Integrating Cooperative Learning Procedures, Solomon’s Six Types of Information and the Topic of the Tanach

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly our mentees should know about the integration of cooperative learning procedures and Solomon’s Six Types of Information.

Accordingly, on the chart below you will find sample applications of five different cooperative learning procedures with the six types of information related to the topic of the Tanach.

The Integration of Cooperative Learning, Solomon’s Six Types of Information and the Topic of the Tanach

Cooperative Learning Procedures	Six Types of Information	Content Question/Challenge
Rally Round	Facts	Write as many different facts as you can about the Tanach.
Think-Write-Pair-Share	Concepts	What ideas do you associate with the Tanach? Example: Wisdom
Paired Interview	Experiences and Feelings	Form pairs, and let each member role-play a different person in the Tanach. Examples: Abraham and Sarah. Let one member role-play that person, and let the other serve as an interviewer. Then reverse roles. Share your experiences and feelings as you role-play that person.
Round Robin Brainstorming	Preferences	Brainstorm a list of people in the Tanach. Then, after recording the names of different people in the Tanach, select your favorite.
Group Discussion Using Talking Chips	Informed Opinion	Explain the reasons for the selection of your favorite person in the Tanach.

On the next post we will share how to integrate five different cooperative learning procedures with Solomon’s Six Types of Information on the topic of the Tefilah. (Prayer).

Integrating Cooperative Learning Procedures, Solomon’s Six Types of Information and the Topic of Israel

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly our mentees should know about the integration of cooperative learning procedures and Solomon’s Six Types of Information.

Accordingly, on the chart below you will find sample applications of five different cooperative learning procedures with the six types of information related to the topic of Israel.

The Integration of Cooperative Learning, Solomon’s Six Types of Information and the Topic of Israel

Cooperative Learning Procedures	Six Types of Information	Content Question/Challenge
Rally Round	Facts	Record facts about the state of Israel.
Think-Write-Pair-Share	Concepts	When you think about Israel what concepts (abstract ideas) come to mind? (e.g. The Promised Land)
Paired Interview	Experiences and Feelings	Think of a meaningful experience that you had while in Israel. If you have not been to Israel, think of a movie or television program that you have seen about Israel. What feelings arose in you at that time?
Round Robin Brainstorming	Preference	Students form learning teams of four (a quad). Each student creates an individual list of places to visit in Israel. Then, in round robin fashion, each member of the team mentions one item from her list. Members add new items on their lists. Again, in round robin fashion, each class member shares one new item from her list. After the class list of places to visit in Israel is completed, each student selects her favorite.
Group Discussion Using Talking Chips	Informed Opinion	Explain your preference selection to your teammates, and then to the members of the class.

On the next post we will share how to integrate five different cooperative learning procedures with Solomon’s Six Types of Information on the topic of the Tanach.

Description and Application of Team Webbing: A Cooperative Learning Procedure for the Judaic Classroom

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly our mentees should know about the Cooperative Learning Model of Teaching.

One example of a cooperative learning procedure for the Judaic classroom is Team Webbing. A description of this cooperative procedure and a sample application for the Judaic classroom follows:

Team Webbing: Each quad (i.e. team of four) is assigned one fact or concept which is written on a sheet of paper. With pen, pencil or marker in hand, each quad member silently and simultaneously records a related fact or concept, or writes a question on the paper. Each quad thus creates a team web of questions and answers which can serve as a springboard for future class discussion or inquiry.

Sample Application: When beginning a new unit, a team web can be used to determine what students know about a given topic, and what they would like to learn. Example: Places to visit in Israel.

On the next post we will share how to integrate Solomon’s Six Types of Information with five different cooperative learning procedures on the topic of Israel.

Description and Application of Expert Jigsaw: A Cooperative Learning Procedure for the Judaic Classroom

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly our mentees should know about the Cooperative Learning Model of Teaching.

One example of a cooperative learning procedure for the Judaic classroom is Expert Jigsaw. A description of this cooperative procedure and a sample application for the Judaic classroom follows:

Expert Jigsaw: This is a more complex cooperative procedure that includes the following four steps:

1. A task or set of materials is divided into several component parts or topics.

2. Each quad member is given a topic on which to become an expert.

3. Members who have the same topics meet in expert groups to discuss their topics, analyze the data, and plan how to present their findings to their team mates.

4. Members return to their original quads (i.e. home groups) and teach what they have learned to the members of their home group.

