Diversity Integrated Thematic Unit |
cOOPERATIVE lEARNING
What is the PIGS Faces model for Cooperative Learning?
Cooperative Learning Activity
1. Objective of Activity:
Students will engage in structured, collaborative small group and whole group discussions to see how multiple ways of seeing can deepen the class' collective understanding and that we're all unique and don't see things the same.
2. Standard & Anti-Bias Framework Domain and Number:
◦ Standard: MP3: Construct viable arguments and critique the reasoning of others.
◦ Anti-Bias Framework:
Diversity 6 - Students interact comfortably and respectfully with all people, whether they are similar or different from them.
3. Assessment:
◦ I call on one person from each group to share the number of triangles their group has agreed on--no explanation is needed at this time. Since anyone should be able to explain the group's thinking if they truly collaborate, it is safe to call on anyone in the group and not just those students who want to volunteer. By doing this, I can keep groups accountable for making sure everyone is involved and engaged in the group discussion. As groups report out I record results (on the whiteboard) in a table format so that all the groups can see how they and others viewed the figure.
◦ Checking in for understanding during group work and taking note of students' participation.
◦ Students will be provided with a rubric that lists what is expected from the activity and how the activity will be assessed (rubric attached)
4. Student Activity:
◦ I display a figure that contains many triangles and ask students to use the Think-Pair-Group-Share structure for sharing out their ideas.
◦ Think:
Show the whole class an image that requires students to decompose the figure to answer how many triangles they see.
Students must justify their answer.
◦ Pair:
With the person to your right, share/explain the number of triangles you see.
◦ Group:
Starting with the person who is closest to the door, share what your partner said. Then go around counterclockwise until
everyone has shared.
◦ Share:
As a group, come to an agreement about the number of triangles and be prepared to share with the class.
5. Variety of Content Levels:
◦ EL: They will receive an altered rubric of where I expect them to be at today. In addition, this student has a hard time with remembering formulas and associated vocabulary. I will provide this student with a graphic organizer for the key words.
◦ SN: They will receive an altered rubric of where I expect them to be at today. This student has a hard time formulating their thoughts orally but is very capable and successful at articulating oneself through writing so they need options in how to present their findings.
◦ Low: This students needs to be checked in on as they work through classwork and finish it but with very little accuracy. They need to be individually checked in with to ensure they understand the instructions and steps involved.
◦ Middle: This student needs to check their work as they make arithmetic errors and often forget key components of the question(s).
◦ High: This student needs more of a challenge. I will provide this student with an additional triangle image for them to decipher.
6. Vocabulary Development:
7. Graphic Organizer:
8. Cooperative Learning Components - PIGS Faces
P - Positive Interdependence
1. What are the mutual goals?
a. Each group member can explain their findings.
2. How will labor, materials, roles and resources be divided?
a. Roles were pre-determined due to their seating arrangements (they change every 2 weeks). There is a facilitator, timer, skeptic and recorder. All students are responsible for the findings of their group and they do not know who will be called on.
3. What roles and responsibilities will you assign?
a. Each member is given a distinct leadership role (facilitator, timer, skeptic and recorder).
4. What roles and responsibilities will you assign?
a. The task is divided into portions and each member must complete their portion for the group task to succeed (relates directly back to their roles).
5. How are the role connected?
a. The roles are connected in that they facilitate the collaboration between the group and keep them accountable for what is required on their rubric. The facilitator keeps them on task, the timer keeps track of the time and pace, the skeptic questions their findings to ensure they can justify them before speaking to the class and so that all group members are aware of what they are presenting and the recorder keeps documentation of their findings.
6. What join/common rewards will you provide?
a. Group is rewarded for members sharing, helping and explaining (full classwork points).
7. What are the consequences if not all participate?
a. Students will lose classwork points.
I - Individual & Group Accountability
1. How will roles be assigned?
a. Roles are assignment at the beginning of each new seating arrangement (every two weeks). I keep a tally of who has had each role, so they are assignment by who hasn’t done a role yet and then randomly from there).
