合作參與型學習結(jié)構(gòu)michel

合作參與型學習結(jié)構(gòu)Cooperativelearningstructure合作參與型課堂的背景及學術(shù)研究合作參與型課堂的優(yōu)勢合作參與型課堂的四個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(zhuǎn)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(jié)構(gòu)CooperativeLearningStructure，迄今為止已經(jīng)設(shè)計開發(fā)出200多種步驟明確并簡單易學的合作結(jié)構(gòu)。CLS學術(shù)研究Cooperativelearning（合作學習）理論自20世紀70年代興起于美國，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)研可以確定對于學生來講是一種學習策略，對于老師來講是一種教學方式/手段。CLS在教學理論和課堂實踐之間能夠起到相互銜接，相互匹配作用的同時有效提高課堂效率的方式，逐漸被學者所傳承及應(yīng)用。美國約翰.霍普金斯大學的斯萊文美國明尼蘇達大學合作中心的約翰遜兄弟美國卡甘學習中心的卡甘博士合作學習理論實施策略AdvantagesofCLSCLS鍛煉社交能力提升思維能力培養(yǎng)未來領(lǐng)導力塑造個人品質(zhì)PeopleLearn:10%ofwhattheyread20%ofwhattheyhear30%ofwhattheysee50%ofwhattheybothseeandhear70%ofwhatisdiscussedwithothers80%ofwhattheyexperiencepersonally95%ofwhattheyteachsomeoneelseWhy？WhatisanidealRISEClass?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HighLevel能夠幫助LowLevel學習動機合作參與度學習效果呈現(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兩個人一個組相互幫助課程內(nèi)容：Pre-k主題課Theme7Lesson3Triangle教學目標：Language&Knowledge：Studentsareabletorecognizetheshapesoftriangles；StatetheshapesofobjectsLTP：Teamwork–Studentscancooperatetoformtheshapes；Presentaion—Studentscanspeakloudlytoanswertheteacher’squestions選用的CLS、使用環(huán)節(jié)及目的：Formation—Exploration—復習已學知識或者鞏固本節(jié)課知識操作方法：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：老師不需要單獨讀出操作步驟，邊說邊做示范即可；學生為具體形象性，老師需借助圖片幫助孩子理解；關(guān)注到每個孩子，保證每個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成員High幫low整體完成才能進行下一輪IndividualAccountability每個孩子明確活動規(guī)則和職責每個孩子都為整個活動作出自己的公平的貢獻EqualParticipation老師設(shè)定Equaltime去think&try每個孩子都有平等機會和角色參與得到自我與他人的獎勵和鼓勵SimultaneousInteraction同時互動無等、靠現(xiàn)象無分組進行，擱置現(xiàn)象視頻解析：星街坊YumiThinkingTime的使用為什么要給學生thinkingtime?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highlevel孩子平等的回答問題的機會。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