DOCUMENT RESUME PS 023 063 ED 381 242 Holt, Larry AUTHOR Cooperative Learning in Action. TITLE National Middle School Association, Columbus, OH. INSTITUTION ISBN-1-56090-066-0 REPORT NO 93 PTIB DATE NOTE 143p. 4807 Evanswood AVAILABLE FROM National Middle School Association, Drive, Columbus, OH 43229. PUB TYPE Non-Classroom Use (055) Guides MF01/PC06 Plus Postage. EDRS PRICE Art Activities; *Classroom Techniques; *Cooperative DESCRIPTORS Learning; Elementary School Students; *Group Activities; Group Instruction; Intermediate Grades; Interpersonal Competence; Junior High Schools; Junior High School Students; Language Arts; Lesson Plans; Mathematics Education; *Middle Schools; Music Activities; Science Activities; Social Studies; TeachLx Role; Teaching Methods Middle School Students IDENTIFIERS ABSTRACT This guidebook discusses cooperative learning at the middle school level and provides lesson plans that use cooperative 1 details three learning techniques in various subject areas. Part classroom organizational options and the elements of cooperative learning; examines the major types of cooperative learning; reviews the importance of developing the social skills needed in conjunction with cooperative learning; and provides suggestions for initiating cooperative learning in the classroom. Yart 2 contains 52 lesson plans in art, mathematics, music, reading/language arts, science, and social studies, each of which was submitted by active middle school teachers. Each lesson plan includes a clear description of the subject tc, bP taught and the expected learning outcome, a description of the lesson procedures, and the materials necessary to conduct the lesson, many of which are reproducible. (MDM) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***A************************************************************** U.S. DEPARTMENT OF EDUCATION °Inca of Educational Research and Improvanient EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Nkhis document has been reproduced as eceived from the person or organization originating it. 0 Minor changes have been made to Improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. in lc TO REPRODUCE THIS ("PERMISSION MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIGNAL RESOURCES INFORMATION CENTER (ERIC)." A 1 I A BEST COPY AVAILABLE Cooperative Learning in Action Action Cooperative Learning in by Larry Holt NATIONAL MIDDLE SCHOOL ASSOCIATION nmsa NATIONAL MIDDLE SCHOOL ASSOCIATION Larry Holt teaches at the University of Central Florida in Orlando. A former middle level teacher, Larry continues to work with teachers in the field, and this publication is a manifestation of those efforts. Appreciation is extended to Dr. Holt for developing this NMSA publication, to those teachers who prepared and taught these lessons, to Carolyn Fear and Martha Camomilli who typed the manuscript, and to Mary Mitchell who designed the monograph and prepared it for printing. A special word of appreciation goes to the authors and publishers who granted permis- sion for the reprinting of portions of their published works: David W. Johnson, Roger T. Johnson, and Edythe Holubec of Interaction Book Company, and Robert Slavin of The Johns Hopkins University. Photographs on pages 41, 45, 83, 89, 111, and 127 are by Abe Bonowitz. Copyright© 1993 by the National Middle School Association 4807 Evanswood Drive, Columbus, Ohio 43229 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means without permission in writing from the publisher except in the case of brief quotations embodied in reviews or articles. The materials presented herein are the expressions of the author and do not necessarily represent the policies of NMSA. ISBN: 1-56090-066-0 ii Contents INTRODUCTION v PART I: ABOUT COOPERATIVE LEARNING CHAPTER ONECooperative Learning: What and Why 3 Introduction/Rationale Classroom Organizational Structures Rve Basic Elements of Cooperative Learning CHAPTER TWOTypos of Cooperative Learning 7 Types of Cooperative Leaning. Roles Within the Group Student Teams Achievement DivIsion (STAR) TeamsGamesTournaments (TGT) Jigsaw CHAPTER THREEDeveloping the Skills Needed for Cooperative Learning 27 The Cooperative and Collaborative Skills Teaching Cooperative Skills How to Teach Cooperative Skills Group Dynamics How to Process in a Group Procedures for Processing CAAPTER FOURPutting Cooperative Learning into Action 35 Getting Started Quick Cooperative Starters "What do I do with the student who f iii PART II: LESSON STRATEGIES ART 45 SCIENCE 111 Astronomy Pioneers A Picture Says a Thousand Words Electron Configurations Classical Columns Function and Location of Body People as Art Objects Organs Portrait Totems How Does Color Help An Surrealism Animal To Survive'? Laboratory Safety MATHEMATICS 53 Protection of Our Environment Domino Math Recycling Fours Challenge Science Chapter Review Geometric Shapes The Earth's Biomes Math Mixed Number Worksheet Vertebrates in Science Math Olympics Math Problem Solving 127 SOCIAL STUDIES Measurement in Math Current Events Number Games Discussing World Problems Phone Number Division Map and Memory Skills Problem Solving in Math Natural Resources Tangrams Playing Games with Mother Using Worksheets in Math Earth Writing the Equation of a Line Problem SolvingWhat If...? Review Unit on Roman Empire MUSIC 83 Social Studies UnitGreece