2. How will you hold each student individually accountable for learning?
a. Pick one student to explain group findings.
3. How will you hold each student responsible for the whole group’s learning?
a. Pick one student to explain group findings. Same as above.
G - Group Processing
1.) Observation: I share my observation of the cooperative learning team interactions with the groups individually.
2.) Reflection: Students reflect on what went well and what they would do differently to improve through a simple exit task.
3.) Goal Setting: Students set goals for next cooperative learning activity through an exit task.
S - Social Skills
1.) Trust Building Activity: Everyday the students must learn one thing about their group members and write it down with their warm-ups.
2.) Communication Activity: Active listening. Students must only listen to their partners speak (only listen!) until they have finished. Then the roles reverse and the person who spoke must only listen until their partner has finished.
3.) Decision Making Strategies: Rock-Paper-Scissors
4.) Conflict Resolution: First try to justify themselves with carefully selected words and then seeking assistance when needed.
5.) Leadership Skills:
- Identify How Leaders Are Assigned: Roles change every two weeks so everyone has a chance to be a leader in each role.
Leadership is shared.
- How will Social Skills be Self-Assessed: With rubrics that students will self-assess themselves with.
FACE - Face-to-Face Interaction
1.) Grouping: Usually by seat arrangement (arranged in tables of 4). Other tactics are handing each student a card as they come in and they are to sit with the correlating table (random).
2.) Room Arrangement: The room will be arranged in tables of 4 so that students always have peers to work with and bounce ideas off with. Group seating fosters cooperative learning. Again, seating arrangements will be changed every two weeks so students will get to know and work with all of their peers.
3.) Group Seating: Students will already be arranged in group seating. See above.
S - Specific Task
1. Tasks will be specific with specific questions to be addressed.
2. Questions will be on the front board as well as a handout to each group.
3. Questions for task will be open-ended to promote and foster collaboration and discussion within the groups.
4. All tasks will be accompanied with a rubric for the expectations of the activity.
Students will engage in structured, collaborative small group and whole group discussions to see how multiple ways of seeing can deepen the class' collective understanding and that we're all unique and don't see things the same.
2. Standard & Anti-Bias Framework Domain and Number:
◦ Standard: MP3: Construct viable arguments and critique the reasoning of others.
◦ Anti-Bias Framework:
Diversity 6 - Students interact comfortably and respectfully with all people, whether they are similar or different from them.
3. Assessment:
◦ I call on one person from each group to share the number of triangles their group has agreed on--no explanation is needed at this time. Since anyone should be able to explain the group's thinking if they truly collaborate, it is safe to call on anyone in the group and not just those students who want to volunteer. By doing this, I can keep groups accountable for making sure everyone is involved and engaged in the group discussion. As groups report out I record results (on the whiteboard) in a table format so that all the groups can see how they and others viewed the figure.
◦ Checking in for understanding during group work and taking note of students' participation.
◦ Students will be provided with a rubric that lists what is expected from the activity and how the activity will be assessed (rubric attached)
4. Student Activity:
◦ I display a figure that contains many triangles and ask students to use the Think-Pair-Group-Share structure for sharing out their ideas.
◦ Think:
Show the whole class an image that requires students to decompose the figure to answer how many triangles they see.
Students must justify their answer.
◦ Pair:
With the person to your right, share/explain the number of triangles you see.
◦ Group:
Starting with the person who is closest to the door, share what your partner said. Then go around counterclockwise until
everyone has shared.
◦ Share:
As a group, come to an agreement about the number of triangles and be prepared to share with the class.
5. Variety of Content Levels:
◦ EL: They will receive an altered rubric of where I expect them to be at today. In addition, this student has a hard time with remembering formulas and associated vocabulary. I will provide this student with a graphic organizer for the key words.
◦ SN: They will receive an altered rubric of where I expect them to be at today. This student has a hard time formulating their thoughts orally but is very capable and successful at articulating oneself through writing so they need options in how to present their findings.
