的引導(dǎo)兩個(gè)人一個(gè)組相互幫助課程內(nèi)容：Pre-k主題課Theme7Lesson3Triangle教學(xué)目標(biāo)：Language&Knowledge：Studentsareabletorecognizetheshapesoftriangles；StatetheshapesofobjectsLTP：Teamwork–Studentscancooperatetoformtheshapes；Presentaion—Studentscanspeakloudlytoanswertheteacher’squestions選用的CLS、使用環(huán)節(jié)及目的：Formation—Exploration—復(fù)習(xí)已學(xué)知識(shí)或者鞏固本節(jié)課知識(shí)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.注意事項(xiàng)：老師不需要單獨(dú)讀出操作步驟，邊說邊做示范即可；學(xué)生為具體形象性，老師需借助圖片幫助孩子理解；關(guān)注到每個(gè)孩子，保證每個(gè)孩子均有輸出適用的課程類型：主題課：Theme1、2、8、9環(huán)節(jié)：Songs&GamesLearninghousesCLS在Pre-k階段的應(yīng)用舉例PptFORfORMATION342112PositiveInterdependence每一次圖形的形成依靠每個(gè)成員High幫low整體完成才能進(jìn)行下一輪IndividualAccountability每個(gè)孩子明確活動(dòng)規(guī)則和職責(zé)每個(gè)孩子都為整個(gè)活動(dòng)作出自己的公平的貢獻(xiàn)EqualParticipation老師設(shè)定Equaltime去think&try每個(gè)孩子都有平等機(jī)會(huì)和角色參與得到自我與他人的獎(jiǎng)勵(lì)和鼓勵(lì)SimultaneousInteraction同時(shí)互動(dòng)無等、靠現(xiàn)象無分組進(jìn)行，擱置現(xiàn)象視頻解析：星街坊YumiThinkingTime的使用為什么要給學(xué)生thinkingtime?Thinkingtime可以保證每個(gè)學(xué)生都有相同的思考問題的時(shí)間及平等的回答問題的機(jī)會(huì)。思考時(shí)HighLevel的孩子有耐心，不搶答，尊重thinkingtime的規(guī)則，尊重班級(jí)中的其他孩子。Lowlevel的孩子在thinkingtime的時(shí)間主動(dòng)思考，同樣擁有和highlevel孩子平等的回答問題的機(jī)會(huì)。TipsCooperativeLearningStructuresFormationMixFreezeGroupRallyRobin（Inpairs）Quiz-Quiz-TradeRallytable（筆頭）PaddleBoard（筆頭）ExitTicket（筆頭）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