Cooperative Learning Models
Jigsaw Model
Example 1
This model could be used to help students understand the food groups and their purpose for good health. The learning topics would be grains, vegetables, fruit, dairy, and protein.
1. Introduce the Jigsaw Model: I would explain the model to the students talking about how they will be put in an expert group to learn the material given to them. After learning the material they will present to their learning group.
2. Assign Students Expert and Learning Groups: I would assign groups based on how well they work in cooperative groups and skill level. I would possibly assign two kids to work together if there was a student who had anxiety about presenting in a group.
2. Explain the Task and Assemble Expert Groups: There would be a handout for students to read and several plastic examples or pictures of the foods represented in their assigns food group. They would first read the handout, then fill out a graphic organizer which will help them when presenting to the the learning group later on.
3. Allow Expert Groups to Process Information: Students will read the information together and fill out the graphic organizer. They will talk about the plastic foods or pictures of the foods that go with their food group and record on their organizer the list of foods, if they are healthy, and how many servings are recommended per day.
4. Experts Teach in Their Learning Group: As they present the information in their groups, the learners will fill out a graphic organizer writing the names of each of the food groups and some of the foods associated with that group.
5. Hold Individuals Accountable: Students will hand in their graphic organizers at the end of the activity. Students will be assessed later to see if they know the food groups.
6. Evaluate the Jigsaw Process: Students will write down how they did using the Jigsaw Model by rating themselves with a smiley face or a face with a frown. There will be also be a class discussion on how the activity went overall and things to change next time.
Technology
The Five Fabulous Food Groups https://www.youtube.com/watch?v=L9ymkJK2QCU
Physical Education 2.3.3 Recognize the need for a proper balance of good nutrition and physical
activity.
Graffiti Model
Example 2
I would use this model as a review after teaching about animals in their habitats and how they survive.
1. Prepare the Graffiti Questions: I would have a picture of an animals on posters placed on the floor around the room. The posters would be sectioned off for different groups Students would draw or write about the animal's habitat inside their section. They would need to try to think of something not already on the poster.
2. Distribute Materials: Students would be assigned by giving them colored sticky notes. They would be grouped according to the sticky note they got. They would need to hold onto the sticky note as this would be stuck next to the section they recorded in so as to identify their group section. Each group would get some markers for drawing and writing words at the stations.
3. Groups Answer Questions: Students would make one drawing per group and one word or idea so they would have to discuss what they wanted to draw and all would need to contribute in some way.
4. Exchange Questions: When students move on to the next picture, they choose a new section for their group to draw and respond in. They need to make sure that everyone gets a chance to draw or respond. They can take turns at each picture since it might be unreasonable to have every person write or draw on the poster at once, but they can still participate verbally.
5. Return to the Original Question, Summarize, and Make Generalizations: Students will return to their original picture, look at it, read the ideas, and decide how they want to share the poster with the class. If they think of anything that was missed, they can write their idea on one of the sticky notes.
6. Share Information: Students get a chance to share the poster by bringing it to the front of the room and sharing the information on the poster to the class. I would ask some additional questions, if necessary, or clarify information.
7. Evaluate the Group Process: Students would write in a journal what they know about habitats and any new knowledge learned from the posters. They could also include how they felt about the process and if there is anything they might be wondering about animals and their habitats.
Technology: Create a slide show showing the posters and allow students to go into another classroom to share the information they learned.
Life Science
2.4.1a Compare and contrast the characteristics of living things in different habitats.
2.4.1b Develop, communicate, and justify an explanation as to why a habitat is or is not suitable for a specific organism.
Example 1
This model could be used to help students understand the food groups and their purpose for good health. The learning topics would be grains, vegetables, fruit, dairy, and protein.
1. Introduce the Jigsaw Model: I would explain the model to the students talking about how they will be put in an expert group to learn the material given to them. After learning the material they will present to their learning group.
2. Assign Students Expert and Learning Groups: I would assign groups based on how well they work in cooperative groups and skill level. I would possibly assign two kids to work together if there was a student who had anxiety about presenting in a group.
2. Explain the Task and Assemble Expert Groups: There would be a handout for students to read and several plastic examples or pictures of the foods represented in their assigns food group. They would first read the handout, then fill out a graphic organizer which will help them when presenting to the the learning group later on.
3. Allow Expert Groups to Process Information: Students will read the information together and fill out the graphic organizer. They will talk about the plastic foods or pictures of the foods that go with their food group and record on their organizer the list of foods, if they are healthy, and how many servings are recommended per day.
4. Experts Teach in Their Learning Group: As they present the information in their groups, the learners will fill out a graphic organizer writing the names of each of the food groups and some of the foods associated with that group.
5. Hold Individuals Accountable: Students will hand in their graphic organizers at the end of the activity. Students will be assessed later to see if they know the food groups.
6. Evaluate the Jigsaw Process: Students will write down how they did using the Jigsaw Model by rating themselves with a smiley face or a face with a frown. There will be also be a class discussion on how the activity went overall and things to change next time.
Technology
The Five Fabulous Food Groups https://www.youtube.com/watch?v=L9ymkJK2QCU
Physical Education 2.3.3 Recognize the need for a proper balance of good nutrition and physical
activity.
Graffiti Model
Example 2
I would use this model as a review after teaching about animals in their habitats and how they survive.
1. Prepare the Graffiti Questions: I would have a picture of an animals on posters placed on the floor around the room. The posters would be sectioned off for different groups Students would draw or write about the animal's habitat inside their section. They would need to try to think of something not already on the poster.
2. Distribute Materials: Students would be assigned by giving them colored sticky notes. They would be grouped according to the sticky note they got. They would need to hold onto the sticky note as this would be stuck next to the section they recorded in so as to identify their group section. Each group would get some markers for drawing and writing words at the stations.
3. Groups Answer Questions: Students would make one drawing per group and one word or idea so they would have to discuss what they wanted to draw and all would need to contribute in some way.
4. Exchange Questions: When students move on to the next picture, they choose a new section for their group to draw and respond in. They need to make sure that everyone gets a chance to draw or respond. They can take turns at each picture since it might be unreasonable to have every person write or draw on the poster at once, but they can still participate verbally.
5. Return to the Original Question, Summarize, and Make Generalizations: Students will return to their original picture, look at it, read the ideas, and decide how they want to share the poster with the class. If they think of anything that was missed, they can write their idea on one of the sticky notes.
6. Share Information: Students get a chance to share the poster by bringing it to the front of the room and sharing the information on the poster to the class. I would ask some additional questions, if necessary, or clarify information.
7. Evaluate the Group Process: Students would write in a journal what they know about habitats and any new knowledge learned from the posters. They could also include how they felt about the process and if there is anything they might be wondering about animals and their habitats.
Technology: Create a slide show showing the posters and allow students to go into another classroom to share the information they learned.
Life Science
2.4.1a Compare and contrast the characteristics of living things in different habitats.
2.4.1b Develop, communicate, and justify an explanation as to why a habitat is or is not suitable for a specific organism.
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