This document discusses using cooperative learning strategies to motivate students to learn about wolves and bears. It describes implementing several lesson plans using cooperative learning approaches, including a scavenger hunt to find facts, a true or false group activity, and a jigsaw reading assignment. The cooperative learning strategies helped increase student participation, information retention, and social skills while learning about wolves and bears. Students worked in groups with positive interdependence and accountability for individual roles to research information and create a final project report on an animal of their choice.

1. Motivating STUDENTS through Cooperative learning

2. Teaching Scenario P.5 Class (Ability: Average) Reading motivation is low. No interest in content of reader (i.e. wolves and bears) Unfamiliar text type (informational report) Ability to search for information is inadequate. Students have no confidence in writing something they have never written before. When working in groups: student participation and involvement is erratic.

3. Solutions From Cooperative Learning Approach

4. Positive Interdependence Group Processing Individual Accountability Social Skills FACE to face Interaction

5. Classroom Set Up(Get the students to face each other!) FACE to face Interaction

7. Give Freedom for Groups.

8. Reward in groups.FACE to face Interaction

9. Classroom Set Up(change the seating of a “regular classroom”) FACE to face Interaction

10. Examples How I have applied the Cooperative Learning Approach to my own teaching

12. Students had to work in groups to find as much information as they could about wolves and bears during their recesses.Bears need to eat a lot of food so that they can get fat. They can eat almost 40 pounds (18 kg) of food everyday. Positive Interdependence

14. They then collated the information they found.Positive Interdependence

17. This “fun” experience will hopefully motivate them when it comes time for them to research for their own report.

18. Information retention was amazing (see next slide).Positive Interdependence

20. This Week: Group “True or false” tested how much information they remembered and understood.

21. They had to rely on each other to answer (because not everybody looked for information on wolves / bears). Positive Interdependence

23. We assigned a “writer” (the “leader”)

24. Classmates gave him suggestions.

25. All the students took turns in being the “writer” (leader)Positive Interdependence

27. So, we taught them how to “argue” without fighting.Social Skills

28. How do you know that? I think so too! I think the answer is True. I also remember finding that information card.

29. Lesson 3:Jigsaw Reading helps make reading less of a heavy load for children.

30. Group 3 P.18 - 20 Group 4 P.23 - 24 Group 5 P.25 - 27 Group 2 P.16-17 Group 7 P.30 - 32 Group 1 P.13 - 14 Group 6 P.28 - 29 Group 8 P.33 - 34

31. RetellingStudents have to retell the major events that happened in their assigned pages. Individual Accountability

32. Use different coloured pensI made sure my students knew WHY I was asking them to use different pens. Individual Accountability I used this technique in P.6 as well.

33. Use different coloured pensI made sure my students knew WHY I was asking them to use different pens. Individual Accountability

34. Project Work The next step in the “Wolves and Bears” Unit is a Process Writing Project where the students have to write a report on an animal of their choosing. Groups will be able to choose their animal, do research, illustrate, make drafts and their report will be “published”. In the end, groups will be able to reflect on the effectiveness of their group and even give marks to their classmates for “helpfulness”. Group Processing