◦ Low: This students needs to be checked in on as they work through classwork and finish it but with very little accuracy. They need to be individually checked in with to ensure they understand the instructions and steps involved.
◦ Middle: This student needs to check their work as they make arithmetic errors and often forget key components of the question(s).
◦ High: This student needs more of a challenge. I will provide this student with an additional triangle image for them to decipher.
6. Vocabulary Development:
- Triangle
- Decompose
- Think-pair-group-share
7. Graphic Organizer:
- “Organize Your Thoughts” – A graphic organizer for students to develop and process their thoughts by writing down what they are discovering and helping them dive into collaborating with their group members (see attached).
8. Cooperative Learning Components - PIGS Faces
P - Positive Interdependence
1. What are the mutual goals?
a. Each group member can explain their findings.
2. How will labor, materials, roles and resources be divided?
a. Roles were pre-determined due to their seating arrangements (they change every 2 weeks). There is a facilitator, timer, skeptic and recorder. All students are responsible for the findings of their group and they do not know who will be called on.
3. What roles and responsibilities will you assign?
a. Each member is given a distinct leadership role (facilitator, timer, skeptic and recorder).
4. What roles and responsibilities will you assign?
a. The task is divided into portions and each member must complete their portion for the group task to succeed (relates directly back to their roles).
5. How are the role connected?
a. The roles are connected in that they facilitate the collaboration between the group and keep them accountable for what is required on their rubric. The facilitator keeps them on task, the timer keeps track of the time and pace, the skeptic questions their findings to ensure they can justify them before speaking to the class and so that all group members are aware of what they are presenting and the recorder keeps documentation of their findings.
6. What join/common rewards will you provide?
a. Group is rewarded for members sharing, helping and explaining (full classwork points).
7. What are the consequences if not all participate?
a. Students will lose classwork points.
I - Individual & Group Accountability
1. How will roles be assigned?
a. Roles are assignment at the beginning of each new seating arrangement (every two weeks). I keep a tally of who has had each role, so they are assignment by who hasn’t done a role yet and then randomly from there).
2. How will you hold each student individually accountable for learning?
a. Pick one student to explain group findings.
3. How will you hold each student responsible for the whole group’s learning?
a. Pick one student to explain group findings. Same as above.
G - Group Processing
1.) Observation: I share my observation of the cooperative learning team interactions with the groups individually.
2.) Reflection: Students reflect on what went well and what they would do differently to improve through a simple exit task.
3.) Goal Setting: Students set goals for next cooperative learning activity through an exit task.
S - Social Skills
1.) Trust Building Activity: Everyday the students must learn one thing about their group members and write it down with their warm-ups.
2.) Communication Activity: Active listening. Students must only listen to their partners speak (only listen!) until they have finished. Then the roles reverse and the person who spoke must only listen until their partner has finished.
3.) Decision Making Strategies: Rock-Paper-Scissors
4.) Conflict Resolution: First try to justify themselves with carefully selected words and then seeking assistance when needed.
5.) Leadership Skills:
- Identify How Leaders Are Assigned: Roles change every two weeks so everyone has a chance to be a leader in each role.
Leadership is shared.
- How will Social Skills be Self-Assessed: With rubrics that students will self-assess themselves with.
FACE - Face-to-Face Interaction
1.) Grouping: Usually by seat arrangement (arranged in tables of 4). Other tactics are handing each student a card as they come in and they are to sit with the correlating table (random).
2.) Room Arrangement: The room will be arranged in tables of 4 so that students always have peers to work with and bounce ideas off with. Group seating fosters cooperative learning. Again, seating arrangements will be changed every two weeks so students will get to know and work with all of their peers.
3.) Group Seating: Students will already be arranged in group seating. See above.
S - Specific Task
1. Tasks will be specific with specific questions to be addressed.
2. Questions will be on the front board as well as a handout to each group.
3. Questions for task will be open-ended to promote and foster collaboration and discussion within the groups.
4. All tasks will be accompanied with a rubric for the expectations of the activity.