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Cooperative Learning in the primary classroom Cynthia DeJesus Luisa Giammarco. Where in the World is Second Grade?. Where in the World is Second Grade? is a cooperative learning activity.

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Cooperative Learning in the primary classroom Cynthia DeJesus Luisa Giammarco

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Cooperative learning in the primary classroom cynthia dejesus luisa giammarco

Cooperative Learning

in the primary classroom

Cynthia DeJesus

Luisa Giammarco


Where in the world is second grade

Where in the World is Second Grade?


Where in the world is second grade is a cooperative learning activity

Where in the World is Second Grade? is a cooperative learning activity.

Cooperative learning is when children are engaged in an activity that requires everyone’s input. Children work in groups with a common goal.

Children will be able to :

  • develop social skills needed for cooperation and collaboration

  • extend their ideas as they share with others

  • support and build on each other’s contributions

  • take turns in discussion


Standards outcomes based on the connecticut curriculum

Standards/OutcomesBased on the Connecticut Curriculum

  • Standard 1. (Reading and Responding)

  • Standard 2.1 (Social Studies)

  • Standard 2.3 b (Exploring to literature)

  • Standard 3.1 a/d (Communication with others)

  • Students will read books about various places and cultures.

  • Students will work together in gathering information.

  • Students will verbalize their stories in group share.


Multiple intelligences

Multiple Intelligences

Interpersonal

Children will work in groups.

Children will share ideas and problem solve in deciding what goes in their suitcase.

Verbal/Linguistic

Children will share their stories.

Lesson Planning

Visual

Children will decorate their suitcases.

Picture cues on direction sheet will help children with the activity.


Rubric

Rubric


Adaptations

Adaptations

This activity accommodates all children. Children will be working in groups therefore helping one another. Here are some added items to include all abilities:

  • Bags with materials were color coded to coincide with name tags.

  • Directions sheet include picture cues.

  • Magazine cut outs can be used for those children who may have difficulty in drawing.


Materials

Materials

  • Each bag contained:

  • Book

  • Fact sheet

  • Direction sheet

  • Flag

  • Suitcase

  • Folder

  • artifacts


Initiation

Initiation

  • Children were asked:

  • Has anyone traveled before?

  • How did you get there?

  • What did you bring and why?

Some responses:

“I went to New York on a train.”

“I went on a airplane to Mexico.”


Initiation1

Initiation

Children were seated up close and engaged during shared reading.

Children were actively participating as they guessed what the terms were.


Modeling students need to see an example of a product or process

ModelingStudents need to see an example of a product or process.

We demonstrated the activity by reading a story we composed on our trip to Italy.


Grouping

Grouping

  • A class list was used to randomly place children in groups of four.

  • Name tags were used. Each name tag had a colored dot to coincide with the place of travel. For example, children with a yellow dot would visit China.

  • During the first visit name tags were given at the end of shared reading.

  • During the second visit name tags were given out before shared reading.


Send off technique

Send-off Technique

Name tags with a colored dot were used to help children find their table. As children heard their name they headed to the table.

A paper bag labeled with the place of travel and in a color to coincide with name tags was placed on each table.


Children went to work

Children went to work

“It is hot in Brazil.”

“I’ll read and you write.”

“How are we gonna

share the suitcase?”

“We each should draw.”


It is essential that teachers encourage and suggest rather than give directions tudge 1989

“It is essential that teachers encourage and suggest rather than give directions” (Tudge, 1989).

  • We moved from table to table asking open ended questions to guide children in their thinking.

  • We moved around to make sure all children were participating and guide those children who may seem to be uninvolved in the activity.


Group share writing is a social act writers write for audiences graves p 146

Group Share“Writing is a social act. Writers write for audiences” (Graves, p.146).

“It was really hot. We wore

our hats, flip flops, and shorts .”

“We went to Mexico and we saw a donkey.”

“We saw lots of animals relye wilde.”


Group share

Group Share


Closure

Closure

To review and check for understanding we asked a few questions:

  • What are some ways one travels?

  • How does one decide on what to bring on a trip?

  • What did you use to help in deciding what went in your suitcase?

  • What will you find in an airport?


Modifications

Modifications

Here are some additions to our second teach:

  • Children were able to add more items to their suitcase. Each child could choose two items.

  • Name tags will be given out before shared reading.

  • Children will be called by color/place. Once all children from the group are called they will go to the table.


Successes challenges

Successes/Challenges

Successes

Challenges

Send-off technique was chaotic in first teach.

Children needed more teacher assistance in the second teach.

  • Children responded well to the story and engaged in discussion.

  • Children responded well to the idea of visiting different places.

  • Children were able to solve problems that arose as a group.

  • Children responded well to the idea of writing an imaginary story.


Cooperative learning in the primary classroom cynthia dejesus luisa giammarco

It was a great experience to

see how our thoughts and ideas in action.


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