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Knowledge Building
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Microcredential ID : 2640
Stack
Cooperative Learning
Credits
0.5 USBE Credit

Description
This Knowledge Building microcredential represents the effective use of knowledge-building structures or strategies that support student interaction in highly structured ways to acquire facts and information.
How To Earn This Microcredential
To earn this 0.5 credit microcredential you will submit two types of evidence from the list below to demonstrate your successful implementation of knowledge-building strategies and structures. You will also complete a short reflective analysis. Click Earn This Microcredential to learn more!
Fees
If you submit this microcredential for review, you will be assessed an administrative fee of $20.00.
Clarifications
This microcredential represents much more than simply requiring students to do "group work" or sitting at tables. This microcredential focuses on educators' effective and and consistent use of strategies and structures that build trust, interdependence, and learner knowledge.
Important Terms
Cooperative learning: students working together to accomplish shared learning goals with each student achieving their learning goal if and only if the other group members achieve theirs

Positive interdependence: individual achievement of goals if and only if the other group members achieve theirs

Individual accountability: each member is accountable for their own achievement and contribution

Structures: Kagan-designed learning experiences that maximize student interaction with each other and academic content; can be seen as a strategy
Background Scenario / How This Will Help You
In a 3rd grade class, Mrs. Lee has students gather their notes of their independent research of the properties of matter. She explains to the students that they are going to participate in a cooperative learning structure called Numbered Heads Together. She explains that they will be gaining knowledge about facts and information from their classmates. This should help solidify their thinking or question misconceptions and offer reteaching. She numbers each student. She then poses a question such as "What happens to matter when heat energy is added?" Students privately write down their explanations including pictures and words. Students then stand up and find their numbered partners and share their thinking, knowledge, information, explanations, and models. They should then modify or change their explanations if something is more clear. Teacher then calls a number for that partnership to share their thinking. The class then agrees or disagrees with the given explanation and a discussion can follow. This is done for 2-3 rounds and then a new question is asked. Then they repeat.
Evidence Options
Category: Preparation and Planning
Select ONE of the evidence options below to demonstrate your preparation and planning skills for knowledge building in cooperative learning.
Lesson Plan: Submit a well-developed lesson plan that you have used in your instruction. This lesson plan should demonstrate how you use knowledge-building cooperative learning structures, and how your students will interact using a highly structured learning activity to acquire facts and information.
Category: Implementation
Select ONE of the evidence options below to demonstrate your effective implementation skills for knowledge building in cooperative learning.
Video: Submit a 5 - 10 minute video of your instruction demonstrating how you effectively organize students into groups with a clear and purposeful outcome of gaining knowledge through a cooperative learning structure. Be sure to follow your district/charter guidelines for student privacy.

Review Criteria
Criterion 1: The evidence demonstrates effective and efficient management and purposeful use of a highly structured cooperative learning structure or strategy to help learners acquire new facts and information of the desired content.

Criterion 2: The evidence demonstrates that the cooperative learning activity uses a structure to ensure positive interdependence, individual accountability, equal participation, and simultaneous interaction to help students achieve their learning goal of acquisition of new facts and information.
Reflection Prompts
Discuss the cooperative learning knowledge building structures you use consistently as a part of your practice.
Explain how learners benefit from your use of cooperative learning knowledge building structures.
Describe how you plan to strengthen your use of knowlege-building cooperative learning structures in the future.

Review Criteria
Criterion 1: The educator reflects on the planning of type of knowledge building cooperative learning structure/strategy.

Criterion 2: The educator reflects on the knowledge building cooperative learning structure/strategy and how it aided students in the acquisition of new knowledge, facts, and information.

Criterion 3: The educator reflects on the effectiveness and efficiency of the knowledge building cooperative learning structure/strategy and how to improve the implementation for the future.
Resources
The Jigsaw Classroom
https://www.jigsaw.org/
This website describes what the Jigsaw strategy is and how to implement it.
Earners
Jodi Searle

Jodi Searle
Malorie Wright

Malorie Wright
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