Be ever aware of the presence of so

Be ever aware of the presence of social/indirect learning when you make management choices.

T,S,O










When students are working in groups, messages sent to one group will affect the other groups as well. The actions that we take with one group tell the other groups what to expect. When we publicly recognize the successes of one group, the other groups will become wiser as a result (Bandura, 1986; Slavin, Hurley, & Chamberlain, 2003).



The effectiveness of our management will be related to our ability to do the following:

1) develop a culture of listening and provide clear directions; 2) be an effective leader and teacher during the activity; 3) teach the skills necessary for groups to function effectively; and 4) respond effectively to behavioral problems when they arise.


Developing a Culture of Listening and Providing Good Directions

Recall our discussion of technical management in Chapter 5. A successful cooperative learning environment requires a culture of listening. We need to be sure the students understand the directions before they begin, and we need to have an efficient, painless way to get 100% attention for short periods of time. It will be difficult to be fully effective managing our cooperative groups without the use of a well established cue. The nature of cooperative learning requires us to frequently add information, process ideas, check for understanding and/or ask questions quickly without being too disruptive to the process, or requiring yelling or nagging (Slavin, Hurley, & Chamberlain, 2003). Being a master of technical management in the development stages of the process will be essential.



When giving directions at the start of the activity:

· Be clear, get 100% attention, check for comprehension and have students wait until all is understood before any group begins. Be sure that 100% is 100% (Recall the 50% or 100% rule described in Chapter 5).

· Expect 100% comprehension before starting (if they do not understand the directions, what are they going to do?)

· Do not enable groups that take a careless approach to listening to the directions. Promote a culture of listening in which students feel responsible to listen, or to clarify and ask questions when they do not understand.



When possible, provide written directions and/or guidelines. It will save both you and the students time, create another level of clarity, and improve the quality of the students’ performance. Information to include in written directions and/or guidelines:

Step-by-step procedures for the task
Roles and role descriptions*
Explanations of cooperative group skills that may need attention*
Assessment Instruments for either the process and/or the product*



*(These features can be pasted into each new set of guidelines.)





Chapter Reflection 12-j: Recall cooperative learning activities you have observed. What portion of the activity “problems” would you say related to technical management issues? What technical management strategies would have helped those teachers?





Being an Effective Leader and Teacher during the Activity

One of your most important roles as leader of the cooperative learning effort is that of the “link among the groups.” Your words and actions act as the mode of communication between each group. Without your words, each group is essentially working in isolation (Johnson & Johnson, 1999a; Slavin, Hurley, & Chamberlain, 2003). A powerful principle to keep in mind related to the social learning model is: “What can be communicated to one group that will inform or improve the performance in the other groups?”

T,S,O










When we examine the social learning diagram within the context of cooperative learning, we notice that most often the S represents entire groups. One of the monumental instances of a missed teaching opportunity is observing something good (i.e., valuable, effective, innovative, efficient, creative, etc) that one group is doing and keeping it to ourselves. This is especially true when we are in cooperative groups. Too often as we walk around from group to group, the teacher is the only person benefiting and getting more informed. If we simply take the opportunity to communicate in a publicly positive manner what we have observed, each group will have the opportunity to learn from the other groups.



Principles to keep in mind in the process of providing feedback and direction during the cooperative group activity:

When you recognize that, for the good of all, providing additional information or clarification would be valuable, stop the whole group with a cue. Wait for 100% attention, and then provide the information in as few words as possible, and as clearly as possible. Be sensitive to maintaining momentum within the groups so do this as little as possible. Also, it will be easier to maintain attention when the information that you share is valuable and concise. Test their patience at your own risk.
When you wish to share valuable information that is not necessary for every student to have, simply speak at a slightly higher volume (but watch your pitch, students tend to turn off messages that are spoken in a high or panicky register).
Move from group to group. Make sure that you get around to each group during each phase of the task. Don’t take over when you are there. In fact, the less you need to intervene, the better.
Be concrete and specific (recall Chapter 4 related to personal recognitions vs. positive recognitions). You may find yourself saying “Good job!” a great deal, which is fine. However, try to include specifics as well. For example, a more effective statement would be, “Great job staying with it. See, when you are persistent, the ideas do eventually come.” Or, “Great idea! I see one group decided to make three columns on their paper and list ideas for each category.”
Make positive recognitions public, but make negative recognitions, criticisms, and consequence implementations private. Build the vision of a successful performance with your words, but use actions to change behaviors that are need to change.





