Cooperativ learning

TEACHING AND LEARNING
STRATEGIES
http://inclusionway.wixsite.com/inclusion

INCLUSION ON THE WAY TO EUROPE
1 | P a g e
1. KAUNO „VYTURIO“ GIMNAZIJA, KAUNAS, LITHUANIA -
coordinator of the Project
Our school is a public secondary school, implementing distinctive elements of pedagogical
system, based on musical education and Salesian edaucation as well. We have pre-primary, primary
school level, general secondary level and upper secondary level. The school provides a high-quality
general education established by the state (according to the pre-school, primary, secondary and formal
music education programs). School aims to create a purposeful and safe learning environments, and
develops each student to succeed. Together with the general education, our school provides musical
education for children attending our school. We have instrumental department, which could attend
students from our school and the other schools as well. Also we have 3 choirs and folk music classes.
Our school is situated in a quiet area -Dainava district, which is mostly residential area of
Kaunas, the second largest city of Lithuania, which has got a rich cultural and historical heritage.
School is located near the city centre of Kaunas. The student number is growing every year thanks to
the basic priorities of our school. We have highly motivated and keen students.
Our school values are: democracy, responsibility, respect, tolerance, empathy, creativity, active
citizenship, the need to improve, cooperation of the school community for the meaningful work. That
is why, being an active member of the whole European community is also an important educative aim
of ours. We have successfully implemented multilateral and bilateral Comenius projects and have
experience and human resources for international co-operation.

2 | P a g e
2. STÅLFORSSKOLA SF 2, ESKILSTUNA, SWEDEN - partner of the Project
Stålfors school is a primary school with 765 students in the ages 13-16. There are 108
employees and out of them there are 85 teachers. We are divided into four working teams and each of
the teams have their own profile.
We work in very multicultural area and many of our students come from countries outside of Europe.
At the school there are two classes where students, who have recently come to Sweden, have their first
schooling.
The school has a well educated staff and believe in influence from the students. The school also
emphazises order and learning and believes that if something is worth doing it's worth doing well. All
the staff meet the students with respect and care.
3. COLEGIUL TEHNIC "PETRU PONI" ROMAN, ROMANIA - partner of the
project
Our school is a technical
college where young people
aged between 14 and 18 specialize in the following domains: Computers, Electronics, Economy,
Environment, Constructions and Public works, Construction materials.

3 | P a g e
The education and the training of the 979 students of this school is provided by the 70 teachers
who ensure the high quality of the educational process by carrying out specific activities in accordance
with the latest requirements of the integration of the Romanian educational system in the U.E. The
services offered by our school are based on the quality, the performance, the promotion of the
European values, the equality of chances for all the participants in the process of teaching-learning-
evaluation and the openness to the long-life learning process.
The mission of our school is to ensure, in partnership with the parents and other groups of
similar interests, for each and every student, the necessary conditions to develop completely and
efficiently, by promoting tolerance and understanding, by understanding, accepting and respecting the
physical, socio-cultural, linguistic and psychological differences between the students of our school,
by taking into consideration the fact that there are 90% Romanian students and the rest of the students
are Roma and Russian (lipoveni); 60% are Christian-Orthodox, 35% are Catholics and 5% belong to
other confessions. But 75% of our students come from the rural areas, 155 come from economically
disadvantaged families, with parents have incomes below the subsistence level or no income at all and
this leads to reduced chances of participating in the activities and the programs that any school
promotes.
The participation in this project will raise the awareness of the identity of the students in a
local, national and European context, of respect for the others, self-esteem, self-knowledge, sociability,
friendship, cooperation with other students and teachers, education and the interculturality of the
students in the sense of developing their personality and the integration in the local, national and
European community.
4. IBRAHIM TANRIVERDI SOSYAL BILIMLER LISESI,
SAMSUN, TURKEY – partner of the project

4 | P a g e
Our school is located in the center of Samsun, Turkey. It is a secondary school with 28
education staff and 279 students some of whom are boarding. We have preparatory class plus four
years‘ education in our school. In the prep year the students have intensive English and French lessons
beside Turkish and Maths. Our school was founded in 2005 as a new type of public school where
students between 15-19 major in Social subjects. As a result of this, our students are usually
interested in social issues, they follow the national and international innovations, they have an
intention to contribute to the improvement of life both in our country and in the world.
Our teachers who are competent in their fields are always open to new changes and
developments. Our school has participated in a Comenius school partnership Project which deleted
with Xenophobia.
During the Project our students worked in harmony with their peers from other countries. After
that Project our English teachers have joined Comenius in-service training courses at different times in
different countries. Their experience will certainly contribute to carry out the activities which will be
held throughout the Project.
Our school has also participated in many national projects in the areas of Literature,
Geography, Sociology and Philosophy.

5 | P a g e
The project focuses on the problem of social exclusion (based
on lack of basic skills). In order to reach this goal of inclusion we will practice new strategies and
methods of teaching cooperatively and inclusively at schools and during leisure time activities.
This project refers to the particular needs of students according to the needs analysis which took place
at the all partner schools. As the group of this project we discussed and defined 4 problems which
prevent school success. They include lack of social inclusion, lack of basic skills, lack of parental
support and finally lack of socio-economical needs. The needs analysis had been done at five schools
by teachers' observation, sharing ideas and applying basic survey which evaluated these four obstacles.
As a result, in Lithuania the problem of lack of social inclusion and parental support does not exist, but
they need to develop the level of basic skills and help students who lack socio-economical needs.
Other schools have problems, more or less, with this fourth issue. At Romanian schools, ―lack of social
inclusion and basic skills‖ of the students seem to be the most important problems in term sof
preventing students from adapting academic success. In Turkish and Swedish schools ―lack of basic
skills, lack of parental support and lack of socio-economic needs‖ became the key reasons for failure.
Besides, each school has different good practices in their school curriculum. They will be
observed and followed by the teachers and transferred after evaluation. The strategies and methods
which we agreed upon to apply embody plenty of ideas which stand for a real alternative to solve these
four problems.
Every partner will apply one of these methods in its school environment, observe and evaluate
the outcomes. During the meetings these outcomes will be discussed by all the partners and will be
transferred to one another. At the end of 2 year time, 5 strategies will have been applied and evaluated.
According to the observation and results of success the partners will continue to use these strategies
and methods at their schools.
OBJECTIVES
 To promote the inclusion of excluded students, the ones with lack of basic skills, the risk of
dropping out, with special needs by helping to promote their integration into the mainstream education
and society.
 To apply new strategies for overcoming learning difficulties in STEAM subjects.
PROJECT

6 | P a g e
 To conduct new methods in the field of social and emotional child development as part of
students with special educational needs' practical curriculum.
 To give teachers different methods of education and share the good practices
NUMBER AND PROFILE OF THE PARTICIPANTS
Students/teenagers: there will be teams of 30 students at each partner organization so 180 in total will
take part actively in the project activities. Approximately 1200 students/teenagers will be indirectly
affected.
Teachers/Adults: there will be teams of 5 teachers at each partner organization so 30 in total will take
an active part in the project. There will be a teacher of English, Maths Teacher, a Counselor, an ICT
teacher and a PE teacher/trainer. Approximately 150 teachers/adults will be indirectly affected.
Administrative staff: The head teacher/chairman and a deputy head will take part in the project,
approximately 36 administrative staff will be indirectly affected.
Families: The number of the family members will be 300 in total and they will contribute to introduce
the host country‘s culture, tradition and to prepare traditional food for an international evening.
Local community: Local community including local press, municipality, directorate of national
education will help to disseminate the project to a wider community.
RESULTS AND IMPACTS
Through our project the five partners intend to create both short-term and long-term tangible and
intangible results and to achieve the biggest possible impact on future projects and policy processes
such as leading students to overcome lack of self-esteem, setting up the project website in order to
provide continuous access to the general information of the project activities, progress and results,
writing newspaper reports and creating on-site panels or leaflets to inform other people about the
project‘s background and main results, arranging a multiplier event, communication, and cognitive
skills of students at risk, cultivating effective partnerships between trainers, educators, and community
organizations.