Sample Application: Divide the class into quads (i.e. teams of four). Divide a topic like (Jewish leaders) into four component parts: 1. Moses, 2. Queen Esther, 3. David Ben-Gurion, and 4. Golda Meir. Give each quad member a number from 1 to 4. Thus number 1 is responsible for studying the life of Moses, number 2 learns about Queen Esther, etc. All class members with the number one form an expert group on Moses, and answer a set of questions. All class members with the number two form an expert group to study Queen Esther, etc. At a designated time determined by the teacher, the experts return to their original (i.e. home) quad and report their findings to their home team members.

On the next post we will describe and give a sample application of another cooperative learning procedure, Team Webbing.

Description and Application of Simple Jigsaw: A Cooperative Learning Procedure for the Judaic Classroom

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly our mentees should know about the Cooperative Learning Model of Teaching.

One example of a cooperative learning procedure for the Judaic classroom is Simple Jigsaw. A description of this cooperative procedure and a sample application for the Judaic classroom follows:

Simple Jigsaw (*Aronson et al, 1978): The teacher divides an assignment into four parts and each quad member is responsible for learning and teaching one-fourth of the assignment to his or her teammates. Students may be pre and post tested on their mastery of the material. More Complex Alternative:

1. Each quad mate is given some content to learn, a problem to solve or a skill to perform.

2. Each quad mate plans how to teach the material or skill to the other members of the quad/team. This includes developing a means of checking for understanding to determine whether the other quad members have really learned the information or skill presented.

3. Each quad mate teaches the material or skill to the other members of the quad. This includes checking for understanding.

Sample Application: Each person in the quad is assigned a city in Israel to study. After studying that city, she must report on its population, economy, location and major attractions to the other members of the quad.

* Aronson, E., N. Blaney, C. Stephan, J. Sikes and M. Snapp (1978). The Jigsaw Classroom.Beverly Hills, CA: Sage Publications.

On the next post we will describe and give a sample application of another cooperative learning procedure, Expert Jigsaw.

Description and Application of Reciprocal Teaching: A Cooperative Learning Procedure for the Judaic Classroom

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly our mentees should know about the Cooperative Learning Model of Teaching.

One example of a cooperative learning procedure for the Judaic classroom is Reciprocal Teaching. A description of this cooperative procedure and a sample application for the Judaic classroom follows:

Reciprocal Teaching (*Palinscar and Brown, 1984): This is an excellent reading comprehension and discussion cooperative procedure. Students form learning pairs and do the following:

· silently read the same passage at the same time

· together, verbally summarize the reading.

· ask each other questions about the reading.

· clarify and explain what the reading means.

· predict the contents of the next passage.

Sample Application: Read a passage from any of the Five Books of Moses and follow the procedure of reciprocal teaching.

* Palinscar, A.S., and Brown, A.L. (1984). Reciprocal Teaching of Comprehension-fostering and Comprehension-monitoring Activities. Cognition and Instruction, 1, 117-175.

On the next post we will describe and give a sample application of another cooperative learning procedure, Simple Jigsaw.

Description and Application of Team Question and Answer: A Cooperative Learning Procedure for the Judaic Classroom

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly our mentees should know about the Cooperative Learning Model of Teaching.

One example of a cooperative learning procedure for the Judaic classroom is Team Question and Answer. A description of this cooperative procedure and a sample application for the Judaic classroom follows:

*Team Question and Answer (*Spencer and Miguel Kagan, 2009): This is a review cooperative learning procedure. A student may pose a question to the teacher or the class only when the members of her quad (i.e.team of four) do not know the answer or have different answers to that question. The teacher can add the following rule: A student may ask the teacher a question (a) when her team mates do not agree upon an answer and (b) after consulting with another quad.

Sample Application: Use this as a review for a test or quiz in any Judaic subject.

*Kagan, S. & Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing, www.KaganOnline.com .

On the next post we will describe and give a sample application of another cooperative learning procedure, Reciprocal Teaching.

Description and Application of Corners: A Cooperative Learning Procedure for the Judaic Classroom

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly our mentees should know about the Cooperative Learning Model of Teaching.

One example of a cooperative learning procedure for the Judaic classroom is Corners. A description of this cooperative procedure and a sample application for the Judaic classroom follows:

Corners [also called Clusters] (*Spencer and Miguel Kagan, 2009)

The teacher or a student raises a divergent question, one that has multiple answers. After several responses are generated, students are invited to join a common interest group where they can discuss their views. These common interest groups gather in different parts (corners or clusters) of the room.