Chapter Reflection 12-k: Reflect on the instinctive words that come out of your mouth when you recognize a student’s efforts. Are they encouraging and educational? What habits could you adopt to make your feedback more effective?





Teach the process skills that you want to see performed. In almost every case, teachers whose students succeed at executing effective cooperative learning activities have taught their students the skills they need to do so (or have benefited from teachers who have done so previously). Teachers who assume their students have the skills to participate in cooperative learning activities without being taught those skills are usually disappointed. Put simply, we reap what we sow. Recall the discussion related to technical management. When we observe performance that lacks the quality we feel is necessary, we have three choices: 1) we can live with it; 2) we can be disappointed and get negative; or 3) we can change it.



Instead of starting off the year allowing students to fail and then being disappointed, it may be a better idea to start the year by building the skills that are necessary for success (Gunter, Estes, & Mintz, 2007; Slavin, 1994). Once students show the ability to demonstrate these skills we can move on. Moreover, this investment of time and effort early in the year will pay back many times over the course of the year in efficiency and positive emotion.



The cooperative group skills that students will need to master include how to listen, how to resolve conflict, how to communicate concerns, how to make decisions, how to perform a role, how to execute the necessary learning process, and how to share. Below are descriptions of each of these skills.



How to listen. Students typically assume they know how to listen. In fact, most of our students will consider it silly to reflect on the quality of their attention. But in a cooperative learning effort it is not sufficient to be a selective listener. Success requires collective understanding. It is necessary to be an active listener. To accomplish this, students need to learn to listen for the essence of what is said and get in the habit of using clarifying questions. These questions will need to help clarify both the conceptual issue (e.g., “I heard you say that you think our group should take the position that….”), and the practical issues (e.g., “So we just decided to make a poster depicting our idea; are we all going to need to do the artwork, or should some of us work on the content while the others draw?”). Making eye contact with the person talking and showing recognition that one understands is also part of active listening. So students need to get used to asking other students to repeat what they have said, or re-explain it when they have not understood. This may sound like a simple skill, but it is surprisingly unpracticed outside the classroom.





Chapter Reflection 12-l: Observe a typical group of young people talking. How would you characterize their communication pattern? How much defensiveness is taking place? How much active listening? It may be useful to bring to mind the paradigm of fixed vs. incremental progress view of intelligence. For whatever reason, most students view their level of ability as fixed and what they say as who they are. The result is a constant defense of their ego and a feeling of comparison with their peers. So instead of listening, they spend a lot of mental energy trying to feel adequate and relatively intelligent. What can we do as teachers to help students make the shift from communicating for the purpose of not looking dumb to communicating to learn and grow? What message to we want to send to them?





How to resolve conflict. The next chapter outlines an extensive system for r

Results (Vietnamese) 1:

Be ever aware of the presence of social/indirect learning when you make management choices. T,S,O When students are working in groups, messages sent to one group will affect the other groups as well. The actions that we take with one group tell the other groups what to expect. When we publicly recognize the successes of one group, the other groups will become wiser as a result (Bandura, 1986; Slavin, Hurley, & Chamberlain, 2003). The effectiveness of our management will be related to our ability to do the following:1) develop a culture of listening and provide clear directions; 2) be an effective leader and teacher during the activity; 3) teach the skills necessary for groups to function effectively; and 4) respond effectively to behavioral problems when they arise. Developing a Culture of Listening and Providing Good DirectionsRecall our discussion of technical management in Chapter 5. A successful cooperative learning environment requires a culture of listening. We need to be sure the students understand the directions before they begin, and we need to have an efficient, painless way to get 100% attention for short periods of time. It will be difficult to be fully effective managing our cooperative groups without the use of a well established cue. The nature of cooperative learning requires us to frequently add information, process ideas, check for understanding and/or ask questions quickly without being too disruptive to the process, or requiring yelling or nagging (Slavin, Hurley, & Chamberlain, 2003). Being a master of technical management in the development stages of the process will be essential. When giving directions at the start of the activity:· Be clear, get 100% attention, check for comprehension and have students wait until all is understood before any group begins. Be sure that 100% is 100% (Recall the 50% or 100% rule described in Chapter 5).· Expect 100% comprehension before starting (if they do not understand the directions, what are they going to do?)· Do not enable groups that take a careless approach to listening to the directions. Promote a culture of listening in which students feel responsible to listen, or to clarify and ask questions when they do not understand. When possible, provide written directions and/or guidelines. It will save both you and the students time, create another level of clarity, and improve the quality of the students’ performance. Information to include in written directions and/or guidelines: Step-by-step procedures for the task Roles and role descriptions* Explanations of cooperative group skills that may need attention* Assessment Instruments for either the process and/or the product* *(These features can be pasted into each new set of guidelines.) Chapter Reflection 12-j: Recall cooperative learning activities you have observed. What portion of the activity “problems” would you say related to technical management issues? What technical management strategies would have helped those teachers? Being an Effective Leader and Teacher during the ActivityOne of your most important roles as leader of the cooperative learning effort is that of the “link among the groups.” Your words and actions act as the mode of communication between each group. Without your words, each group is essentially working in isolation (Johnson & Johnson, 1999a; Slavin, Hurley, & Chamberlain, 2003). A powerful principle to keep in mind related to the social learning model is: “What can be communicated to one group that will inform or improve the performance in the other groups?” T,S,O When we examine the social learning diagram within the context of cooperative learning, we notice that most often the S represents entire groups. One of the monumental instances of a missed teaching opportunity is observing something good (i.e., valuable, effective, innovative, efficient, creative, etc) that one group is doing and keeping it to ourselves. This is especially true when we are in cooperative groups. Too often as we walk around from group to group, the teacher is the only person benefiting and getting more informed. If we simply take the opportunity to communicate in a publicly positive manner what we have observed, each group will have the opportunity to learn from the other groups. Principles to keep in mind in the process of providing feedback and direction during the cooperative group activity: When you recognize that, for the good of all, providing additional information or clarification would be valuable, stop the whole group with a cue. Wait for 100% attention, and then provide the information in as few words as possible, and as clearly as possible. Be sensitive to maintaining momentum within the groups so do this as little as possible. Also, it will be easier to maintain attention when the information that you share is valuable and concise. Test their patience at your own risk. When you wish to share valuable information that is not necessary for every student to have, simply speak at a slightly higher volume (but watch your pitch, students tend