This Team Building microcredential represents the effective use of a variety of teams (homogeneous, heterogeneous, random, or student-selected), that encourage a strong, positive team identity. Successful team building results in the following:
Teammates know and accept each other, and provide mutual support.
The teacher is purposeful in the type of team used and can effectively and efficiently create teams and the teams work cooperatively.
The activity promotes positive interdependence, individual accountability, equal participation, and simultaneous interaction.
To earn this 0.25 credit microcredential you will submit one type of evidence from the list below to demonstrate your successful implementation of team-building strategies and structures. You will also complete a short written or video reflective analysis. Click Earn This Microcredential to learn more!
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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 success.
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
In a 6th grade class, Mr. Juarez begins by planning which type of cooperative learning teams will accomplish his goal of shared experiences while looking at a variety of perspectives. This activity should foster respect and awareness differences and similarities in the human experience. To accomplish this goal, Mr. Juarez decides to create heterogeneous groups of a variety of students in gender, background, and achievement level. He chooses to use the structure of All Write Round Robin to have individuals sharing their experiences with the group and allowing responses of similar or different experiences.
Mr. Juarez posts the groups on the projector and students quickly relocate to their tables. Mr. Juarez asks them to create their team name and write it on the board. A timer is set for 2 minutes. Mr. Juarez warms the teams by asking simple preferences that will spark conversation such as, "What is your favorite fast food restaurant?" "What is your favorite soft drink?" After students have shared ideas Mr. Juarez tell the students that they will be creating a different story for this character. To do this they will participate in a cooperative learning activity called Round Robin. He asks them to read a selection of literature of a character being bullied. Upon completion of the reading, Mr. Juarez passes out four pages to each group. At the top of the page is a question (four different questions). The students are to take 3 minutes and answer the question. Then students rotate their paper one student and then Mr. Juarez asks the next person to respond to the answer with a similar time. Then they pass again, answer the question and then respond with a different experience. All the while the students are sharing personal thoughts and experiences and their teammate is responding with a connection in their own life.
After sufficient rounds the team is asked to create an alternate ending to the story using their team's shared experiences.
Video: Submit a 5 - 10 minute video of your classroom in which you effectively and efficiently organize students into teams with a positive team identity. This video should show students participating in a learning activity as a team to support the learning of each individual while completing the learning goal for the team. This evidence should demonstrate your effective and consistent use of cooperative learning strategies and structures that promote positive interdependence, individual accountability, equal participation, simultaneous interaction, and development of student social skills.
Testimonial: Submit three to five testimonials from students that demonstrate their understanding of why they are participating in cooperative learning as a team with positive team identity . The students' comments should describe how team cooperative learning helps them achieve their individual learning goal, achieve the team's goal, provide equal participation, and has simultaneous interaction. Additionally, the students should describe how team cooperative learning helps develop social skills and positive feelings towards fellow classmates.
Observation Results: Submit one observation from a colleague or administrator that describes how the teacher organizes teams efficiently. The observation should describe how you use team building cooperative learning efficiently and effectively to ensure positive team identity and provide positive interdependence, individual accountability, equal participation, and simultaneous interaction. The type of cooperative learning teams and structure should be purposeful to aid in achievement of the intended outcome and the development of student social skills.
Candidate's Choice: Submit another type of evidence to demonstrate demonstrate your effective and consistent use of cooperative learning strategies and structures that promote positive interdependence, individual accountability, equal participation, simultaneous interaction, and development of student social skills.
Candidates are required to make 1 evidence submission(s).
Criterion 1: The evidence demonstrates effective and efficient management and purposeful use of cooperative learning teams.
Criterion 2: The evidence demonstrates that cooperative learning activities use a structure to ensure positive interdependence, individual accountability, equal participation, and simultaneous interaction to help students achieve their learning goal.
Criterion 3: The evidence demonstrates student engagement in the development of positive social skills.
Describe the team-building structures and strategies you use as a part of your practice.
Explain how the cooperative learning structures you use aid student learning and encourage positive interdependence, individual accountability, equal participation, and simultaneous interaction to develop a strong sense of team and develop social skills.
Describe how you will continue to improve the use of cooperative learning consistently and effectively.
Criterion 1: The educator reflects on the planning of types of teams and the structure or strategy used for cooperative learning.
Criterion 2: The educator reflects on the cooperative learning activity and how it created positive interdependence, individual accountability, equal participation, and simultaneous interaction to achieve academic learning goals, develop a strong sense of team, and develop social skills.
Criterion 3: The educator reflects on the effectiveness and efficiency of the team building and cooperative learning and how to improve the implementation for the future.
60 Kagan Structures: More proven engagement strategies--by Dr. Spencer Kagan, Miguel Kagan, & Laurie Kagen Find it on Amazon.com This book is the second in the Kagan series of cooperative learning structures. It describes It describes the rationale, research, and effective use and design of cooperative learning structures. It also is a resource to offer over 60 structures and provides the purpose and reasoning for when and why each structure could be used.
Cooperative Learning: Office of Research Education Consumer Guide https://www2.ed.gov/pubs/OR/ConsumerGuides/cooplear.html This resource is a brief overview of what cooperative learning is and why it is used. It provides the research behind cooperative learning. Additionally, it provides outside resource contacts to get more information.
Cooperative Learning: Vanderbilt Center for Teaching https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/ This article describes how to effectively set up and facilitate cooperative learning. It has graphics and videos describing different cooperative learning structures and how teachers can maximize their use. It provides planning questions to help teacher choose the best structure or strategy to meet their desired outcomes. Additionally, it provides monitoring and assessment ideas to help determine the effectiveness and participation of the cooperative learning opportunity.
Kagan Cooperative Learning--by Dr. Spencer Kagan & Miguel Kagan Find it on Amazon.com This book is the foundation for cooperative learning structures. It describes the rationale, research, and effective use and design of cooperative learning structures. It also is a resource to offer over 59 structures and provides the purpose and reasoning for when and why each structure could be used. Chapter 9 speaks specifically to class-building. Additionally, it provides more information on how to implement more classic styles of cooperative learning strategies that were not designed by the authors.
Office of Research Education Consumer Guide https://www2.ed.gov/pubs/OR/ConsumerGuides/cooplear.html This resource is a brief overview of what cooperative learning is and why it is used. It provides the research behind cooperative learning. Additionally, it provides outside resource contacts to get more information.
Research Spotlight on Cooperative Learning http://www.nea.org/tools/16870.htm This easy to read article spotlights the research findings with a description of cooperative learning, the benefits of cooperative learning, and the deficits of cooperative learning.
Starting Point: Cooperative Learning https://serc.carleton.edu/introgeo/cooperative/index.html This resource provides the what, why, how, and techniques of cooperative learning. Additionally, it provides testimonials and videos of cooperative learning. Everything in this website is easily organized and provides additional resources for more study.