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.
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