Contemporary Music Sounds The Impending Crisis: Key Signatures U.S. 1850-1865 U.S. Timelines What Egypt Gave the World READING/LANGUAGE ARTS 89 Comprehension/Review of Selected Reading Material Descriptive Paragraph Writing Identifying Main Idea Literature Response Groups Newspaper Headlines Peer Editing Compositions Reading-Cause and Effect Role Playing a Story Topic Outline Development Vocabulary Skits Word Bank Poems I Remember Writing Poems 7 iv 0100 Introduction The contributions of many people have been combined with examples drawn from a number of published resources to produce this book. It is in the form of a guide for teachers interested in implementing cooperative learning. Part I is composed of four chapters covering the basic aspects of coopera- tive learning. Chapter One details three classroom organizationa' options and the general nature of cooperative learning. Chapter Two describes the major types of cooperative groups. These techniques are presented in ample detail so that one need not have available' any other resource to begin utilizing these instructional approaches. Chapter Three reviews the importance of developing the social skills needed in conjunction with cooperative groups.- Chapter Four provides suggestions for getting started. Part II of the book contains more than fifty lesson plans organized by primary subject area. These examples of cooperative learning were submitted by teachers who use cooperative learning in their classrooms. The plans are flexible in structure and can be modified for use in any classroom. While a single grade level is often indicated, most lessons would be appropriate at other grade levels. Each has been field-tested in two middle school classrooms. Teachers can select those plans that are most appropriate for their needs and make appropriate adaptations. The use of this resource should help middle school teachers and their students become better prepared to interact with one another in positive and effective ways. By engaging in cooperative learning, students will gain new insights about themselves, their teachers, and their peers that will enhance and promote harmony in their schools. They will gain, as well, much knowledge and ways to acquire it. Part I About Cooperative Learning .Po Research studies consistently support the academic advantages of cooperative learning. Chapter One Cooperative Learning: What and Why Human beings have been successful as a species because, unlike tigers, big elephants, lizards, or gazelles who fend for themselves, we as humans are intelligent. But an intelligent man or woman in the jungle or forest would not survive alone. What has really made the human such a success- ful species is our ability to apply our intelligence to cooperation with others in order to accom- families, neighbor- plish group goals. Therefore, our society is composed of cooperative groups hoods, work groups, political parties, clubs, and teams. These groups also have a competitive element, but in all of them, if the individuals cannot cooperate to achieve a common goal, all lose Slavin, 1981, p. 655. out. the competitive nature of today's classrooms. The school is considered a social institution Teachers often express their concern about this that prepares children for adult roles. As type of classroom environment, particularly as it a result, one would expect that cooperative effects low-performing students, but have felt activity would be emphasized in schools. Yet constrained by the lack of alternatives and a schools are among the institutions in our society, general climate that supports the competitive least characterized by cooperative activity nature of traditional schooling. arrangements. Students traditionally work individually in schools and are constantly in Individualization has often been touted as a competition with others for grades and for replacement for competition and as a more appro- recognition. This competitive element in the priate way to learn in schools. The idea of stu- school divides students into high-achieving vs. dents working individually on their own tasks, at low-achieving groups that become evident soon their own pace, toward a. set goal instead of com- after students enter the classroom. Those that peting against each other, is attractive to teachers. have achieved well in the past will probably The overuse of the individualistic goal structure continue to achieve satisfactorily, while those however, is hard on teachers, requires a mountain that have fallen behind others will probably of materials, and is described by many students as continue to remain behind. For many low- the "lonely" curriculum (Johnson and Johnson, performing students no amount of effort will put 1991). And for young adolescents it is very much them anywhere near the top of the class. High contrary to their nature. achievers may not work to capacity because they know they will come out with good grades re- Many educators have suggested that if a combi- gardless of whether they try hard or not. These nation of competition and individualization is not patterns further alienate students' feelings the answer, cooperation must be. What would towards school. happen, they ask, if teachers allowed students to work in groups to achieve a common goal? What There have been few proposed solutions to alter 3 10