Mini Lesson- "Understanding Cooperating Learning Through Practice and Reflection"

 By Matty

TOPIC: To demonstrate cooperative learning in an English classroom.

OBJECTIVES:

1. to identify TONE, SPEAKER, THEME, SETTING, and SITUATION of Galway Kinnellís poem "After Making Love We Hear Footsteps."

2. to experience a cooperative learning activity as a pedagogical construct

3. to discuss the procedures and effects of cooperative learning in the classroom.

RATIONALE:

Cooperative learning and groupwork are two strategies to increase individual student participation in activities. Carol Weinstein states that "working with peers on tasks can enhance studentsí motivation. Groupwork also allows students to take an active role in their own learning" (Secondary Classroom Management 167). Therefore, to prepare the class for managing cooperative learning, the class needs to personally experience it. Similarly, the class should discuss their reservations and support of the concept. Hopefully, the enactment of a lesson based on cooperative learning will facilitate this discussion on management, individual accountability, assigning students to groups, and structuring lessons.

PROCEDURE:

1. Introduce cooperative learning by asking how many people have worked in a team environment. (athletics, organizations, work)

2. Discuss procedure for the lesson: a)participate in cooperative-learning activity and b) discuss studentsí observations from experience

3. Students count off by 5 to create groups of 3-4.

#1ís = Tone

#2ís = Speaker

#3ís = Theme

#4ís = Setting

#5ís = Situation

4. With each group, students assign a READER, LEADER, NOTE-TAKER, & TIME-KEEPER

reader = reads poem aloud to mini-group

leader = facilitates discussion

note-taker = records comments for eventual presentation

time-keeper = watches time, keeps students on-task

5. Each group is responsible for deciphering the poem based on their assigned element of poetry. All members of the group must participate and come to a consensus. Since this activity is a simulation, we will use 5-7 minutes for groupwork. Each group must create at least 3 statements supporting their reading.

6. Hand out sheet on literary terminology.

7. Create a large circle.

8. Presentation of group ideas. Each student from each group teaches the other 4 groups about their findings. Each student presents one of the statements.

Example: SITUATION = married couple in their bedroom (l. 11)

= the mother and father have a son Fergus (l. 18)

= the mother and father love their son lots (l. 24)

= the couple just had sex (l. 9-10)

9. Discuss future implications of lesson: a) students will create a literary analysis essay b) rating sheet of individual and group participation evaluation

10. Allow students to discuss reactions to the lesson and how this approach can be used in the classroom.

MATERIALS:

1. copy of Kinnellís poem "After Making Love We Hear Footsteps"

2. "Guide to Literary Terminology" sheet

3. sample Individual/Group Participation Evaluation sheet

4. Hand-outs on Cooperative Learning tips and procedures

EVALUATION:

Each student will present one statement on the groupís conclusions.

Each student will ideally incorporate cooperative learning activities in his or her classroom.

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