7 | P a g e
The Education System in Lithuania
Lithuania has a binary system of higher education
with university institutions (akademija,
seminarija and auksojoji mokykloja) and
professionally oriented institutions (colleges).
University institutions primarily provide
academic education, while the colleges focus on
non-academic education.
There are both state institutions and private
institutions. Private institutions must have a government permit to operate. The programes offered by all
institutions are listed in the register of the Ministry of Education and Science.
The language of instruction is primarily Lithuanian, but in some cases education is also provided in
Russian and Polish.
Education is compulsory for children between 7 and 17 years of age.
The academic year starts on 1 September and consists of 2 semesters (autumn and spring), each lasting
16 weeks.
Primary and secondary education
Pre-school education. Pre-school education is offered by day-care centers, kindergartens, etc. It is
designed to prepare children for school and to bring all pre-school pupils up to the same level of
knowledge.
Basic and general secondary education Primary education lasts for 4 years and is intended for pupils 7
to 11 years of age. This type of education is provided at a Pradine Mokykla (Primary School). Pupils
who successfully complete the fourth year will continue in lower secondary education. At the end of
the fourth year pupils receive a Pradinio Išsilavinivo Pažymejimas (Certificate of Primary Education).

8 | P a g e
Lower general secondary schools last 6 years and pupils are usually between 10/11 and 16 years of
age. Schools providing this type of education are called Vidurine Mokykla (School for Secondary
Education) or Jaunimo Mokykla (Youth School). Upon completion of the programmers, pupils are
awarded the Pagrindinio Išsilavinimo Pažymejimas (Certificate Basic Education).
Upper general secondary- education is for pupils from 16/17 to 18/19 years of age and lasts 2 years.
The programme is completed with the final Matura examination (Maturity examination). This type of
education is provided at a Vidurine Mokykla (School for Secondary Education), Gimnazija
(Gymnasium), Licejus (Lyceum) or Tarptautinio Bakalaureato Mokykla (International Baccalaureate
School). The diploma awarded upon completion is called Brandos Atestatas or Maturity Certificate.
The Maturity Certificate grants access to higher education.
Secondary vocational education. Pupils that at the age of 14 did not succeed in the final tests of basic
education, continue in vocational a programme that lasts for 3 years. The programme offers both
vocational and general subjects. Pupils that did succeed in these final tests can continue in a vocational
programme of 2 years. Vocational education is provided by profesinė mokykla (vocational schools),
profesinio mokymo centras (vocational education centers), darbo rinkos mokymo centrals (labour
market training centers), agricultural schools (žemės ü mokykla), and prekybos mokykla (trade
schools).
There are also secondary vocational education programmes for pupils from 14 to 20 years of age.
This type of education is provided at a Profesine Mokykla (Vocational School), Technologiju
Gimnazija (Technology Gymnasium) or Jaunimo Mokykla (Youth School). Pupils who subsequently
pass the Maturity examination and obtain the Brandos Atestatas have access to higher education.
Admission to higher education
To be eligible for admission, students are required to have a secondary education diploma, the Brandos
Atestatas, or an equivalent diploma. Admission is based on a comparative study subject to the
regulations of the higher education institution where the student is applying
Higher education After the Sovjet years, a binary system of higher education was introduced:
traditional research universities on the one hand, the universities, and more professionally oriented
colleges, the kolegios.
University Education- A 3-tier system of education has evolved:
• A first cycle leads to a bakalauras degree, possibly in combination with a professional qualification.
A study load of 140 to 180 national credits is required. With the awarded degree, students have access
to the second cycle of higher education
• A second cycle leads to the Magistras degree, possibly in combination with a professional
qualification. A study load of 40 to 80 national credits is required. Integrated studies combine the first
and second cycle and lead to Magistras degrees in medicine, engineering, law and theology. The study

9 | P a g e
load may differ but a minimum of 180 credits is required for a professional qualification, and 200 to
240 for a master degree in combination with a professional degree. More credits may be required in
medicine, veterinary science and dentistry, but the maximum load is not to exceed 280 credits.
• The third cycle distinguishes between 3 forms of postgraduate education:
i. doktorantura, study leading to a doctorate, a research degree with a maximum duration of 4
years;
ii. rezidentura, for professional programmes in the fields of medicine, dentistry and veterinary
science, lasting 3 to 6 years;
iii. meno aspirantura, programmes in the fine arts, at the end of which the meno licentiatas
degree is awarded, after a maximum of 80 credits.

10 | P a g e
The Education System in Sweden
Pre-higher education:
Duration of compulsory education:
Age of entry: 7
Age of exit: 16
Structure of school system:
Basic
Type of school providing this education: Grundskola
Length of program in years: 9
Age level from: 7 to: 16
Certificate/diploma awarded: Slutbetyg Från Grundskola
Upper Secondary
Type of school providing this education: Gymnasium
Length of program in years: 3
Age level from: 16 to: 19
Certificate/diploma awarded: Slutbetyg Från Gymnasieskola
Upper Secondary
Type of school providing this education: Folkhögskola (Folk high school)
Certificate/diploma awarded: Intyg om allmän behörighet (certificate concerning general eligibility for
higher education) or "Intyg om särskild behörighet" (certificate concerning specific eligibility)
Upper Secondary
Type of school providing this education: Municipal adult school (Komvux)
Certificate/diploma awarded: Slutbetyg Från Komvux
School education:
The Swedish state school system comprises compulsory school and various types of voluntary
schooling. Compulsory school includes nine years of compulsory basic school, school for the Saami
people of Northern Sweden, special school and compulsory school for the mentally handicapped. Post-
compulsory education is offered through 17 National Programmes providing qualifications that allow
students to go on to higher education. Some of these programmes also include industrial work
placements. The National Programmes of upper secondary education are offered at Gymnasia and lead
to the award of the Slutbetyg Från Gymnasieskola.Tuition is free.Outside the upper secondary school

