First Days of School - Cooperative Learning & Conclusion

The last chapter on lesson mastery deals with cooperative learning.  We will look at different ways to do cooperative learning in the classroom and then wrap up our First Days of School series.

"Cooperative learning is not so much learning to cooperate as it is cooperating to learn"

Cooperative Learning
Cooperative learning refers to a set of instructional techniques whereby students work in small, mixed-ability learning groups (Wong, 245).  Breaking into groups can be a tough task for some classrooms, whereas in others it is a simple task.  The question then becomes, why is this so?  The answer may be as simple as looking back a couple weeks at teaching your students procedures and routines.  Have you practiced getting into groups the correct way?  Do your students know your expectations for getting into groups?

Clear Expectations
Having clear directions and expectations for getting into groups is very important.  Students need to know how many people will be in a group and how many groups there will be.  Also point out from the start, how long each group will be meeting.  Is it for the complete class period?  Will it be longer?

Having clear expectations from the beginning clears up questions such as: How many people should we have?  Can I change groups?  How long are we in groups?

Placing Students in Groups
According to Harry Wong, "cooperative groups should be heterogeneous in terms of ability, sex, ethnicity, and other personal characteristics" (Wong, 251).  Wong goes on to say, "It is only from working with a diversity of people that students will learn the skills needed in a world of diversity.  These skills are learned when students are grouped heterogeneously." (Wong 252)

As you place students into groups, the number of students per group should be dependent upon how many jobs there are within the group.  This will alleviate the issue of one or two students not doing anything in the group.  The reason they do not do anything is because there are too many kids and not enough jobs.

**Tip - Create job description cards and laminate to be used within group work.**

Benefits to Cooperative Learning

"Most of the research indicates that cooperative learning leads to higher achievement for all students."

What some of the research says:

• Positive affects for both high and low ability students.
• Use higher-quality reasoning strategies, higher-level processing, and deeper thinking than isolated students.
• Develop skills of leadership, communication, decision making, and conflict management (21st Century Skills).
• Relationship building within groups.
• Teaches interdependence.
• Improves self-confidence.

How to Make Cooperative Learning Work

There are 4 elements that are needed to make cooperative learning work.

1. Positive Interdependence
2. Social Skills
3. Individual Accountability
4. Group Evaluation

Positive Interdependence

• Students really have to believe they are part of a group and they must believe they are in it together for a purpose.

Social Skills

• The skills of cooperative learning need to be taught.  These skills include: leadership, communication, trustfulness, and conflict resolution.

Individual Accountability

• Each member of the group is held accountable for the performance of all.  The teacher can stress accountability by being able to randomly call on any member of the group to present findings at any time.  This ensures that all members are actively participating.

Group Evaluation

• Periodically, the groups must assess how well they are working together and how they could do better.

Conclusion

Harry Wong's First Days of School book is a must read for every teacher!  If you haven't picked it up recently, make it a point to read it over the summer.  If you need a copy, you may check one from the MRVED library, or ask a friend ;)

The past 2 months we have spent time looking at what characteristics make for an effective teacher.  We broke it down into three areas:

• Has positive expectations for student success.
• Is an extremely good classroom manager.
• Knows how to design lessons for student mastery.

Hopefully you have gained something from going through part of the book.  Obviously there is so much more in the book!  Wong provides tons of examples throughout the whole book and is worth the read.  He has recently published a new book called The Classroom Management Book.  His new book will definitely be on my reading list for this summer.

First Days of School - Inviting Students to Learn

"Effective teachers have the power and the ability to invite
students and colleagues each day and in every class to learn together."

We will continue our series centered around Harry and Rosemary Wong's book, The First Days of School.  Wong outlines the three characteristics of an effective teacher as:

• Has positive expectations.
• Is an extremely good classroom manager.
• Knows how to design lessons for student mastery.

For the first couple weeks, we will focus on positive expectations.

How to Invite Students to Learn - Chapter 9
Wong's chapter on inviting students to learn is heavily influenced by William W. Purkey's concept of "Invitational Education".  Invitational education is centered around the following:

• People are able, valuable, and responsible and should be treated accordingly.
• Helping is a cooperative, collaborative alliance in which process is as important as product.
• People possess relatively untapped potential in all areas of human development.
• Human potential can best be realized by places, policies, programs, and processes that are intentionally designed to invite development, and by people who consistently seek to realize this potential in themselves and others, personally and professionally.

To fulfill the above propositions, invitational education employs the following:

• Opportunities are everywhere, but little happens until invitations are sent, received, and acted on.
• A positive self-concept is the product of inviting acts.
• One inviting act can make a positive difference even if everything else is disinviting.
• We will always be invited if we are giving the party.
• Human potential is always there, waiting to be discovered and invited forth.
• To maintain a consistently inviting stance is the essence of an effective teacher.

Are you Invitational or Disinvitational?

• Do you greet your students every day?
• Do you smile and listen to your students?
• Is your environment inviting?

Invitation

An invitation is a message that states that the person being invited is responsible, able, and valuable.  "The critical ingredient needed for people to realize their fullest potential lies in the kinds of invitations extended to individuals by the significant people in their lives." (Wong, 64)

Teachers are significant people in any students lives.  Educators need to know the power of being invitational in the learning process.  If a student does not feel safe and invited to learn, the chances they will learn decreases.  Here are a couple examples of being an inviting teacher:

• A teacher says, "this kid can't read"...instead the teacher could say, "this kid can't read.  How can I help him/her?"
• Having live plants in your classroom.
• Greeting students at the door every day.

