Student planning and reflection sheet for cooperative learning activities. This resource can be utilized to help make cooperative learning more effective and build student accountability.
Grade 6, 7, 8, 9, 10, 11, 12 · Behavior & SEL · 1 pages
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Rather than working or playing independently, students can engage in any center work or play with a partner. Partnering gives students the opportunity to both model play and work behaviors for their peers and observe the behaviors of a peer. Social skills like taking turns and waiting for a turn
Rather than reading independently, students can be divided into pairs or small groups and read the text aloud together or take turns reading aloud to each other. This is a cooperative learning activity that fosters pragmatic skills (e.g. taking turns), provides opportunities for students to model fluency for each other
Social supports enhance students' skills in building relationships, responding to social cues and learning appropriate behaviors. For example, some students are particularly challenged with learning rules about social etiquette. These students may need help in order to identify non-verbal cues, understand facial expressions and express emotional needs when communicating with
Peer Critique is a process where students give critical and constructive feedback to one another on projects or other student work while the teacher either facilitates or participates as a member of the critique group. During Peer Critique, students present their work to the entire class and their peers share
A Fishbowl is a large group activity where several students participate in a discussion while the remaining students (who are usually seated in a circle surrounding them) observe the conversation. To implement a Fishbowl discussion, the teacher first chooses a discussion prompt and identifies specific discussion skills for students to
Think-Pair-Share is a collaboration strategy that requires students to individually respond to a question or solve a problem, discuss their responses with a peer, and then synthesize and communicate their learnings with the entire class. This strategy is distinct in that rather than having students focus solely on their own
A Socratic Seminar is a student-led discussion centered around a single piece of content (e.g., a poem, a movie, etc.) While both a traditional debate and socratic seminar elicit potentially differing views on a topic, a socratic seminar is not a debate. Rather than being competitive in nature like a
A Community Circle is a safe discussion space in which students and the teacher sit in a circle so that all members’ faces are visible to one another. What distinguishes a Community Circle from a group discussion is that Community Circles are explicitly used as an opportunity for students to
Service Learning is when students apply content knowledge and skills in real-world environments in order to benefit others. When implementing Service Learning the teacher first determines the learning goals for the project and establishes any relationships with community members necessary to facilitate the Service Learning project. The teacher then introduces
Reflective Participation Prompt
Reflective Participation Prompt is a social-support strategy in which the teacher uses reflective prompts to assist students in effectively entering cooperative play situations. When the class is engaged in interactive learning (e.g., free play, Circle Time), the teacher scans the room to identify students that are not engaged in play,
In Break Stereotypes, a teacher cultivates an inclusive learning environment by intentionally integrating instruction and materials that are free from gender stereotypes. First, a teacher examines the classroom to ensure the physical space and materials reflect diverse genders and interests (e.g., posters of men and women in the same profession,