Coop+Learn+w+Tech+Lesson

** Johns Hopkins University  ** ** Cooperative Lesson Plan Format  ** 1. Geography-Map Skills Vocabulary Lesson: Using the Flashcard Game 2. 4th and 5th Grade (Self-Contained Classroom) 3. Social Studies 4. DECISIONS ABOUT FACE TO FACE INTERACTION  a. There are 5 students total in the class. Students will be placed into partner pairs, with one student working with the teacher.  b. The partner pairs will be heterogeneous, teacher created pairs. An achievement-ranked list method, based on the last Social Studies vocabulary quiz grade, will be used to create the partner pairs. E.S. receives modified curriculum and content with visual cues and will work with the teacher as a partner.  c. The students will sit at individual student desks in groups of two with their partner. Within the partner pairs, the desks will be facing each other creating face partners. Considering volume and focusing issues, the partner pairs will be spread out within the classroom space creating an interior loop for teacher monitoring.  d. Each group or partner pairs will need a stack of index cards, two different colored markers, and their pre-test results to create their focus words cards. 5. SETTING THE LESSON…WHAT IS/ARE…  a. The students will have been taught the key geography-map skills vocabulary words through an explicit lesson with visual cues as a whole group lesson. Each student will take a pre-test to determine their focus words and definitions for the Flashcard Game. The students will also need to understand the classroom expectations for student work during the cooperative learning structure and the teacher’s signals for immediate attention and managing time.  b. Students will demonstrate the mastery of key geography-map skills vocabulary words by identifying the meaning of given words.  c. E.S. will be given visual cues on his flashcards along with words during round one of the Flashcard Game. During the second round of the Flashcard Game when minimal prompting is used, E.S. will be shown the picture by itself without the vocabulary word. During the instruction portion (prerequisite skills) of the lesson, the students will take fill-in the blank note sheets with material chunked and reviewed throughout the lesson. Kinesthetic/gestural prompts will be paired with the words, definitions, and visual cues to help build the students’ knowledge and retention of definitions.  d. The students will need to be taught turn taking, helping/teaching/tutoring, and praising. Other social skills that will be needed throughout the Flashcard Game are accepting a compliment, active listening, asking for help, following directions, leading, offering help/coaching, using quiet voices, taking responsibility, staying on task, being able to switch roles, taking turns, and working together. 6. STRUCTURING POSITIVE INTERDEPENDENCE AND INDIVIDUAL ACCOUNTABILITIY  a. The students will work towards a group goal of improving on their knowledge of the meaning of key vocabulary words on a written test. Individual, partner, and group celebrations like Team Cheers and Team Handshakes will be used when students achieve success. Within the students’ partner pairs, students will earn stars on their cards during the Flashcard Game if they improve to help structure the helping/teaching/tutoring model and to improve student’s individual scores and accountability within their partner pairs. After the students play the three rounds of the Flashcard Game, the students will take a practice test.  b. Students will receive celebrations for their individual improvement, partner improvement, and group improvement both during the game and after the practice test. Individual improvement will be assessed and rewarded using a “Me After We” structure with a grade given on the practice test after the partner game. For students whose partner pairs improved from their pre-test scores, a celebration and a Dolphin Dollar (PBIS incentive) will be given for their pooled knowledge. If the entire class’ scores improve from the pre-test to the post-test, free-time will be earned.  c. Students will rotate between the coach or tutor role and the learner or tutee role.  i. During __round 1__, the tutor will show the tutee the word on the flashcard, read the word, and then show and read the definition of the word on the back of the card. The tutor will then read the word on the card again to the tutee. The tutee will listen to the tutor’s modeling and will try to give the definition of the word from memory. The tutor will check if the tutee is correct. If the tutee is correct, the tutee wins the card. If the tutee is wrong, the tutor will show the tutee the answer side, reread the answer and offer any coaching at that time. The round continues until the tutee has won all of the cards.  ii. During __round 2__, the tutor will show the tutee the word on the flashcard, read the word, and will ask the tutee for the definition. The tutee will try to answer from memory. If they get it correct, they win the card. If they get it incorrect, the tutor will offer coaching. The round continues until the tutee has won all of the cards.  iii. During __round 3__, the tutor will ask the tutee to given the definition of a word they say aloud without showing the flashcard. The tutee will try to answer from memory. If they get it correct, they win the card. If they get it incorrect, the tutor will offer coaching. The round continues until the tutee has won all of the cards.  iv. The students will then switch roles using the original tutor’s focus cards.  d. There will not be a division of labor other than roles since the cooperative learning structure is simple. <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> e. Each partner pair’s materials will be separate from the rest of the class to promote the idea that students need to rely on their partner in order to be successful. Positive interdependence is promoted through the nature of the structure of the Flashcard Game with the team’s goal of improvement. <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> f. Partner and group improvement will be rewarded through team celebrations, Dolphin Dollars, and earned free time. The structure of using the Flashcard Game makes students work cooperatively in partner pairs in order to reach the group’s goal of improving on their word and definition knowledge. <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> g. Individual student growth and knowledge will be assessed using a practice test after the Flashcard Game is played in partner pairs. 7. MONITORING <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> a. During the Flashcard Game activity, the tutor will monitor the tutee’s responses and if they need to retest a word. The teacher will monitor the time and usage of social skills including turn taking, volume, and helping/teaching/tutoring during the activity. Students are also responsible for monitoring social skills during the partner activity. <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> b. The teacher will focus on monitoring the time, if the students are following directions, and if the students are using social skills during the partner activity. <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> c. Time management may be an issue if students finish early. Partners will be challenged to put the words into sentences for bonus points if they finish early. If a partner is not being supportive and encouraging to their peer, pre-established consequences will be used to promote using positive social skills. “Foul cards” or visual warning will be used to signal partner pairs to assess their behavior and to fix it themselves or ask for help. 8. AFTER THE LESSON: CLOSURE AND PROCESSING <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> a. Closure: The students will summarize what they have learned by graphing their results from their practice test. <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> b. The students will receive immediate feedback on their performance through a grade on their practice test. As they hand their practice tests in to the teacher, the teacher and the teacher assistant will grade the tests and give students verbal and written feedback. The students will chart their before and after scores on a graph to track their learning and to display their growth. The teacher will record the students before and after scores on an index card with an improved column in which a check will be placed if the student’s scores went up from the pre-test. <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> c. After the students have all completed their charts, the teacher will direct the students in individual, partner, and team celebrations as appropriate. The teacher will verbally provide feedback on the group’s social skills and performance towards the group’s goal. If individuals need further feedback, the teacher will pull them independently or in their partner pairs. <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> d. The students will complete a survey to reflect on their individual and group success. The survey will have the students rank their use of social skills and complete a written comment if they would like. 9. EVALUATIVE OUTCOMES
 * Elizabeth Stavis **