Sample Application: What is your favorite Jewish holiday?

*Kagan, S. & Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing, www.KaganOnline.com .

On the next post we will describe and give a sample application of another cooperative learning procedure, Team Question and Answer.

Description and Application of Numbered Heads Together: A Cooperative Learning Procedure for the Judaic Classroom

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly our mentees should know about the Cooperative Learning Model of Teaching.

One example of a cooperative learning procedure for the Judaic classroom is Numbered Heads Together. A description of this cooperative procedure and a sample application for the Judaic classroom follows:

Numbered Heads Together (*Spencer and Miguel Kagan, 2009): The students in each quad are given or choose a number: 1, 2, 3 or 4. When the teacher poses a question and says, “Numbered Heads Together,” quad members get together and discuss the question making certain that all members can answer the question posed. After a specified period of time, the teacher restates the question and announces a number, i.e. 1, 2, 3 or 4. Students having that number in all the different quads are invited to state an answer to the question. The teacher then calls a second number and the procedure continues.

Sample Application: What are the names of the Hebrew months in consecutive order?

*Kagan, S. & Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing, www.KaganOnline.com .

On the next post we will describe and give a sample application of another cooperative learning procedure, Corner or Clusters.

Description and Application of Round Table: A Cooperative Learning Procedure for the Judaic Classroom

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly our mentees should know about the Cooperative Learning Model of Teaching.

One example of a cooperative learning procedure for the Judaic classroom is Round Table. A description of this cooperative procedure and a sample application for the Judaic classroom follows:

Round Table (*Spencer and Miguel Kagan, 2009): Each quad (i.e. cooperative group of four students) is given one sheet of paper on which to record different responses to a question posed by the teacher. Each quad member is invited to write one new response to the teacher’s question on the quad’s paper. The paper is then passed around the quad in clock-wise or counter-clock-wise fashion. A student who does not have a novel response says, “I pass” and then hands the paper to the next student. The paper may be passed around the quad several times. A more sophisticated form of Round Table has students passing around four sheets of paper with each paper posing a different question.

Sample Application: Generate a list of prophets in the Tanach.

*Kagan, S. & Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing, www.KaganOnline.com .

On the next post we will describe and give a sample application of another cooperative learning procedure, Numbered Heads Together.

Description and Application of Round Robin Brainstorming: A Cooperative Learning Procedure for the Judaic Classroom

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly our mentees should know about the Cooperative Learning Model of Teaching.

One example of a cooperative learning procedure for the Judaic classroom is Round Robin Brainstorming. A description of this cooperative procedure and a sample application for the Judaic classroom follows:

Round Robin Brainstorming: The teacher or a student poses a question that has multiple answers. Students, in quads, verbally share one new idea in round robin fashion with their quad members. Then students share answers with the entire class. The rules for brainstorming include:

1. say anything that comes to mind during the time limit.

2. you may repeat, modify or piggyback upon the ideas previously presented.

3. do not discuss, praise, criticize or reject any ideas presented.

4. select someone to record the ideas.

5. evaluate the ideas after brainstorming is completed.

Sample Application: How many Jewish holidays can you name?

On the next post we will describe and give a sample application of another cooperative learning procedure, Round Table.

Description and Application of Rally Round: A Cooperative Learning Procedure for the Judaic Classroom

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly our mentees should know about the Cooperative Learning Model of Teaching.

One example of a cooperative learning procedure for the Judaic classroom is Rally Round. A description of this cooperative procedure and a sample application for the Judaic classroom follows:

Rally Round (*Spencer and Miguel Kagan, 2009): This is a four-step paired cooperative learning procedure.

1. Individuals brainstorm and record answers to a problem posed by the teacher or a student. Students are then placed into learning pairs.

2. Pairs take turns sharing answers. A states an answer from her list and B listens. If B has that answer on his list, he places a check next to his answer. If B does not have that answer on his list, he adds it to his list.

3. Then B gives a new answer, and A listens and records new information on her list. Note: A and B do not discuss their answers until the time limit has elapsed.

4. A and B discuss their answers.

Sample Application. Generate a list of Hebrew words that begin with the letter ____.

*Kagan, S. & Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing, www.KaganOnline.com .

