ITU Theme: Member Names: Amanda Peace, Tara Swenson, Kelly Seward

Cooperative Learning Plan Graphic Organizer

PIGS - Face Components P

Describe the Cooperative Learning Activity: Students will be organized into neighborhoods. Each neighborhood will have about 4 students in it. The neighborhoods will be chosen at random. Within their neighborhood they will create a poster that explains their career and how they can work as a neighborhood to support one another.
a. What are the mutual goals?

1. ositive Interdependence Each group member is given a specific role and responsibility Each role is connected to the other roles Each member must participate for the whole group to succeed

To create a poster of their working neighborhood incorporating each individuals chosen career.
b. How will labor, materials, roles and resources be divided?

Each group will need one poster and will be responsible for deciding what other materials such as markers, colored paper, decorations etc. will be needed, as well as what is necessary to have in their neighborhood depending on the jobs that are represented.
c. What roles and responsibilities will you assign?

Each peer will be responsible for fitting in their own chosen career fits in their neighborhood. Roles for each group: 1. Presenter - This person gives the presentation to the class after the neighborhood poster is completed. 2. Artist - This person is responsible for creating the poster with the help of their neighbors. 3. Group Facilitator - This person is responsible for keeping the group moving and working. This person is in charge. They should also make sure that the group is using their time wisely. 4. Material Manager - This person is responsible for managing all the materials for the group and making sure that they are being used proficiently and properly. This person is also in charge of making sure that the group has all the materials that were decided on being necessary.

d. How are all the roles connected?

The roles were designed to help the project be successful. If one person does not fulfill their role then the project will fail.
e. What joint/common rewards will you provide?

Upon completion of their poster thr groups will be given a small reward such as a bathroom pass, sticker, erly release from class, or another type of appropriate reward decided on by the teacher based on the class circumstances.
f. What are the consequences if not all participate?

If there are people in the group decide do not participate, the group will not be able to complete their neighborhood project sucessful. Each person has a specific job that is essential for the project to have success.

The students that participate to their highest ability will be given a small rewarded at the end of the project. (The reward will be decided by the teacher at the time)

2. ndividual & Group Accountability

a. How will roles be assigned?

Each member must demonstrate master of the content Each member is accountable for the whole group's learning and/or work

Students will discuss the group roles and assign the roles themselves. Students will use their active listening and encouragement skills to decide how they will share leadership roles within the groups. Students will be given a list of roles and work together to figure out who will take on which role.
b. How will you hold each student Individually Accountable for learning?

Each student will be held accountable by writing a detailed description of the role they took on during the time of the project.
c. How will you hold each student responsible for the whole groups learning?

After the project has been turned in, students will evaluate the work that their peers executed. This reflection and peer-evaluation will require students to provide feedback in different areas, including collaboration, teamwork, leadership, etc.

3.

Group Processing

How will you guide meta-analysis of individual and group processing? a. Observation: While students work within their neighborhoods,

The group self-assesses their productivity Reflect on their experience Makes decisions about how to be more productive and to foster effective working relationships

they will be given a checklist that monitors the compliments and positive feedback given while they work. The group facilitator will be given the responsibility of filling out the checklist. There will be a new checklist every time the group works together.
b. Reflection: Halfway through the project the neighborhoods will

reflect on how their project is going. They will be given a review sheet to follow. They will also again reflect at the end of the project self assessing their contribution to the final project and peer assessing.
c. Goal Setting: The group will help the facilitator in creating a time

chart for when they want to complete certian aspects of their poster. i.e.I want to be done planning the design of the poster after 15 min.. They will also set goals for what they want to have completed at the end of each work day given to the class.

4.

Social Skills

a. Trust Building Activity

For cooperative learning to be effective, students must learn Social Skills for successful cooperation. Social Skills to develop include: a. Trust Building b. Communication c. Decision Making Strategies

Each student in the group shares what his or her chosen career is. In order to get to know one another and build trust, all students share a bit about what they find appealing or interesting about their career.
b. Communication Activity

Students discuss the description of the four roles and share what they like or dislike about specific roles. Students share which roles

d. Conflict Resolution e. Leadership Skills

they think they may succeed at or which might be too challenging in order to partake in active listening and encouraging.
c. Decision Making Strategies

Groups decide what role each student will have.

d. Conflict Resolution

Students will likely be disagreeing in an agreeable way when they are deciding who will take on which role. Students will be encouraged to seek assistance from the teacher if any issues arise that cannot easily be solved within the group.
e. Leadership Skills

- Identify How Leaders Are Assigned Students will share leadership by each member having a role and executing their assigned task. Every student will be a leader and groups will decide who will take on which role.
- How will Social Skills be Self-Assessed

Social skills will be assessed when students turn in the description of their role after completing the project.

5.

Face-to-Face Interaction

a. Grouping

Members promote each other's success Students explain to one another what they have or are learning and assist one another with understanding and completion of assignment When group members are in close proximity to interact in ways that promote continued progress.

Grouping will be decided randomly so that students can continue developing their social skills by working with their peers that they may not communicate with on a daily basis. All students have a card with their name on it, and cards will randomly be pulled to decide who is in which group.
b. Room Arrangement

The desks will be arranged into clusters or small groups. Each group area will have 4 desks, one for each group member. The room will have materials on a desk available for students who need poster boards, markers, etc.
c. Group Seating

There are 4 students per group, and each group will be in a specific area of the room in a cluster. The desks in each group will all be facing each other so that the group members can properly adhere to the 4 Ls of group work- Lower your voice, Lean towards your partners, Look at your partners, and Listen attentively. 6. What graphic organizers will you create to guide student learning? The peer and self evaluation organizer is posted below.

Peer and Self Review

Check the box for a level of contribution for each group member Member name: Member name: Member name: Contributed Contributed Contributed little some their part Contributed Contributed a lot above and beyond

Description of your role:

Any other comments?: