xV4Kta=tataPIta  ta taUnfiledtatatatata(..Qtatata ta MS Shell DlgtaCooperativeIdeasPKtata tatata ta taEssentials of GroupworktaPKPKtata tatata ta ta Group members should: taPKPKtata tatata ta taStay with group, taPKPKtata ta  tata ta ta"Take turns, participate equally, taPKPKtata ta tata ta taListen, & ask for help, taPKPKtata ta  tata ta ta4Relate what is being learned to previous learnings taPKPKtata ta tata ta ta4Make sure others understand and agree with answers taPKPKtata ta tata ta taZUse collaborative skills: Praising, summarizing, brainstorming, persuasion, compromising taPKPKtata tatata ta ta,Constructively criticize ideas, not people taPKPKtata ta tata ta taDChange roles often and become comfortable performing each role welltaPKPKtata ta tata ta ta Roles can include:taPKPK.tata ta tata ta taTeam Manager Explains the task to the team, describes what result is required; describes the criteria the teacher will use for evaluation; monitors the group's progresstaPKPK tata ta tata ta taResearcher Finds reference materials, keeps a log of sources, skims materials and summarizes texts, cross-checks information and factstaPKPKtata ta tata ta taRecorder or Scribe Records steps that the group takes to achieve the goal, takes notes on brainstorms and other member ideas; creates preliminary reporttaPKPKtata ta tata ta ta}Organizer Organizes: clean-up, obtaining and returning materials, scheduling meetings, computer use, other member dutiestaPKPKtata ta !tata ta taCArtist Creates drawings, charts, visual representations, etc.taPKPK&tata ta#tata ta taIn addition to the above roles, all members should contribute by: sharing in brainstorms and other tasks, staying on task, respecting other members, & working hardtaPKPKtata ta %tata ta taOther roles include: Presenter, Editor, historian (relates work to previous knowledge), encourager, harmonizer (monitors quality of collaboration in group)taPKPKtata ta 'tata ta ta Group tasks should:taPKPKtata ta )tata ta ta5 have more than one answer or way to complete them. taPKPKtata ta +tata ta ta-be interesting, challenging, and rewarding. taPKPKtata ta -tata ta tavallow different students to make different contributions, regardless of language proficiency or academic background. taPKPKtata ta /tata ta tause different forms of media. taPKPKtata ta 1tata ta ta"involve sight, sound, and touch. taPKPKtata ta 3tata ta taQrequire a variety of "intelligences," behaviors, & higher-level thinking skills taPKPKtata ta 5tata ta ta6involve reading and writing, listening, and speaking taPKPKtata ta 7tata ta tahave cultural components taPKPKtata ta 9tata ta tabe well-organizedtaPKPKtata ta ;tata ta taNorms for Group InteractiontaPKPKtata ta =tata ta ta1. Everybody helpstaPKPKtata ta ?tata ta ta%2. Give reasons for your suggestionstaPKPKtata ta Atata ta ta13. No one is finished until everyone is finishedtaPKPKtata taCtata ta ta&4. You have the right to ask for helptaPKPKtata ta Etata ta ta#5. You have the duty to offer helptaPKPKtata ta Gtata ta ta'6. You have the duty to play your roletaPKPKtata ta Itata ta taRoles: Facilitator (everyone participates), Harmonizer (positive interaction), Resource (looks up info), Reporter (summarizes activity to class)taPKPKtata ta Ktata ta taIdeastaPKPKtata ta Mtata ta ta@ PWf3̙f3f3f3̙f3f3̙f3̙̙f3̙f3fffff3ffff̙fff3fffffff3ff333f333333̙3f3333333f3333f3̙f3f3ffffff3f3333f333f3ffffff3f3333f333f3ff̙ffff3f33̙33f333̙f3ffffffffff3fff3f3f3f3ff33f3ffffff3fff3f3f3ff3f33f33333333f333333333f3333ffffff3f3333f333f3"""DDDUUUwww>)}}}   /     ?%t   $  3     /' =#y?$    ?    2%@&  oA0 @                        ?"      E^5&        T L #     T8- < >/ "      '3 7(          ?   X     "           =_ >  _ _ ?}}"}  B   +x   1    p   +    02A ( p  $o1A  ֥o  1 - @  .    -    &on'k_82B$O o  !Q   N QAE  c ,   A /$ (  $[,Q5&C     @@& @%   $ $  ^   VB@    #      \   %     {Z  /    iO_  T?  @  R + @&#Y` ?Z =[ <T\ ; ~ %]?!@?! O)$ ` A  ~ " _   " /   B   * 0Ϩ(   U*K `dT8 K  @iU *K@#TL@TLTM -bpuS/<#&M @S/ E    :     ?O6  CP@ A"O!QA  )     " -   ?(    } ? #      OE_ f A?& A         taJIGSAW GroupstaPKPKtata ta Otata ta ta01. Students number off in their "home" groups. taPKPKtata ta Qtata ta taL2. Each number leaves to be with same number in new expert sharing groups. taPKPKtata ta Stata ta tah3. They learn the material in depth then return to share the material as experts with their home groupstaPKPKtata ta Utata ta taMore detailed explanation:taPKPKtata ta Wtata ta ta1. Prepare an "Expert Sheet" that has 2-5 purpose-setting questions, the pages to be read, and tells which group the expert will work with. For example, four Expert Sheets can be created, covering four different sections of a reading for the four different group members.taPKPKtata ta Ytata ta taw2. Use a pocket chart, numbers, or another method to assign groups and different expert roles within each "home" grouptaPKPKtata ta [tata ta ta3. Have each person read their assigned sections then get together