Student-centered instructional Strategies
Quality teachers are facilitators: Help learners
build their own Knowledge
Today
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Cooperative learning … chap. 10
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Planning for instruction
 Reflection/Reaction/Thinking/Meaning…
Other …
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D.I. Lesson plan due today
Theory & practice draft paper due 10/24
• Please see both the grading rubric and syllabus p. 7
• A sample paper is uploaded
Fall Break on 10/17…class excused; Practicum on 10/19
10/24… Constructivism (Project)
Cooperative Learning …Chap. 10
Project

Read chap. 11 (Problem-based learning) & chap
12 (discussion) and do the following:
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Identify a teaching project/lesson plan/activity/topics
based on what you know about constructivism (Civil war,
Writing, Biomes, wind energy, food groups, story telling,
addiction)
As you prepare your project, use the knowledge gained
from Chap. 11&12 to answer the following questions:
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Why did you choose this project?
What is your (teacher’s) role?
What are the students’ roles?
What challenges do you think might arise?
What is your solution to expected challenges
How might this project influence your philosophy?
What else (Aha? Confusion?, etc) would you like to discuss?
Student-centered Instructional Strategies

Cooperative Learning, Group Learning, & Discussions
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Constructivist theory
 Inquiry/Problem-solving
 Discovery learning
 Experiments
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Approach:
 What is?
 What’s the focus?
 What’s the teacher’s role?
 What’s the learner's role?
 What are the benefits?
 How is it structured?
 How might it impact your philosophy/values?
Cooperative Learning
Alone we can do so
little, together we can
do so much”….Helen Keller
“
COOPERATIVE LEARNING (p.
360…)

Non-competitive, student-centered approach that promotes
achievement
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Students work cooperatively in small teams (Not groups)
to achieve a specific goal
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Celebrates peer tutoring & rewards based on team
performance
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Celebrates, recognizes & rewards individual performance
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A powerful, effective instructional method that is
rarely used (Kindsvatter, at.el, 2004)
Cooperative Learning
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Not a new phenomenon- humans always cooperated for
survival
As a formal instructional strategy- Rooted in Greek history
Theorists:
 Jean Piaget– Cognitive Development (help of others)
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Sensorimotor- 0-2, child learns about self and his/her
environment through motor and reflex actions. Teaching should
focus on sensorimotor system… frown, a stern or soothing voice -Preoperational:- 2-7, Applying new knowledge of language,
using symbols to represent objects. Teaching should focus on
fantasies
Concrete- 6-early adolescence, Abstract thinking and rational
judgment. Teaching should give opportunity to ask questions and
to explain his/her thinking.
Theorists

Piaget
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Formal Operations, 15- 20, Stage of cognition. Learner is able to
form hypothetical and deductive (general to specific) reasoning.
Teaching should allow opportunities for many possibilities and
different perspectives.
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Lev Vygotsky- Zone of Proximal Development (ZPD).. P.
401 (Social Development)
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John Dewey 1916 (Learning & Democracy)
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David Johnson & Roger Johnson (Experiential Learning )
designed cooperative learning in the 1980s (Arends, R., 2012)
JOHN DEWEY
John Dewey’s (1916) book: Democracy & Education

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Classroom should mirror larger society
Classrooms should be laboratories for real life
Democratic procedures and scientific processes
Engage students in inquiry
Problem solving in groups, searching for answers
Industrial Model:1940s
COMPITITION IN
SCHOOLS
•
“Schools as a machine, an
industrial process not unlike
an assembly line. Its
purpose is to mass produce
‘factors of production’,
well trained, obedient inputs
that can be used in the
manufacture of wealth”.
INDIVIDUAL ABOVE
WHOLE
Herbert Thelen
John Dewey’s disciple
 Classrooms are miniature
democracies
 Thus Learners should
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Learn social issues
Develop solutions to social
issues
Group investigation increased
learning
His work on group learning
become the foundation for
CL (p.362).
Johnson and Johnson
Experiential Learning
Three presumptions:
People learn best when they
are involved in learning
process
One has to discover
knowledge
Commitment to learning is
best when one is free to set
their own goals and pursue
them
Edwards Deming (Cody, Wyoming)
Quality Theory…. Cooperation
leads to quality (TQM)…Total
Quality Management
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Improves American
Production During WWII
High Expectations, Group
Work, Quality Control
American Industry Declines
his Effort
Takes theory to Japan
W. Edwards Deming
COOPERATIVE LEARNING
“I’m not afraid of storms
for I’m learning to sail my
ship.”
~ Louisa May Alcott~ American Author)
Setting for Cooperative learning
P
Face
I.
S.
G/T
Pigsface
PIGsFace (p. 380….)