11 | P a g e
system there are folk high schools (Folkhögskolan) which provide state-supported adult education
lasting between one and three years of studies. There are no formal examinations. Post-secondary
studies include advanced vocational training (Kvalificerad yrkesutbilding) which is intended to meet
the labour market's needs for the skills required for modern production of goods and services. About
one-third of the course period takes place at the workplace. As from January 2002, this form of
training is a permanent part of the Swedish educational system but does not belong to the higher
education sector. Admission is based on three-year upper secondary education or corresponding
proficiency. The training is normally intended to correspond to two years of study and leads to a
Certificate of Advanced Vocational Training (Kvalificerad yrkesexamen).
Higher education:
The Swedish system includes not only traditional university studies, but also Teacher Training, Health
Care Training, Technical Training, etc. It is the responsibility of: the central government, regional
authorities and private interests. All higher education institutions fall under the jurisdiction of the
Ministry of Education except for the University of Agricultural Sciences (Ministry of Agriculture).
Higher education is divided into undergraduate studies (courses combined towards a first degree) and
postgraduate studies and research.
Academic year:
Classes from: Aug to: Jun
Long vacation from: 15 Jun to: 15 Aug
Languages of instruction: Swedish, English
Stages of studies:
University level studies:
University level first stage: Undergraduate studies:
All basic higher education is offered in the form of courses. There is scope for individual choice but
students may combine different courses into a degree programme. Study programmes are divided into
credits. One credit corresponds to one week of full-time study.
One year usually represents 40 credits. The Diploma (Högskoleexamen) is awarded after the
completion of at least 80 credits (two years' full-time study). It is awarded by all universities and
higher education institutions.
The Bachelor's Degree (Kandidatexamen) is conferred after the completion of at least 120
credits (three years' full-time study). In the major subject, in-depth studies of at least 60 credits (three
terms) are required, including an independent special project of at least 10 credits.
Since 1 November 2001 there are two types of Magistersexamen (Master of):
1)The Magisterexamen med ämnesdjup is awarded after the completion of at least 160 credits
(four years' full-time study). In the major subject, in-depth studies of at least 80 credits (four terms) are

12 | P a g e
required, including an independent special project of at least 20 credits or two projects of at least 10
credits each.
2) The Magisterexamen med ämnesbredd requires at least 40 credits including an independent
special project of at least 10 credits. The Magisterexamen med ämnesbredd is awarded in addition to a
degree of at least 120 points. Apart from the general academic degrees, there are some 60 professional
degrees (Yrkesexamen) which vary in length between 40 and 220 points, depending on their character
and field of study. They include the degrees of Doctor of Medicine, Master of Science in Engineering
or in Agriculture, as well as the Bachelor of Education for the Compulsory School.
University level second stage: Postgraduate studies:
The Licentiatexamen (Licenciate degree) requires 80 points (two years of study and research)
including a larger thesis, after completion of at least 120 points at undergraduate level. This degree can
also be awarded as an intermediate degree towards the Doktorsexamen. which requires a minimum of
four years' full-time study beyond completion of at least 120 points at the undergraduate level.
Doctoral studies consist of seminars, reading and methodology courses, individual literature surveys
and independent research.
The thesis must describe
and account for
organization and results of
research, be published and
be publicly defended.

13 | P a g e
Education system in Romania
Education in Romania is based on a free-tuition,
egalitarian system.
Access to free education is guaranteed by Article 32 in
the Constitution of Romania. Education is regulated and
enforced by the Ministry of National Education.
Each step has its own form of organization and is subject to different laws and directives.
Since the downfall of the communist regime, the Romanian educational system has been through
several reforms.
Kindergarten is optional under the age of six.
Compulsory schooling usually starts at age 6, with the "preparatory school year" (clasa
pregătitoare), which is mandatory in order to enter the first grade. Schooling is compulsory until the
tenth grade (which corresponds with the age of sixteen or seventeen).
The school educational cycle ends in the twelfth grade, when students graduate
the baccalaureate.
Higher education is aligned onto the European Higher Education Area. In addition to the
formal system of education, to which was recently added the equivalent private system, there is also a
system of tutoring, semi-legal and informal.
Education in Romania is compulsory for 11 years (from the preparatory school year to the tenth
grade). With the exception of kindergarten (preschool) and tertiary education (university) the private
sector has a very low presence in the Romanian education system
Kindergartens offer preschool education for children (usually between ages 3-6) and are optional.
Kindergarten typically lasts for 3 forms – "small group" (grupa mică) for children aged 3–4, "middle
group" (grupa mijlocie), for children aged 4–5, and "big group" (grupa mare) for children aged 5–6.
The "preparatory school year" (clasa pregătitoare) is for children aged 6-7, and since it became
compulsory in 2012, it usually takes place at school.
Elementary school includes primary school (the preparatory school year and the next 4 grades of
primary school) and then four more grades (grades 5-8 of gymnasium). Education is free in public
schools (including some books and auxiliary materials), but not entirely (some textbooks, notebooks,
pencils and uniforms might be required to be purchased).
A class (clasă) can have up to 30 students (25 is considered optimum), and there can be as few
as one class per grade or as many as twenty classes per grade. Usually each group has its
own classroom.

14 | P a g e
Primary school
The "preparatory school year" became compulsory in 2012, and is a requirement in order to enter the
first grade. According to Article 23 of the Education law no 1/2011 (Legea Educației Naționale
nr.1/2011) the preparatory class is part of the primary school and is compulsory. Primary school
classes are taught by a single teacher (învățător) for the most subjects. Additional teachers are assigned
only for a few specialized subjects (Foreign Languages, Introduction to Computers, etc.).
Gymnasium
Classes are reshaped at the end of the 4th grade, often based on academic performances. Many
schools have special classes (such as intensive English classes or Informatics classes, providing one or
two more courses in these subjects). Selection for such classes is done based on local tests. Assessing
the students' performance is also different between primary and gymnasium cycles. Starting with the
5th grade, students have a different teacher (profesor) for each subject. Furthermore, each class has a
teacher designated to be class principal (diriginte), besides teaching his or hers usual subject..
Admission to high school
At the end of the 8th grade (at age 14 or 15) a nationwide test is taken by all students called Evaluarea
Națională (The National Test) and can be taken only once, in June. The subjects are Romanian
Language and Literature and Mathematics(and additionally the language of the school for ethnic
minority schools or classes and for bi-lingual schools). The finishing grade (also known as the
admission grade) is computed, taking into account for 20% an average of all the Yearly General
High school studies are four years in length, two compulsory (9th and 10th year), two non-
compulsory (11th and 12th year). There are no exams between the 10th and the 11 years. There is also
a lower frequency program taking 5 years for those wishing to attend high school after abandoning at
an earlier age.
 National College (Colegiu Naţional) — the most prestigious high schools in Romania. All are
"theoretical" (see below).
 Military College (Colegiu Militar) — there are 3 high schools administered by the Ministry of
National Defense.
 Liceu (Standard High school) — An average high school, providing one of the available academic
programs.
 Technological High school:
 Technical Secondary School (Liceu de Specialitate) - students follow a 4-year course resulting
in the Baccalaureate diploma plus a Vocational Certificate.
 Vocational Secondary School (Şcoala Profesională) - students follow a 2 or 3 -year course (15-
18) resulting in the diploma of completion of a vocational school.

15 | P a g e
Types of Higher Education Institutions
Since 2005, the higher education system in Romania has been organised in three cycles:
Bachelor the first degree programmes, master programmes and doctorate programmes compatible with
the European qualification framework and laid out in Law 288 of 2004. Admission generally depends
on student performance at the national examination at the end of upper secondary education (called
Bacalaureat), performance in upper secondary school and performance at the university entrance
examination.
Bachelor
The Bachelor studies (Undergraduate studies), with a length that varies according to the field:
- 6 semesters (3 years) for sciences, humanities, economic and social sciences, political sciences,
etc.;
- 8 semesters (4 years) for engineering, technique;
- 12 semesters (6 years) for general medicine, dental medicine, veterinary medicine and
architecture.

16 | P a g e
The Education Turkisk System
Turkish education system is under the supervision and control of the state, namely the Ministry
of National Education. According to the Constitution of the Republic of Turkey, everyone has the right
to receive education. Education is compulsory from ages 6 to 14 and free in state schools. The
country's primary schools currently have a 98 percent participation rate.
The academic year in Turkish education institutions generally begins in the mid-September or early
October and continues to May or early June. There is also a two-week winter break in February.
Stages of the Education System
Pre-School Education: Optional kindergarten education, up to 6 years of age.
Primary Education: Compulsory and free basic
education for eight years (5 years elementary + 3
years secondary), 6-14 years of age.
Secondary Education: 4 years of High School
(Lise), or Vocational High School education, 15-
17/18 years of age. Some schools might have an
additional year of language study. High schools are mostly owned by the government and provide free
education.
Higher Education: 4 years of University, or 2 years at Higher Vocational Schools. Some schools have
an additional year of language study. Under normal circumstances, Master's study lasts 2 years; PhD 3-
5 years. This category includes all educational institutions which will provide post-secondary
education. They are under the supervision of Higher Educational Council (YOK).
Types of High Schools
Public High Schools (“Normal Liseler” or ―Duz Liseler”): Any student who successfully completes
8 years of basic education can go onto these schools. Graduates of public high schools, if successful in
the nationwide University Entrance Examination (ÖSS), can go onto higher education institutions.
Graduates are awarded with the Lise Diploması.
Vocational High Schools (Meslek Liseleri): Some of these schools may take an additional year to
complete. Graduates can automatically go on to higher vocational schools (Meslek Yüksek Okulları - 2

17 | P a g e
Year Vocational Colleges) in their respective fields of study if they wish. Alternatively, if successful in
the university entrance examination, they can go onto 4-year schools in their respective fields.
Anatolian High Schools (Anadolu Liseleri): One year of English study followed by 3 years of
regular high school education, additional hours for English. Math and Science lessons at these schools
are sometimes taught in English. Lessons at some Anatolian high schools are taught in either German
or French.
Super High Schools (Super Liseler): The difference between these and normal high schools is one
extra year of English study. They differ from Anatolian high schools in that the language of instruction
for math and science courses is always Turkish and less hours are given to English lessons.
Science High Schools (Fen Liseleri): These are special public schools for students who have
exceptional aptitude in the sciences. These very competitive high schools train students specifically for
higher education in the sciences, technical and medical fields. There is also Anatolian Science High
Schools (Anadolu Fen Liseleri), where the medium of instruction for math and sciences is sometimes
in English.

18 | P a g e
1. Cooperative learning
2. Peer Tutoring
3. Team Teaching
4. Project Based Learning
5. Personalization

19 | P a g e
I. COOPERATIV LEARNING
Is an educational approach which aims to
organize classroom activities into academic and
social learning experiences.
There is much more to cooperative
learning than merely arranging students into
groups, and it has been described as "structuring
positive interdependence." Students must work
in groups to complete tasks collectively toward academic goals. Unlike individual learning, which can
be competitive in nature, students learning cooperatively can capitalize on one another's resources and
skills (asking one another for information, evaluating one another's ideas, monitoring one another's
work, etc.). Furthermore, the teacher's role changes from giving information to facilitating students'
learning.
Everyone succeeds when the group succeeds. Ross and Smyth (1995) describe successful
cooperative learning tasks as intellectually demanding, creative, open-ended, and involve higher order
thinking tasks.
According to Johnson and Johnson's meta-analysis, students in cooperative learning settings
compared to those in individualistic or competitive learning settings, achieve more, reason better, gain
higher self-esteem, like classmates and the learning tasks more and have more perceived social
support.
HISTORY
Prior to World War II, social theorists such as Allport, Watson, Shaw, and Mead began
establishing cooperative learning theory after finding that group work was more effective and efficient
in quantity, quality, and overall productivity when compared to working alone.
However, it wasn't until 1937 when researchers May and Doob found that people who
cooperate and work together to achieve shared goals, were more successful in attaining outcomes, than
those who strived independently to complete the same goals. Furthermore, they found that independent
achievers had a greater likelihood of displaying competitive behaviours.
Philosophers and psychologists in the 1930s and 1940s such as John Dewey, Kurt Lewin, and
Morton Deutsh also influenced the cooperative learning theory practiced today.

20 | P a g e
- Dewey believed it was important that students develop knowledge and social
skills that could be used outside of the classroom, and in the democratic society. This
theory portrayed students as active recipients of knowledge by discussing information
and answers in groups, engaging in the learning process together rather than being
passive receivers of information (e.g., teacher talking, students listening).
- Lewin's contributions to cooperative learning were based on the ideas of
establishing relationships between group members in order to successfully carry out
and achieve the learning goal.
- Deutsh's contribution to cooperative learning was positive social
interdependence, the idea that the student is responsible for contributing to group
knowledge.
Since then, David and Roger Johnson have been actively contributing to the
cooperative learning theory. In 1975, they identified that cooperative learning
promoted mutual liking, better communication, high acceptance and support, as well
as demonstrated an increase in a variety of thinking strategies among individuals in the group. Students
who showed to be more competitive lacked in their interaction and trust with others, as well as in their
emotional involvement with other students.
In 1994 Johnson and Johnson published the 5 elements (positive interdependence,
individual accountability, face-to-face interaction, social skills, and processing) essential for effective
group learning, achievement, and higher-order social, personal and cognitive skills (e.g., problem
solving, reasoning, decision-making, planning, organizing, and reflecting).
TYPES:
I. FORMAL COOPERATIVE LEARNING :
Formal cooperative learning consists of students working together, for one class period to several
weeks, to achieve shared learning goals and complete jointly specific tasks and assignments (Johnson,
Johnson, & Holubec, 2008).
In formal cooperative learning groups the teachers‘ role includes .
1. Making preinstructional decisions.
Teachers
(a) formulate both academic and social skills objectives,
(b) decide on the size of groups,

21 | P a g e
(c) choose a method for assigning students to groups,
(d) decide which roles to assign group members,
(e) arrange the room,
(f) arrange the materials students need to complete the assignment.
In these preinstructional decisions, the social skills objectives specify the interpersonal and small
group skills students are to learn. By assigning students roles, role interdependence is established.
The way in which materials are distributed can create resource interdependence. The arrangement of
the room can create environmental interdependence and provide the teacher with easy access to
observe each group, which increases individual accountability and provides data for group processing.
2. Explaining the instructional task and cooperative structure.
Teachers
(a) explain the academic assignment to students,
(b) explain the criteria for success, (c) structure positive interdependence,
(d) structure individual accountability,
(e) explain the behaviors (i.e., social skills) students are expected to use,
(f) emphasize intergroup cooperation (this eliminates the possibility of competition among
students and extends positive goal interdependence to the class as a whole).
Teachers may also teach the concepts and strategies required to complete the assignment. By
explaining the social skills emphasized in the lesson, teachers operationalize
(a) the social skill objectives of the lesson and
(b) the interaction patterns (such as oral rehearsal and jointly building conceptual frameworks)
teachers wish to create.
3. Monitoring students‘ learning and intervening to provide assistance in
(a) completing the task successfully
(b) using the targeted interpersonal and group skills effectively.
While conducting the lesson, teachers monitor each learning group and intervene when needed to
improve taskwork and teamwork. Monitoring the learning groups creates individual accountability;
whenever a teacher observes a group, members tend to feel accountable to be constructive members.
In addition, teachers collect specific data on promotive interaction, the use of targeted social skills, and
the engagement in the desired interaction patterns.
This data is used to intervene in groups and to guide group processing.
4. Assessing students‘ learning and helping students process how well their groups functioned.
Teachers
(a) bring closure to the lesson,
(b) assess and evaluate the quality and quantity of student achievement,

22 | P a g e
(c) ensure students carefully discuss how effectively they worked together (i.e., process the
effectiveness of their learning groups),
(d) have students make a plan for improvement,
(e) have students celebrate the hard work of group members.
The assessment of student achievement highlights individual and group accountability (i.e.,
how well each student performed) and indicates whether the group achieved its goals (i.e., focusing on
positive goal interdependence). The group celebration is a form of reward interdependence. The
feedback received during group processing is aimed at improving the use of social skills and is a form
of individual accountability. Discussing the processes the group used to function, furthermore,
emphasizes the continuous improvement of promotive interaction and the patterns of interaction need
to maximize student learning and retention.
Types of formal cooperative learning strategies include:
a. The jigsaw technique
b. Assignments that involve group problem-solving and decision making
c. Laboratory or experiment assignments
d. Peer review work (e.g. editing writing assignments).
Having experience and developing skill with this type of learning often facilitates informal and
base learning. Jigsaw activities are wonderful because the student assumes the role of the teacher on a
given topic and is in charge of teaching the topic to a classmate. The idea is that if students can teach
something, they have already learned the material.
II. INFORMAL COOPERATIVE LEARNING
Informal cooperative learning consists of having students work together to achieve a joint
learning goal in temporary, ad-hoc groups that last from a few minutes to one class period (Johnson,
Johnson, & Holubec, 2008). During a lecture, demonstration, or film, informal cooperative learning
can be used to focus student attention on the material to be learned, set a mood conducive to learning,
help set expectations as to what will be covered in a class session, ensure that students cognitively
process and rehearse the material being taught, summarize what was learned and precue the next
session, and provide closure to an instructional session.
The teacher‘s role for using informal cooperative learning to keep students more actively
engaged intellectually entails having focused discussions before and after the lesson (i.e., bookends)
and interspersing pair discussions throughout the lesson. Two important aspects of using informal
cooperative learning groups are to:
(a) make the task and the instructions explicit and precise
(b) require the groups to produce a specific product (such as a written answer)
. The procedure is as follows.

23 | P a g e
1. Introductory Focused Discussion: Teachers assign students to pairs or triads and explain
(a) the task of answering the questions in a four to five minute time period and
(b) the positive goal interdependence of reaching consensus.
The discussion task is aimed at promoting advance organizing of what the students know
about the topic to be presented and establishing expectations about what the lecture will cover.
Individual accountability is ensured by the small size of the group. A basic interaction pattern of
eliciting oral rehearsal, higher-level reasoning, and consensus building is required.
2. Intermittent Focused Discussions: Teachers divide the lecture into 10 to 15 minute
segments. This is about the length of time a motivated adult can concentrate on information being
presented. After each segment, students are asked to turn to the person next to them and work
cooperatively in answering a question (specific enough so that students can answer it in about three
minutes) that requires students to cognitively process the material just presented.
The procedure is:
a. Each student formulates his or her answer.
b. Students share their answer with their partner.
c. Students listen carefully to their partner‘s answer.
d. The pairs create a new answer that is superior to each member‘s initial formulation by integrating
the two answers, building on each other‘s thoughts, and synthesizing.
The question may require students to:
a. Summarize the material just presented.
b. Give a reaction to the theory, concepts, or information presented.
c. Predict what is going to be presented next; hypothesize.
d. Solve a problem.
e. Relate material to past learning and integrate it into conceptual frameworks.
f. Resolve conceptual conflict created by presentation.
Teachers should ensure that students are seeking to reach an agreement on the answers to the questions
(i.e., ensure positive goal interdependence is established), not just share their ideas with each other.
Randomly choose two or three students to give 30 second summaries of their discussions. Such
individual accountability ensures that the pairs take the tasks seriously and check each other to ensure
that both are prepared to answer. Periodically, the teacher should structure a discussion of how
effectively the pairs are working together (i.e., group processing). Group celebrations add reward
interdependence to the pairs.
3. Closure Focused Discussion: Teachers give students an ending discussion task lasting four to five
minutes. The task requires students to summarize what they have learned from the lecture and
integrate it into existing conceptual frameworks. The task may also point students toward what the

24 | P a g e
homework will cover or what will be presented in the next class session. This provides closure to the
lecture.
Informal cooperative learning ensures students are actively involved in understanding what is
being presented. It also provides time for teachers to move around the class listening to what students
are saying. Listening to student discussions can give instructors direction and insight into how well
students understand the concepts and material being as well as increase the individual accountability of
participating in the discussions.
III. COOPERATIVE BASE GROUPS
Cooperative base groups are long-term, heterogeneous cooperative learning groups with stable
membership (Johnson, Johnson, & Holubec, 2008). Members‘ primary responsibilities are to:
(a) ensure all members are making good academic progress (i.e., positive goal interdependence)
(b) hold each other accountable for striving to learn (i.e., individual accountability),
(c) provide each other with support, encouragement, and assistance in completing assignments (i.e.,
promotive interaction).
In order to ensure the base groups function effectively, periodically teachers should teach
needed social skills and have the groups process how effectively they are functioning.
Typically, cooperative base groups are heterogeneous in membership (especially in terms of
achievement motivation and task orientation), meet regularly (for example, daily or biweekly), and last
for the duration of the class (a semester or year) or preferably for several years. The agenda of the
base group can include academic support tasks (such as ensuring all members have completed their
homework and understand it or editing each other‘s essays), personal support tasks (such as getting to
know each other and helping each other solve nonacademic problems), routine tasks (such as taking
attendance), and assessment tasks (such as checking each other‘s understanding of the answers to test
questions when the test is first taken individually and then retaken in the base group).
The teacher‘s role in using cooperative base groups is to:
(a) form heterogeneous groups of four (or three),
(b) schedule a time when they will regularly meet (such as beginning and end of each class session or
the beginning and end of each week),
(c) create specific agendas with concrete tasks that provide a routine for base groups to follow when
they meet,
(d) ensure the five basic elements of effective cooperative groups are implemented,
(e) have students periodically process the effectiveness of their base groups.