Four Levels of Invitational Education

1. Intentionally Disinviting - Deliberately demean, discourage, defeat, and dissuade students.
1. Examples: "I failed 12 students last semester."  "I've only given one A in 16 years of teaching."  "You will never amount to anything."
2. Unintentionally Disinviting - Are not deliberately negative, but often say things to demean students.
1. Examples: "If you don't want to learn, that's your problem."  "I was hired to teach history, not all these other things."  "I teach only students who want to learn."
3. Unintentionally Inviting - Generally well liked and effective, but are unaware of why they are effective.
1. Examples: "Aren't you sweet."  "I enjoy teaching."  "Great job!"
4. Intentionally Inviting - Have a professional attitude, work diligently and consistently, and strive to be more effective teachers.
1. Examples: "Good morning, have a great day."  "Please tell me more."  "You can do better; let me show you how."

First Days of School - How to Help All Students Succeed

"The most important day of a person's education is the first day of school, not graduation."  These words are the basis of Wong's book and ring throughout every chapter.  Although we are nearing the last quarter of school, many of the tips Wong gives are not only important on the first day of school, but throughout the whole year.

First Days of School - How to Help All Students Succeed

As we mentioned last week, we are starting a new series centered around Harry and Rosemary Wong's books, The First Days of School.  Wong outlines the three characteristics of an effective teacher as:

• Has positive expectations.
• Is an extremely good classroom manager.
• Knows how to design lessons for student mastery.

For the first couple weeks, we will focus on positive expectations.

How to Help All Students Succeed - Chapter 7

How to Welcome Students to School (Wong, p.47)

• Organize a first day of school celebration.
• Stand at the bus stop and welcome them.
• Stand at every entrance to the school.
• Hang a welcoming banner.
• Have guides in the hall.
• Have your name and room number clearly visible.
• Make sure the first message over the loud speaker is a welcoming one.

A second quote in this chapter that is really powerful is, "School is a concept wherein students are welcome to learn and enhance the quality of their lives without fear of intimidation or harm..." (Wong, p.48)

The bottom line is students need to feel welcomed, cared for, and safe in order to even begin to be successful.  Sometimes, as educators, we overlook some of our students most basic needs and don't understand why he/she is not understanding material or staying caught up in class.  Sometimes we need to stop and think about how the student feels in your environment.

Resources

20 Tips for Creating a Safe Learning Environment

Fostering a Healthy, Safe, and Supportive Learning Environment: How High Poverty, High Performing Schools Do It

New Series - The First Days of School

During the months of January and February we highlighted a feature called Brandon's Brainwork.  I hope it gave you the opportunity to reflect and think about a few aspects of your teaching.  Our last series of the year will be based on The First Days of School by Harry & Rosemary Wong.  Each week we will highlight a certain chapter in the book and provide resources to go with the chapters.



Laying the Groundwork
According to Harry Wong, the three characteristics of an effective teacher are:

1. Has positive expectations for students success.
2. Is an extremely good classroom manager.
3. Knows how to design lessons for student mastery.

Over the next couple months we will highlight different pieces of each of these three characteristics.

Positive Expectations

• AKA...High expectations.
• Means that the teacher believes in the learner and that the learner can learn.
• Whatever the teacher expects from the learner is what the learner will produce.
• It is essential that the teacher exhibit positive expectations toward all students.

Classroom Management

• Practices and procedures that a teacher uses to maintain an environment in which instruction and learning can occur.
• Discipline has very little to do with classroom management.
• The teacher must establish a productive and cooperative working environment.

Lesson Mastery

• Student's demonstration that a concept has been comprehended or a skill can be performed at a level of proficiency determined by the teacher.
• Student success in the subject matter of the class will be the result of how well the teacher designs lessons and checks for mastery.

Brandon's Brainwork-Classroom Management

Classroom Management

Classroom management is one of those things that every teacher can improve on.  One of the best books on classroom management is Harry Wong's The First Days of School.  If this book is not in your professional library, it should be!  Harry Wong defines classroom management as "all the things that a teacher does to organize students, space, time, and materials so learning can take place".  Each person handles classroom management in their own unique way, but there are a couple characteristics that define a well managed classroom.  According to Wong, they are:

• Students are deeply involved in their work.
• Students know what is expected of them.
• There is relatively little wasted time.
• The climate of the classroom is work-oriented but also relaxed.

A couple strategies Wong gives for classroom management are:

• Start the class with an assignment, not roll.
• Post your assignments in the same place and manner every day.
• Permanently display your classroom rules and expectation.
• Have procedures for everything!  Teach and practice the procedures.
• Dismissal at the end of class
• When students are absent
• For quieting the class
• Handing in papers
• Starting the class
• Be over-prepared! 

Reflection Questions

1. Are you over-prepared every day?

2. Do you have consistent procedures for everything in your classroom?

3. Did you, or have you, practiced the procedures?

4. What part of classroom management am I strong in?  What can I share with a colleague that would help them with classroom management?

5. What area of classroom management am I weak in?

Resources

Harry Wong- The First Days of School & Professional Reference

Pinterest Classroom Management Ideas