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.
To earn this 0.25 credit microcredential you will submit one type of evidence from the list below to demonstrate your successful implementation of knowledge-building strategies and structures. You will also complete a short written or video reflective analysis. Click Earn This Microcredential to learn more!
You will be charged $20 by the badge provider. You'll be charged at the point you submit your badge for final review.
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.
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 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.
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.
Lesson Plan: Submit a 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.
Survey Results: Submit a survey that you administered to your learners, including the survey questions and data. The survey results should demonstrate your effective and consistent use of knowledge-building cooperative learning structures in your practice. The survey should also prompt learners to describe what parts of your instruction are successful in helping them acquire new facts and information.
Testimonial: Provide 3-5 learner testimonials in which they describe your cooperative learning expectations and their experience using a highly structured strategy to acquire new facts and information. These testimonials should include discussion of how working in a cooperative learning group supported learning, and should demonstrate your effective and consistent use of knowledge-building cooperative learning structures.
Candidate's Choice: Submit another type of evidence to demonstrate your effective and consistent use of knowledge-building cooperative learning structures.
Candidates are required to make 1 evidence submission(s).
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.
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.
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.
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.
Intentional Learners, Cooperative Knowledge Building, and Classroom Inventions https://eric.ed.gov/?id=ED454178 This scholarly article describes a 4th grade classroom and their experiences with cooperative knowledge building through a study of light unit.
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.
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.