This microcredential represents the effective use of cooperative learning structures or strategies that support learners in processing information. This includes learners interacting, talking about, making sense of, understanding, or reviewing information that has been presented.
To earn this 0.25 credit microcredential you will submit one type of evidence from the list below to demonstrate your successful implementation of information processing 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 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 high school chemistry class, Ms. Ali wants each student to have opportunities to process their learning by hearing their own learning aloud. At the end of a lesson she explains that to make sense and reason through their understandings they are going to participate in a Processing Information structure called Three-Step Interview. Ms. Ali provides the essential question for their learning outcome for the day. She then asks students to write a response of their sense-making and understandings. After a sufficient amount of time, students are asked to find a partner (not from their team) to conduct an interview. Student A interviews Student B by asking the essential question and follow-up questions like, "How do you know?", "Explain yourself.", "Please clarify your thinking to me." Then the partners switch roles, Student B interviews Student A. This process allows for each student to hear their own thinking and compare and contrast it to the thinking and sense-making of another student.
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 processing information 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 cooperative learning structures with a clear and purposeful outcome of students interacting, talking about, making sense of, understanding, and/or reviewing information that has been presented.
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 information-processing 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 highly structured strategies to process information, including interacting, talking about, making sense of, understanding, and/or reviewing information. These testimonials should include discussion of how working in a cooperative learning group supported their 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 information-processing 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 students to interact, talk about, make sense of, understand, and/or review information that has been presented.
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 interacting, talking about, making sense of, understanding, and/or reviewing information that has been presented.
Discuss the information processing structures you use consistently as a part of your practice, and how you use cooperative learning structures to facilitate learners interacting, talking about, making sense of, understanding, and/or reviewing information that has been presented.
Explain how learners benefit from your use of information processing cooperative learning structures.
Describe how you plan to strengthen or adapt your use of information processing cooperative learning structures in the future.
Criterion 1: The educator reflects on the planning of type of processing information cooperative learning structure/strategy.
Criterion 2: The educator reflects on the processing information cooperative learning structure/strategy and how it helps students with interacting, talking about, making sense of, understanding, and/or reviewing information that has been presented.
Criterion 3: The educator reflects on the effectiveness and efficiency of the processing information 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.
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.
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.