25 | P a g e
The longer a cooperative group exists, the more caring their relationships will tend to be, the
greater the social support they will provide for each other, the more committed they will be to each
other‘s success, and the more influence members will have over each other. Permanent cooperative
base groups provide the arena in which caring and committed relationships can be created that provide
the social support needed to improve attendance, personalize the educational experience, increase
achievement, and improve the quality of school life.
ELEMENTS OF COOPERATIV LEARNING :
1. Positive interdependence
1. Students must fully participate and put forth effort within their group
2. Each group member has a task/role/responsibility therefore must believe that they are
responsible for their learning and that of their
group
2. Face-to-face promotive interaction
1. Members promote each other's success
2. Students explain to one another what they have
or are learning and assist one another with
understanding and completion of assignments
3. Individual and group accountability
1. Each student must demonstrate mastery of the content being studied
2. Each student is accountable for their learning and work, therefore eliminating "social loafing"
4. Social skills
Some social skills for cooperative learning to be success:
a. Active listening
b. Turn taking
c. Respect the ideas of others
d. Sharying materials
e. Not making or receiving put- downs
f. To never laught at anothes‘s imput
g. Solving problems
h. Making decisions
i. Praising others
j. Disagreeing in an agreeing way.
k. Resolving conflicts
l. Reaching consensus.

26 | P a g e
5.Group processing
1. Group processing occurs when group members (a) reflect on which member actions were
helpful and (b) make decision about which actions to continue or change.
2. The purpose of group processing is to clarify and improve the effectiveness with which
members carry out the processes necessary to achieve the group's goals.
I
E
S
In order for student achievement to improve considerably, two characteristics must be present:
1. When designing cooperative learning tasks and reward structures, individual responsibility and
accountability must be identified. Individuals must know exactly what their responsibilities are
and that they are accountable to the group in order to reach their goal.
2. All group members must be involved in order for the group to complete the task. In order for
this to occur each member must have a task that they are responsible for which cannot be
completed by any other group member.
TECHNIQUES:
There are a great number of cooperative learning techniques
available. Some cooperative learning techniques utilize student pairing,
while others utilize small groups of four or five students. Hundreds of
techniques have been created into structures to use in any content
area. Among the easy to implement structures are think-pair-share,
think-pair-write, variations of Round Robin, and the reciprocal
teaching technique.
A well known cooperative learning technique is the Jigsaw,
Jigsaw II and Reverse Jigsaw.
P positive interdependence
individual accountability
equal
Simultaneous interaction

27 | P a g e
1. Think-pair-share
Originally developed by Frank T. Lyman (1981), think-pair-share allows for students to
contemplate a posed question or problem silently. The student may write down thoughts or simply just
brainstorm in his or her head. When prompted, the student pairs up with a peer and discusses his or
her idea(s) and then listens to the ideas of his or her partner. Following pair dialogue, the teacher
solicits responses from the whole group. When teachers use this technique they don't have to worry
about students not volunteering because each student will already have an idea in their heads,
therefore, the teacher can call on anyone and increase discussion productivity.
2. Jigsaw
Students are members of two groups:
home group and expert group. In the
heterogeneous home group, students are each
assigned a different topic. Once a topic has
been identified, students leave the home group
and group with the other students with their
assigned topic. In the new group, students
learn the material together before returning to
their home group. Once back in their home
group, each student is accountable for teaching his or her assigned topic.
3. Jigsaw II
Jigsaw II is Robert Slavin's (1980) variation of Jigsaw in which members of the home group are
assigned the same material, but focus on separate portions of the material. Each member must become
an "expert" on his or her assigned portion and teach the other members of the home group.
4. Reverse jigsaw
This variation was created by Timothy Hedeen (2003) It differs from the original Jigsaw during
the teaching portion of the activity. In the Reverse Jigsaw technique, students in the expert groups
teach the whole class rather than return to their home groups to teach the content.
6. Inside-outside circle
This is a cooperative learning strategy in which students form two concentric circles and take turns
on rotation to face new partners to answer or discuss the teacher's questions. This method can be used
to gather variety of information, generate new ideas and solve problems.

28 | P a g e
7. Reciprocal teaching
Brown & Paliscar (1982) developed reciprocal teaching. It is a cooperative technique that allows
for student pairs to participate in a dialogue about text. Partners take turns reading and asking
questions of each other, receiving immediate feedback. Such a model allows for students to use
important metacognitive techniques such as clarifying, questioning, predicting, and summarizing. It
embraces the idea that students can effectively learn from each other.
8. The Williams
Students collaborate to answer a big question that is the learning objective. Each group has
differentiated questions that increases in cognitive ability to allow students to progress and meet the
learning objective.
9. STAD (or Student-Teams-Achievement Divisions)
Students are placed in small groups (or teams). The class in its entirety is presented with a lesson
and the students are subsequently tested. Individuals are graded on the team's performance. Although
the tests are taken individually, students are encouraged to work together to improve the overall
performance of the group.
10. Rally Table
Rally Table is another process of cooperative learning. In this process, the class or the students are
divided into groups. This is done to encourage group learning, team building and cooperative learning.
It is the written version of Robin Table.
RESEARCH EVIDENCE:
Research on cooperative learning demonstrated
"overwhelmingly positive" results and confirmed
that cooperative modes are cross-curricular. Cooperative learning requires students to engage in group
activities that increase learning and adds other important dimensions.
The positive outcomes include academic gains, improved race relations and increased personal
and social development.
Students who fully participate in group activities, exhibit collaborative behaviors, provide
constructive feedback, and cooperate with their groups have a higher likelihood of receiving higher
test scores and course grades at the end of the semester.

29 | P a g e
Cooperative learning is an active pedagogy that fosters higher academic achievement.
Cooperative learning has also been found to increase attendance, time on task, enjoyment of
school and classes, motivation, and independence.
BENEFITS AND APPLICABILITY OF COOPERATIVE LEARNING:
 Students demonstrate academic achievement
 Cooperative learning methods are usually equally effective for all ability levels
 Cooperative learning is effective for all ethnic groups
 Student perceptions of one another are enhanced when given the opportunity to work with one
another
 Cooperative learning increases self-esteem and self-concept
 Ethnic and physically/mentally handicapped barriers are broken down allowing for positive
interactions and friendships to occur.
COOPERATIVE LEARNING RESULTS IN:
 Increased higher level reasoning
 Increased generation of new ideas and solutions
 Greater transfer of learning between situations
COOPERATIVE LEARNING IS SIGNIFICANT IN BUSINESS:
 Cooperative learning can be seen as a characteristic of innovative businesses
 The five stage division on cooperative learning creates a useful method of analyzing learning in
innovative businesses
 Innovativity connected to cooperative learning seems to make the creation of innovations possible
LIMITATIONS:
Cooperative Learning has many limitations that could cause the process to be more complicated
than first perceived. Sharan (2010) describes the constant evolution of cooperative learning as a threat.
Because cooperative learning is constantly changing, there is a possibility that teachers may become
confused and lack complete understanding of the method. The fact that cooperative learning is such a
dynamic practice means that it can‘t be used effectively in many situations. Also teachers can get into
the habit of relying on cooperative learning as a way to keep students busy.
While cooperative learning will consume time, the most effective application of cooperative
learning hinges on an active instructor. Teachers implementing cooperative learning may also be
challenged with resistance and hostility from students who believe that they are being held back by