with other experts with the same section to discuss their answers to the questionstaPKPKtata ta ]tata ta taw4. Have experts then report back to their original home groups to fill in the gaps that their members don't have yet. taPKPKtata ta _tata ta ta5. Hold a class discussion, perhaps with graphic aids to organize the information, and/or with project, quiz or writing assignmenttaPKPKtata ta atata ta taLiterature Study GroupstaPKPKtata ta ctata ta ta DescriptiontaPKPKtata ta etata ta taSets of different books are chosen by teacher to teach essential concepts of current theme. Students are encouraged to make connections. Vocabulary development and mini-lessons are given when needed. When responding, students need to use examples from text to support ideas. taPKPKtata ta gtata ta taProcess is as follows: 1. Describe books to students and let them choose which ones to read. 2. Group students together with same book and activate background knowledge. Examine cover illustration, title, and random inside pages and make predications. Predications can be written. 3. Teacher reads aloud or students read independently. Students can make notes on post-its in literature response log while reading. 4. Then students write their own responses to the text, writing what they learned, liked, questioned, etc. Responses include: -personal experiences that relate to text, - sentence starters -opinions and impressions, -comparisons and contrasts to other literature works, -discussion of literary elements (setting, plot, metaphors, theme, tension, etc.) Students can even write poems, draw, use story maps and other graphics in their responses. 5. Students then discuss their ideas in the group, each person sharing something. Roles can be assigned to facilitate equal sharing. One student takes notes and group decides which ideas can be shared with entire class 6. Students choose an extension (beyond) activity such as a character chart, poster, essay, letter, etc., to take learning beyond the text. A social action project can be generated here. taPKPKtata ta itata ta taComplex InstructiontaPKPKtata ta ktata ta taqStudents carry out different roles to accomplish a complex task: Facilitator, artist, recorder, harmonizer, etc.taPKPKtata ta mtata ta taAround the Room Rotation taPKPKtata ta otata ta taC Brainstorm ideas under different topics on butcher paper on wallstaPKPKtata ta qtata ta taGrowing numbered groupstaPKPKtata ta stata ta ta8Start off with 1 student,then 2, 4, 8, 16, whole classtaPKPKtata ta utata ta taSummarizing or debatingtaPKPKtata ta wtata ta tawCould have odd numbered increasing groups that vote each time on an issue until finding out final large group positiontaPKPKtata ta ytata ta tataPKPK.tata ta {tata ta taReciprocal Reading taReciprocal Reading Procedure 0. Pre-reading-Teacher builds interest the text and engages prior knowledge of students by using: anticipation guides, semantic maps, brainstorming, visual prompts, quickwrites, text scanning, mini-dramas, videos, etc. Students are in groups of four (ABCD) After reading a section of text, students stop to: 1. QUESTION-Student A reads section out loud and asks one explicit and one implicit/inferential question. Other student(s) answer. 2. CLARIFY-Student A asks for or gives clarification of concepts or vocabulary 3. SUMMARIZE-Student A summarizes and other students add to summary 4. PREDICT-Student A predicts what happens next in text, with evidence. "I predict that. "My evidence is. (Other students agree or disagree and give evidence) Variations: Different students can do different steps; RR can be done in pairs or triads; notes can be taken PKPKtata ta }tata ta taReciprocal Reading ProceduretaPKPKtata ta tata ta ta50. Pre-reading-Teacher builds interest the text and engages prior knowledge of students by using: anticipation guides, semantic maps, brainstorming, visual prompts, quickwrites, text scanning, mini-dramas, videos, etc. Students are in groups of four (ABCD) After reading a section of text, students stop to:taPKPKtata ta tata ta ta1. QUESTION-Student A reads section out loud and asks one explicit and one implicit/inferential question. Other student(s) answer.taPKPKtata tatata ta taP2. CLARIFY-Student A asks for or gives clarification of concepts or vocabularytaPKPKtata ta tata ta taD3. SUMMARIZE-Student A summarizes and other students add to summarytaPKPKtata ta tata ta tap4. PREDICT-Student A predicts what happens next in text, with evidence. "I predict that. "My evidence is.taPKPKtata ta tata ta ta5(Other students agree or disagree and give evidence)taPKPKtata ta tata ta tamVariations: Different students can do different steps; RR can be done in pairs or triads; notes can be takentaPKPKtata ta tata ta ta#Pairs create a dialog presentationtaPKPKtata ta tata ta ta InterviewstaPKPKtata ta tata ta taOral presentationstaPKPKtata ta tata ta taDramas taPKPKtata ta tata ta taDebatestaPKPKtata ta tata ta ta Hands High Software, Inc.taPK