On the next post we will describe and give a sample application of another cooperative learning procedure, Round Robin Brainstorming.

Description and Application of Paired or Two-Step Interview: A Cooperative Learning Procedure for the Judaic Classroom

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly our mentees should know about the Cooperative Learning Model of Teaching.

One example of a cooperative learning procedure for the Judaic classroom is Paired or Two-Step Interview. A description of this cooperative procedure and a sample application for the Judaic classroom follows:

Paired or Two-Step Interview: The teacher poses a question and invites students to form a learning pair; one partner is A and the other is B. A answers the question during a time specified by the teacher. When A is answering the question, B must listen, may ask clarifying or probing questions, but may not interrupt A or share his or her opinion. Then the process reverses with B speaking and A listening or asking questions.

Sample Application: How does your family usually celebrate Shabbat?

On the next post we will describe and give a sample application of another cooperative learning procedure, Rally Round.

Description and Application of Pairs: A Cooperative Learning Procedure for the Judaic Classroom

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly our mentees should know about the Cooperative Learning Model of Teaching.

One example of a cooperative learning procedure for the Judaic classroom is Pairs. A description of this cooperative procedure and a sample application for the Judaic classroom follows:

Pairs: Students are placed in dyads (i.e learning pairs). Here are the two steps in Pairs: (1) the teacher assigns a task for each learning pair. (2) each learning pair works on the task; the teacher monitors progress of each dyad.

Sample Application: Create a list of the blessings that you find in the siddur.

On the next post we will describe and give a sample application of another cooperative learning procedure, Paired or Two-Step Interview.

Description and Application of Think-Pair-Share: A Cooperative Learning Procedure for the Judaic Classroom

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly ourmentees should know about the Cooperative Learning Model of Teaching.

One example of a cooperative learning procedure for the Judaic classroom is Think-Pair-Share (*Lyman, 1981, 1992). A description of this cooperative procedure and a sample application for the Judaic classroom follows:

Think-Pair-Share: This is a three-step paired cooperative procedure. During step one, each member individually and silently thinks about a question posed by the teacher. During the second step, two members are paired to exchange and discuss their responses. During step three, each member may share his response, his partner’s response, a synthesis or something new with the quad, another quad, or the entire class. Participants always retain the right to pass or not share information. There are many variations including: Think-Write-Pair and Share and Think-Web, Pair-Web and Share.

Sample Applications: (1) Instead of posing a question to the class, the teacher uses Think-Pair-Share. (2) The teacher poses this question to his or her class: Think of your favorite biblical hero or heroine; Pair (discuss) with your partner; Share your answer with the class.

*Lyman, F. (1981). The Responsive Classroom Discussion: The Inclusion of All Students.Mainstreaming Digest. University of Maryland, College Park, MD. Lyman, F (1992). Think-Pair-Share, Thinktrix, and Weird Facts: An Interactive System for Cooperative Thinking. InEnhancing Thinking Through Cooperative Learning. Davidson, N. & Worsham, T. (Editors). NY: Teachers College Press, 169-181.

Here is a You Tube video on using Think-Pair-Share with hand signals.

On the next post we will describe and give a sample application of another cooperative learning procedure, Pairs.

Excerpts from article by Solomon and Davidson on Cooperative Learning Research

Here are excerpts from an article that Neil Davidson and I wrote on cooperative learning research. This is the citation: Solomon, R. & Davidson, N. (Summer, 2009). Cooperative Learning: Research and Implementation for Jewish Education. Jewish Educational Leadership. 7(3).

Cooperative Learning – survey

While cooperation in education may appear to be a twentieth-century development, it has long-standing roots in many societies. Indeed, an ancient Jewish tradition of having a partner (hevruta) with whom to study the Talmud is referenced as early as the Babylonian Talmud (Shabbat 63a). R. Abba said in the name of R. Simeon b. Lakish: When two disciples form an assembly in halakhah, the Holy One, blessed be He, loves them. Yet not until the twentieth century has there been systematic and wide-ranging international research on the key concepts and methods of cooperation in education.