30 | P a g e
their slower teammates or by students who are less confident and feel that they are being ignored or
demeaned by their team.
Students often provide feedback in the form of evaluations or reviews on success of the teamwork
experienced during cooperative learning experiences.
Peer review and evaluations may not reflect true experiences due to perceived competition among
peers. Students might feel pressured into submitting inaccurate evaluations due to bullying.
To eliminate such concerns, confidential evaluation processes may help to increase evaluation
strength.
COOPERATION VS COMPETITION VS INDIVIDUALISTIC EFFORTS
There are many reasons why competitors tend to achieve less than they would if they were
working cooperatively.
And there have also been lots of studies making a claim that cooperative learning is more effective
than competitive learning and individualistic efforts. But studies also show that competition and
individualistic efforts can be constructive and should be encouraged when they are appropriately
structured.
1. Conditions for Constructive Competition
1. Winning is relatively unimportant
2. All participants have a reasonable chance to win.
3. There are clear and specific rules, procedures, and criteria for winning.
2. Conditions for Constructive Individualistic Efforts
1. Cooperation is too costly, difficult or cumbersome because of the unavailability of
skilled potential cooperators or the unavailability of the resources need for cooperation
to take place.
2. The goal is perceived as important, relevant, and worthwhile
3. Participants expect to be successful in achieving their goals.
4. The directions for completing the tasks are clear and specific, so participants do not
need further clarification on how to proceed and how to evaluate their work.
5. What is accomplished will be used subsequently in a cooperative effort.

31 | P a g e
Examples of COOPERATIVE LEARNING in different year grades observations of the lessons
LITUANIAN SCHOOL :
1. Integrated English and ICT lesson for 9 th grade (14-15 years) students.
2. Integrated English- Maths lesson for primary school students (3rd grade)
ROMANIAN SCHOOL :
1. MARKETING BUSINESS- Effective communication with consumers to satisfy their needs:
verbal, nonverbal- lesson for 11 th grade (16-17 years) students.
2. THE USE OF COOPERATIVE TYPE OF LEARNING IN/WHEN STUDYING PHYSICS- lesson
for 10 th grade (15-16 years) students.

32 | P a g e
KAUNAS „VYTURYS“ GYMNASIUM
LESSON PLAN
Class Ig,, 13 students
IT teacher Jolanta Leonavičienė,
English teacher Vaida Paulauskienė.
Topic of an integrated IT and English lesson
Inclusion through ArcGIS Online Story Map
Tour ―The signs of Lithuanian statehood in Kaunas―
The main objective:
After using the online sources, students will have to upload to Kaunas city map 2-3
English
descriptions of objects denoting Lithuanian statehood; they will do that using the program
ArcGIS Online. After that, they will present the complete maps in groups.
Reference to General Education Programs
ICT – Internet and its‗ services. Developing the capacity to safely use the Internet in several
differentpublic services; targeted search for information specified in the subject; use various
cartographic works.
English - Celebrities, interesting sites. Developing the
ability to briefly describe their home town(denoting
the most significant objects).
Learning methods
Work in groups, individual work, brainstroming
method, community mapping method, work
withcomputer, consultation, collecting information,
translation, oral presentation.
Learning material
Handouts, computers, online dictionaries, program ArcGIS Online

33 | P a g e
Learning activity
1 min. Introduction of the topic of the lesson.
Why is it important?
4 min. Introduction of the main objective of the lesson.
Brainstorming: „How do you understand the word statehood?
5 min. Self-assessment criteria.
Reminder of work with a computer program ArcGIS Online.
10 min. Community mapping – uploading prepared English descriptions to the map using
ArcGIS Online program.
15 min. Work in groups. Presentations of the maps, introduction of the most significant historical
figures, monuments, buildings, educational institutions.
10 min. Summary of the lesson and students‘ performance compared to the objective set in the
beginning. Evaluation of work in groups.
Self-evaluation: „What have I learned?‖
Naming 2-3 significant objects in Kaunas presented by other groups, that students would
recommend tourists to visit.
Homework. View the descriptions uploaded into the virtual map, correct grammar and
punctuation mistakes; specify the addresses.
Evaluation of progress and achievements. Self-assessment of students‗ performance, peer
assessment, teacher‗s advice and counceling. Oral assessment, indicating the drawbacks of
students' learning performance; encouraging and praising.

34 | P a g e
Integrated English and mathematics lesson.
Geometric figures
Basing on particular examples pupils will
be able to recognize and use English geometric
terminology to name a square, rectangle, triangle,
circle; they will also be able to name a cube,
cuboid, pyramid and sphere in lithuanian
language and also correctly identify at least 6
geometric shapes (out of 8).
Methods: interview, questions and
answers, brainstorming, demonstrations, games,
writing, working in pairs and individually.
Tools: visual teaching tool „Robot―, a set
of geometric shapes (for demonstrating and
working in pairs), worksheets and cards, writing
materials, projector, flannel board.
Formative evaluation (praises and
encouragements).
Evaluation of progress and achievements:
Children self-evaluate themselves by coloring
smileys with yellow, red or green.
2-4
2-1
3/3
Virtual photo exhibition “Inclusion trough
interreligious dialogue”.
Students presented and commented their
common work of art, photography and English language.
(Students age 17-18 years, 11th
grade).

35 | P a g e
TECHNICAL COLLEGE "Petru Poni" ROMAN
DRAFT LESSON
Class: a- XI B
School Subject: Marketing Business
Teacher: Cristina Juravle
Learning Unit: Marketing Business
Lesson Title: Effective communication with consumers to satisfy their needs: verbal, nonverbal
Type of lesson: Fastening and consolidation of knowledge
Lesson Duration: 50 min
Specific Skills: Analyze the role of marketing in business for the economic agent
Teaching methods and procedures used:
• conversation
• Explication
• Exercise
• Teamwork
Teaching materials
• Flipchart
• Internet
• Manual "Marketing Business" grade XI
Structure and course lesson
I. ARRANGEMENTS: 3 min
It provides the conditions for the optimal lesson by conducting presence, establishing quite in
the classroom and capturing attention.
II. Checking the knowledge from previous lessons as well the theory using flipchart sheets: 42 min
Students are grouped in teams of 4 and receive a flipchart paper that must have one of two
forms of communication that they had to prepare.
Defining aspects of the marketing communication
Communication has accompanied the man throughout his entire existents and developments, in
all kinds of activities in which he was involved. Purpose persuasive communication, of persuasion, is
the one that marks the beginning of marketing practices, many years before the first manifestations of
modern marketing.
Communication between people is a communication of information‘s, signals, meanings and
understandings, and at the base of this complex process is one or more forms of languages.

