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.g., telephone, write brief memos).Confirm date, time, and location of next meeting, in writing.Distribute an official recording of the meeting minutes to each attendee.Report to anyone you need to who has the responsibility of monitoring your meetings (e.g.,teacher, principal).Co-operative LearningCo-operative learning involves students in group collaboration in order to achieve a goal or to completea project.Although students do not necessarily work together at one table throughout the project,participation by each group member is necessary to accomplish the task.Success and assessment arebased on the performance of the group, as well as on individual contributions and performance withinthe group.Co-operative learning experiences are particularly effective at the Middle Level, where students have aninnate desire to be accepted.Competitive, individual efforts are appropriate at times; however, co-operative learning experiences have the advantage of helping students work together and support eachother.Purposes of co-operative learning include the following:to extend interpersonal skills of communication, leadership, and trustto increase students' self-esteemto encourage students to take some responsibility for their learningto provide opportunities for students to clarify and refine understandings through group inquiryand problem solvingto extend language and thinking abilities through group discussions, planning, and problemsolvingto develop important social skills such as attentive listening and respect for individual ideas andopinions.Some guidelines to consider prior to co-operative learning activities include:Involve the students in determining group norms and behaviours.Post these in the classroom soexpectations are known and shared by all students.Prior to beginning group inquiries and complex projects, involve students in partner and smallgroup activities such as writing partnerships, peer editing, paired reading, and group study orreview.http://www.sasked.gov.sk.ca/docs/mla/listen.html (39 of 41)6/27/2004 10:12:06 PM English Language Arts 6-9: Speaking and Listening: Instructional Philosophy and Teaching SuggestionsEstablish assessment criteria for group projects before students begin their tasks.Groups should be heterogeneous with a mix of genders and cultural groups.Students may protestgroupings initially, but the teacher should emphasize that group experiences will be numerousand groupings will vary throughout the year.The group task must be structured in such a way that the participation of each member isnecessary to accomplish the task.Each member must have a specific role.The roles may be assigned by the teacher at first but,ideally, the group should determine necessary roles and assign responsibilities throughcollaboration and consensus.As students work through the project, the teacher should monitor student participation and progress, andobserve and discuss their efforts.Possible group structures include:Jigsaw GroupingsDivide the class into heterogeneous "home" groups.Each group member is assigned a number.Students move from home groups into "expert" groups with peers assigned the same number (e.g., all students designated #2 will meet).Each expert group is assigned a certain task or sub-topic.Students read, research, or completetheir task.They must determine how they will record and report their findings to their homegroups.When tasks or sub-topics are completed, students return to their original home groups.Each student shares what he or she has learned or done while in the expert group.Small Group InquiryStudents and the teacher identify an issue or topic for exploration prior to the inquiry.As a class, brainstorm and categorize or cluster relevant ideas or sub-topics.Students form groups by choosing sub-topics of interest to them.As groups, students determine how the exploration will be conducted and who will focus onspecific areas.They should also outline goals and expectations or end results.(Teachers shouldemphasize that goals or results should be planned but may change as the inquiry progresses.)Each group carries out its plan.The teacher monitors progress, offering assistance if needed.Students should resolve any conflicts or differences that arise by open discussions and consensus.The teacher's role is one of facilitator and advisor.It is important for the teacher to:structure small, mixed groups initially to avoid groups being formed strictly on the basis offriendships or gender.http://www.sasked.gov.sk.ca/docs/mla/listen.html (40 of 41)6/27/2004 10:12:06 PM English Language Arts 6-9: Speaking and Listening: Instructional Philosophy and Teaching Suggestionsgive all students, throughout the year, opportunities to work in random groupings, teacher-selected groups, student-chosen groupings, common-interest groups, and heterogeneous abilitygroups.emphasize team work and basic communication skills with students as prerequisites forproductive group activities.(Sincere, attentive listening to each other and believing that everyoneshould have a say are crucial to co-operative learning.)establish a sense of organization and direction by checking with each group's status or progress atthe beginning of the class.identify one specific signal to get students' attention while they are working.encourage students to be positive and supportive to all peers at all times.give students or classes extra support, encouragement, and time to work constructively in groupsettings, if necessary.After co-operative learning activities, it is important to consider the following:Group members should have the opportunity to evaluate the group process as well as the extentof learning or goal achievement.Students should evaluate their own and each other's performance and progress.Conclude group projects with class discussions of co-operative and constructive behaviours andattitudes.Periodically review group expectations.Students may recognize a need to change oradd to the list of expectations.Presentations by groups should be evaluated by the teacher and by peers.Criteria for evaluationmust be clarified prior to the project.Assessment of group work and plans for improving communication skills in future projectsshould be shared by all group members.Such reflection on experience provides valuable insightsfor students.http://www.sasked.gov.sk.ca/docs/mla/listen.html (41 of 41)6/27/2004 10:12:06 PM
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