to turn off messages that are spoken in a high or panicky register). Di chuyển nhóm nhóm. Đảm bảo rằng bạn nhận xung quanh để mỗi nhóm trong mỗi giai đoạn của nhiệm vụ. Không đi khi bạn đang có. Trong thực tế, càng ít bạn cần can thiệp, thì càng tốt. Là bê tông và cụ thể (thu hồi chương 4 liên quan đến chứng nhận tiêu chuẩn cá nhân so với chứng nhận tiêu chuẩn tích cực). Bạn có thể thấy mình nói "công việc tốt!" rất nhiều, đó là tốt. Tuy nhiên, cố gắng để bao gồm các chi tiết cụ thể là tốt. Ví dụ, một tuyên bố hiệu quả hơn sẽ là, "công việc tuyệt vời ở với nó. Xem, khi bạn đang liên tục, các ý tưởng cuối cùng đến." Hoặc, "ý tưởng tuyệt vời! Tôi thấy một nhóm quyết định làm cho ba cột trên ý tưởng của họ giấy và danh sách cho mỗi thể loại." Làm cho tích cực thưởng công chúng, nhưng cá nhân cho chứng nhận tiêu chuẩn tiêu cực, chỉ trích, và hậu quả triển khai. Xây dựng tầm nhìn của buổi biểu diễn thành công với các từ ngữ của bạn, nhưng sử dụng hành động để thay đổi hành vi cần phải thay đổi. Chương phản ánh 12-k: Phản ánh trên các từ bản năng ra khỏi miệng của bạn khi bạn nhận ra những nỗ lực của học sinh. Họ khuyến khích và giáo dục? Thói quen những gì bạn có thể áp dụng để làm cho thông tin phản hồi của bạn hiệu quả hơn? Dạy các kỹ năng quá trình mà bạn muốn xem biểu diễn. Trong hầu hết trường hợp, giáo viên, sinh viên có thành công trong thực hiện hoạt động hiệu quả học tập hợp tác xã có dạy học sinh của mình những kỹ năng mà họ cần phải làm như vậy (hoặc đã hưởng lợi từ giáo viên những người đã làm như vậy trước đó). Giáo viên cho sinh viên của họ có những kỹ năng để tham gia vào các hoạt động hợp tác học tập mà không được dạy những kỹ năng thường được thất vọng. Đặt đơn giản, chúng tôi gặt hái những gì chúng tôi lợn nái. gọi lại các cuộc thảo luận liên quan đến kỹ thuật quản lý. Khi chúng tôi quan sát hiệu suất mà thiếu chất lượng mà chúng tôi cảm thấy là cần thiết, chúng tôi có ba lựa chọn: 1) chúng ta có thể sống với nó; 2) chúng tôi có thể được thất vọng và nhận được tiêu cực; hoặc 3) chúng tôi có thể thay đổi nó. Thay vì bắt đầu giảm giá năm cho phép sinh viên thất bại và sau đó thất vọng, nó có thể là một ý tưởng tốt hơn để bắt đầu năm bằng cách xây dựng các kỹ năng cần thiết cho sự thành công (Gunter, Estes, và Mintz, 2007; ««Slavin, 1994). Sau khi học sinh Hiển thị khả năng để chứng minh các kỹ năng này chúng tôi có thể di chuyển trên. Hơn nữa, này đầu tư thời gian và nỗ lực vào đầu năm sẽ trả lại nhiều lần trong suốt năm hiệu quả và cảm xúc tích cực. Kỹ năng hợp tác xã nhóm sinh viên sẽ cần đến Thạc sĩ bao gồm làm thế nào để lắng nghe, làm thế nào để giải quyết xung đột, làm thế nào để giao tiếp mối quan tâm, làm thế nào để đưa ra quyết định, làm thế nào để thực hiện một vai trò, làm thế nào để thực hiện quá trình học tập cần thiết và làm thế nào để chia sẻ. Dưới đây là mô tả của mỗi người trong số những kỹ năng này. Làm thế nào để lắng nghe. Học sinh thường cho rằng họ biết làm thế nào để lắng nghe. Trong thực tế, hầu hết sinh viên của chúng tôi sẽ xem xét ngớ ngẩn để phản ánh về chất lượng của sự chú ý của họ. Nhưng trong một hợp tác xã học nỗ lực nó không phải là đủ để là một nghe chọn lọc. Thành công đòi hỏi sự hiểu biết tập thể. Nó là cần thiết để là một nghe hoạt động. Để thực hiện việc này, sinh viên cần phải tìm hiểu để lắng nghe cho những tinh túy của những gì được cho và nhận được trong thói quen sử dụng làm rõ câu hỏi. Những câu hỏi này sẽ cần phải giúp làm rõ vấn đề cả hai khái niệm (ví dụ như, "tôi nghe bạn nói rằng bạn nghĩ rằng nhóm của chúng tôi nên có vị trí đó..."), và thực tế vấn đề (ví dụ như, "vì vậy, chúng tôi chỉ quyết định làm cho một poster miêu tả ý tưởng của chúng tôi; có phải chúng ta tất cả sẽ cần phải làm tác phẩm nghệ thuật, hoặc cần một số của chúng tôi làm việc trên nội dung trong khi những người khác vẽ?"). Làm cho mắt liên hệ với người nói và nhận dạng đang hiện một hiểu được cũng là một phần của hoạt động nghe. Vì vậy học sinh cần phải có sử dụng để yêu cầu các sinh viên khác để lặp lại những gì họ đã nói, hoặc tái giải thích nó khi họ đã không hiểu. Điều này có thể âm thanh như một kỹ năng đơn giản, nhưng nó là đáng ngạc nhiên unpracticed bên ngoài lớp học. Chapter Reflection 12-l: Observe a typical group of young people talking. How would you characterize their communication pattern? How much defensiveness is taking place? How much active listening? It may be useful to bring to mind the paradigm of fixed vs. incremental progress view of intelligence. For whatever reason, most students view their level of ability as fixed and what they say as who they are. The result is a constant defense of their ego and a feeling of comparison with their peers. So instead of listening, they spend a lot of mental energy trying to feel adequate and relatively intelligent. What can we do as teachers to help students make the shift from communicating for the purpose of not looking dumb to communicating to learn and grow? What message to we want to send to them? How to resolve conflict. The next chapter outlines an extensive system for r