Guide
Name
Co-op Co-op
Description
Co-op Co-op structures the class so that students are cooperating within teams and with the whole class to reach a class goal. >
Purposes Specific Learning Outcomes LICT Descriptors How To Do
Related Information
- 1. Student-centred class discussion: Readings, lectures, films, and other experiences are followed by class discussion to uncover and stimulate curiosity. The aim of the discussion is not to lead students to predetermined topics for study; the discussion should lead to an understanding of what students want to learn or experience in relation to the topic to be covered. 2. Selection of student teams: Students are assigned to heterogeneous groups. 3. Team-building and skill development: Co-op Co-op cannot proceed successfully until the members of each team feel some identification with that team. The number and type of team-building activities will depend on the needs of the class. Skill development, which begins at this stage, is an ongoing part of Co-op Co-op. 4. Team topic selection: Students are reminded of the topics the class identified in step 1, and each group chooses a topic, taking responsibility for one part of the class's learning goals. 5. Mini-topic selection: Each group divides its topic into sections to create a division of labour among group members. There may be some overlap of these mini-topics, but each one must also make a unique contribution to the whole. Each student in the group will become the group's expert on one mini-topic. 6. Preparation for mini-topic presentations: Students research and organize materials on their mini-topics. The use of both primary and secondary research is encouraged. 7. Mini-topic presentations: Students present their mini-topics to their partners. These are to be formal presentations, with the presenter standing and a specific time allotment. After the mini-topic presentation, the whole group has a wealth of information on the topic. 8. Preparation of team presentations: The team discusses its topic thoroughly, with the goal of synthesizing and integrating the material each member presented, and exploring any questions that have arisen. The group's final presentation requires synthesis; it cannot simply be a panel with each member presenting his or her mini-topic. The form of presentation will be determined by the material. For example, it may be a debate, a Gallery Walk, a demonstration, digital presentation, or a drama. 9. Team presentations: The team is responsible for arranging the time and classroom space for the presentation. 10. Reflection and evaluation: The evaluation has three components: team-mates evaluate each mini-topic presentation, the class evaluates the major team presentations, and the teacher evaluates the papers each student writes on his or her mini-topic. Students participate in the construction of evaluation rubrics. The class reflects on the group process. Collaborative Learning link to file
Variations
Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 1 -
Guide
Assessment / Think Abouts References
- Success for all Learners: A Handbook on Differentiating Instruction, A Resource for Kindergarten to Senior 4 Schools p. 5.8
Keywords
Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 2 -