Provide a specific plan to provide for:
 P: Positive (Task) interdependence (Reasons to
work as a team)
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I: Individual accountability
G/T: Group (Team) Processing- Reflections
 S: Social skills
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Face: Face to face interaction
Distribution of work
Teacher’s decisions—ideal classroom
Love and Logic?
 Children think for themselves, are
responsible, and function effectively--decisions, and consequences
 Jim Fay, long-time teacher
 Foster W. Cline, M.D., psychologist
 Charles Fay, Ph.D., psychologist

Building Responsibility
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1. Give a child a chance to act responsibly
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2. Allow mistakes

3. Allow consequences, accompanied by
empathy,
Three Basic Rules
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Use enforceable limits
“only use practical consequences”
Provide choices within limits
 Select choices that YOU like
Apply consequences with empathy
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When a child forgets to wear a coat, say, “I'm
so sorry that you're cold.
How sad.” ~ “Bummer.” ~ “That stinks.”
“I know.” ~ “I bet it feels that way.”
Enforceable Limits
“I'll listen when your voice is as calm as
mine.”
 “I grade papers that I can read.”
 “I respect you too much to argue.”
 I'll accept all papers that have your name at
the top.”
 “This is such a bummer. I cased me to talk a
lot. Now I don't have energy to help you
prepare class party.”

Ideal Classroom- Glasser
All human do is make Choices to meet their needs.
Survival
 food, water and shelter
Love and Belonging
Power
 Want a say & personal responsibility
Freedom
 Want choices
Fun
 Want to be involved
Teaching approaches (p. 368..)

Teacher decides appropriate CL approach
such as:
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Student Teams Achievement Divisions
 Teacher presents, students teach each other in home
teams, then tested individually. Team score is based on
individual student’s improvement
Think-Pair-Share
 Individual thinking, then pair up, then share with whole
class
Group Investigation
 From a broad topic, students decide learning methods,
then present to whole class
Teaching Approaches

Jigsaw 1
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Jigsaw 11
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Students given specific parts, become an expert by
learning from others with similar assignment, return
to home team to teach
Teacher assign a problem, students learn on their
own, then share with team members, students are
tested individually
Other (see Kagan & Kagan, 2006)
Approaches (Kagan & Kagan, 2006)
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Mix-Pair-share: Pair with classmate to discuss
question posed by teacher
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Time-Pair Share: Partners take timed turns
listening & sharing
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RallyRobin: In pairs students alternate
generating oral responses
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RoundRobin: In teams, students take turns
responding orally
Approaches
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Think Write Round Robin: Students write
individually then take turns to share orally
in teams

All Write Consensus: In teams students take
turns stating an answer. If there is
consensus, all teammates write the answer.
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Team Stand-N-Share: Teams stand to share
their answers with the class
TEACHER’S ROLE IN C.L. (p.371…)

Considerably different from traditional
roles.
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A teacher is a facilitator and a resource
person.

C.L. is not suitable for every lesson.
Students need independence and
competition
MAKES DECISIONS ABOUT:
What to teach and learning objectives
 Types of teams based on task (p.369…)
 Size of teams
 Assign students to teams
 Arrange the room to allow face to face
interaction (p. 375)
 Set rules (learning and feedback)..p. 380
 Assign roles..p. 378..
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TASK
Set tasks and positive interdependence
 Explain tasks
 Teach basic concepts and skills
 Structure positive interdependence
 Structure individual accountability
 Structure social skills
 Explain criteria for success
 Specify desired behaviors

MONITOR
 Monitor
and Intervene
 Provide
task assistance
 Monitor
student behavior

 Closure
to lesson
PROCESSING

Evaluate quantity and quality of learning
(formatively and summertively)

Assess team functioning (ask them to list what
they did well and what to improve)

Have teams share their projects, review important
points, etc.)
C.L. is not suitable for every lesson (Johnson & Johnson,
1987).
Research on the Benefits & Problems (p. 361
&388)
 Higher achievement & increased retention

Use of H.O.T.S. & critical reasoning

Increased positive attitude about subject matter, school,
learning, and school

Increased collaborative skills and attitudes
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Increased academic benefits to children of color (Cultural
incongruity between home and school cultures is hindrance
to learning (Smith 1998) Culture!
What else?

Problems
Noise level … this is productive noise
 Takes time (teachers & students)
 Chaotic– when used improperly
 Fear– teacher not being in-charge
 Opposition… students, school, &
community
 Could hold back fast learners… plan well
 Increased student movement (Fenton, 1992)

Education

“Education is what survives when what has been
learned is forgotten” ~ B.F. Skinner

How to ensure survival
 Use a variety of strategies: Reading and
reading, Thinking (metacognation) talking,
reflecting, discussing, writing, acting or handson, practicing, re-visiting, KWL, etc.
Constructivism– Problem-based learning (chap. 11&12)
What

is constructivism?...p. 17, 205-206 &526
Theoretical support and teaching strategies
consistent with constructivism … p. 399
What
we need to know about problem-based
learning….p. 396…
Teacher


The
& Students’ roles..p. 403
Discussions
Promoting thinking skills… p. 429
learning environment….p. 416…
Other items in the rubric will be explored as we
discuss the above

Project

Read chap. 11 (Problem-based learning) & chap
12 (discussion) and do the following:
 Identify a teaching project/lesson
plan/activity/topics based on what you know
about constructivism (Civil war, Biomes, wind energy,
food groups, story telling, addiction)

As you prepare your project, develop answers
to the following questions:







Why did you choose this project?
What is your (teacher’s) role?
What are the students’ roles?
What challenges do you think might arise?
What is your solution to expected challenges
How might this project influence your philosophy?
What else (Aha? Confusion?, etc) would you like to discuss?