The field of cooperative and collaborative learning is not monolithic. Indeed there are many methods of cooperative and collaborative learning. For an elaboration on the various approaches to implementing cooperative learning see the Handbook of Cooperative Learning Methods by Shlomo Sharan (1993). What all these approaches share is that students work together cooperatively in small groups of 2-5 members in order to accomplish an academic task in a positive and mutually supportive manner.In a theoretical synthesis of varied cooperative and collaborative learning approaches, Davidson (1994, 2002) has identified five attributes that are common to all the approaches. These are:

1. A common task or learning activity suitable for group work
2. Small-group interaction focused on the learning activity
3. Cooperative, mutually helpful behavior among students
4. Interdependence in working together
5. Individual accountability and responsibility

In addition to these common attributes, there are nine other attributes which vary among the approaches to cooperative and collaborative learning. Examples of these are how groups are formed, how or whether to teach interpersonal skills, the structure of the group, and the role of the teacher. For further details, see Davidson (1994, 2002). For syntheses of this research see the extensive reviews by Johnson and Johnson (1989), Slavin (1990), Sharan (1980, 1990), and Newmann and Thompson (1987) at the high school level. Additional reviews have focused on conditions for productive group work (Cohen, 1994), task-related group interaction in mathematics groups (Webb, 1991), and cooperative learning with post-secondary students in science, mathematics, engineering, and technology (Springer et al, 1999).

Summary of Research

Research conducted in many different subject areas and with various age groups of students has shown positive effects favoring cooperative learning in academic achievement, development of higher order thinking skills (both critical and creative), self esteem and self confidence as learners, intergroup relations including friendship across racial and ethical boundaries, social acceptance of mainstreamed students labeled as handicapped or disabled, development of interpersonal skills, and the ability to take the perspective of another person.

References

Aronson, E., Blaney, N. Stephan, C., Sikes, J. & Snapp, M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publications.

Brooks, J.G. & Brooks, M.G. (1993). In Search of Understanding: The Case for Constructivist Classrooms. Alexandria VA: Association for Supervision and Curriculum Development, 27.

Cohen, Elizabeth (1986, second edition 1994). Designing Group Work: Strategies for the Heterogeneous Classroom. New York: Teachers College Press, Columbia University.

Davidson, Neil & Worsham, Toni (Eds.) (1992). Enhancing Thinking Through Cooperative Learning. New York: Teachers College Press, Columbia University

Davidson, Neil (1994, second edition 2002). Cooperative and Collaborative Learning:An Integrative Perspective. In Thousand, J. Villa, R. & Nevin, A. (Eds).Creativity and Collaborative Learning: A Practical Guide for Empowering Teachers and Students. Baltimore, MD. Brookes Publishing, 13-30.

Johnson, David & Johnson, Roger. (1989). Cooperation and Competition: Theory and Research. Edina, MN: Interaction Book Company.

Kagan, Spencer. (1992). Cooperative Learning. San Clemente, CA: Kagan Publishing.

Lyman, F. (1981). The Responsive Classroom Discussion: The Inclusion of All Students. Mainstreaming Digest. University of Maryland, College Park, Maryland.

Melamed-Turkish, M. (Summer, 2007). Mitzvot pairs. Jewish Education News. NY: Coalition for the Advancement of Jewish Education. 28 (2).

Newmann, F. & Thompson, J. (1987). Effects of Cooperative Learning on Achievement in Secondary Schools: A Summary of Research. Madison, WI: National Center on Effective Secondary Schools.

Schmuck, Richard & Schmuck, Patricia. (2000, Eighth edition). Group Processes in the Classroom. Madison, WI: Brown and Benchmark Publishers.

Sharan, S. (1980). Cooperative Learning in Small Groups: Recent Methods and Effects on Achievement, Attitudes, and Ethnic Relations. Review of Educational Research. 241-271.

Sharan, S. (1990). Cooperative Learning: Theory and Research. Westport, CT:Praeger Publishers.

Sharan, S. (Ed.) (1993). Handbook of Cooperative Learning Methods. Westport, CT:Greenwood.

Slavin, Robert. (1990). Cooperative Learning: Theory, Research, and Practice.Englewood Cliffs, NJ: Prentice Hall.

Solomon, R. & Solomon, E. (2009). Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond. Tucson, AZ: Wheatmark Publishers.

Springer, Leonard, Stanne, Mary Elizabeth & Donovan, Samuel S.. (1999). Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis. Review of Educational Research. (69), 21-51.

Webb, Noreen (1991). Task-Related Verbal Interaction and Mathematics Learning in Small Groups. Journal for Research in Mathematics Education. 22(5), 366-389.

On the next post you will find the first of several cooperative learning procedures (i.e. Think-Pair-Share) that can be implemented in the classroom.