36 | P a g e
One of the simplest models of the communication process belongs to Harold D. Lasswell who in
1948, appreciated that a communication must contain complete and credible answers to five questions:
1. Who communicates?
2. What communicates?
3. Through what media?
4. To who communicates?
5. With what communicates?
The most important distinction regarding the acts of communication used as a criterion is nature of
the signs used. In this regard it will be considered verbal a form of communication that involves
exclusively words - either in the acoustic version or the graphic version - and nonverbal
communication made with indices, icons or symbols.
Verbal communication is conducted or in oral form or written form. After the estimations of
researchers, speaking and listening (which is about the oral communication) are being devoted more
time and implicitly more importance than writing and reading (which is about the written
communication).
Nonverbal communication. According to a widely shared belief, it prevails over all other forms of
communication. No, nonverbal sign cannot be correctly interpret only in the context of other signs
(verbal or nonverbal), the history of relations with the communication partners (friendship,
indifference, hostility, etc.) and our mental state (if suffering from persecution anger we will see every
other gestures as a threat to us).
Completing the verbal signs with nonverbal signs usually occurs when at least one of the parties
has difficulty handling a verbal code. Occasionally tourists who are in a foreign country whose
language is just partially known, uses body language to make themselves understood on the sequence
which they do not know the right words.
In conclusion we can say that the content of the communication concept is extremely complex,
diverse and rich, with numerous meanings, which implies the possibility of being interpreted in many
ways. Regardless of the manner of interpretation, communication aims to fundamental exchange of
information, ideas and emotions.
How the teacher collaborates with the students is represented by way they solve the worksheets.
After completing the sheet, each team presents in front of colleagues how they solved the topic
received. Based on the sheet, the presentation in front the class and teamwork cooperation the teacher
attribute grades to the students.
III. Securing of new knowledge and realization of the feed-back: 5 min

37 | P a g e

38 | P a g e
TECHNICAL COLLEGE "PETRU PONI" ROMAN
DRAFT LESSON
THE USE OF COOPERATIVE TYPE OF LEARNING IN/WHEN STUDYING PHYSICS
One of the most effective ways to make high school students to better understand what they
study, meaning the phenomena studied by high school kids in Natural Sciences is IBL (Inquiry-Based
Learning/Learning through induction type of investigation or investigative study methods). Therefore,
a student learns through investigation when he or she faces a real problem, a real issue, when he or she
is most carefully studying and investigating the available data and all the causal relationships,
managing this way to find the best possible or available solution either by himself or working
alongside/with the help of his or her class mates.
In teaching any units, any subject matters, and any topics from the Physics‘ curriculum, the
teacher encourages in/for his or her students the development of critical thinking and, thus, the teacher
starts by providing, by releasing his or her students a challenging question/ a thought-provoking
problem (the so-called ―cognitive conflict").
During the taught lessons, the teacher does not provide his or her students right away the correct
answer to the question or the explanation for the phenomenon that is subject to class investigation and
discussion, but he or she only helps students to find the answer or explanation by themselves.
Therefore, students have the primary role in the discovery of the good and truthful correct explanation
for the physical phenomenon they study. Also, by doing that, teachers release and make students make
use of their previous stored knowledge, being it the ―naïve‖ type of knowledge or the ―prescientific‖
one. This specific way of working together in class leads to students‘ deeper understanding of the
phenomena they are studying (the so-called ―deep learning‖), being successfully used in the processes
of day by day, or every day rational thinking.
I will exemplify this specific and successful method of acquiring knowledge, of learning through
investigation with a sequence from the unit of learning The Electrokinetics of Electrical Circuits,
which is part of the current X-th grade Teaching and Studying Curricula.
Electrokinetics : Electrical Circuits
"How can the electric charge carriers from a conductor can be put into motion?"
Class: X.
Number of class units/hours/lessons: 6 + 1.

39 | P a g e
Distributed Content: 1. Electric Current; 2. Simple Electric Circuit; 3. Characteristic
Measures; 4. Measuring Instruments; 5. Ohm's Law
Teaching Model and Learning Associated Learning Unit: Scientific Investigation.
The Structure of the Learning Unit:
Learning Unit
Type
Sequences
The Type of Lesson/Sequences Skills and Competencies Targeted by The
Specific Model (The Stages of Scientific
Enquiry)
I. Evocation-
Anticipation
lesson
Lesson 1. The Initial Assessment
of the specific learning situation,
goal(s) setting/ the formation of an
initial or raw representation of the
situation to be solved;
1. The Formulation of the Question to be
Investigated and the advancement of some
alternative hypotheses (answers); the
design/projection of the investigation
II. Exploring-
Experiment
Lesson
Lesson 2. Development of
Cognitive Strategies (addressing
the problem, assigning specific
individual and group tasks
2. Collecting the Samples required for testing
the possible explanations, analyzing and
interpreting information, drafting/stating the
preliminary conclusions (partial);
III. Reflection-
Explanation
Lesson
Lesson 3. Drafting/new
knowledge statement by
presenting definitions,
3. Data Synthesis and Proposing Explanations
(generalizations)
IV. Application-
Transfer
Lessons
Lessons 4-5. Systematization and
consolidation of new knowledge;;
4. Inclusion of other information, situations,
specific cases; communicating results
Lesson 6. Development of
attitudes, perception of values.
Assessment of learning
outcomes
5. Impact (the importance, interest) and use of
new knowledge (concepts, procedures,
processes and cognitive strategies; and limits,
scope of new knowledge).
Teaching (alternative): computer with Internet access, projector, worksheets for schoolchildren,
textbooks and other resources with information regarding the topic.
Teaching materials (for groups of students): sources of direct electric current measuring
instruments (voltmeter, ammeter), resistors, and electric conductors of different materials and with
different lengths or sections, wires, switches, magnetic needle.
An Overview of This Strategy of Knowledge: the succession of teaching stages corresponds to the
scientific enquiry processes triggered in the classroom to answer the question: "How can electric

40 | P a g e
charge carriers from a conductor be put into motion?” Addressing the issue of strategy is proactive:
students are encouraged to discover the concept of electric current, the clarification of the concept of
electrical load shedding for different environments (solid, liquid or gaseous) and electrical voltage.
During the lessons, students' thinking develops and progresses towards the idea of a size that
characterizes the way in which a particular environment opposes the movement of the electrical charge
carriers-the electrical resistance phenomena.
Derivation of lessons/learning activities of the model of teaching and learning:
Lesson Structure: Tension/Voltage Electromotive Voltage.
Activity 1: What do students know? ( the picture)
I used the cluster method ("the conceptual/cognitive map"), which requires structuring/the organization
of material around certain key terms. I wrote the word "tension" in the middle of a page on a flipchart
and asked students to complete the page with phrases related to this theme.
Activity 2: Think, work in pairs, and communicate!
I used the mosaic method, students being divided into 4 groups of 6 students each, and we have
proposed the following themes for our class discussion:
A. Total electrical output, nominal voltage
B. The use of a voltmeter for the purpose of measuring voltage
C. Dangers/Perils related to/associated with the use of electrical installations
D. Experiment- The measurement of tension at bornes and the tension of electric motors.
Students from one group reflect upon the theme first individually received, and then they cooperate
and prepare the material that will be exposed in front of
their colleagues.
Students of the first group, referring to the notation
placed/found on batteries and flashlight bulbs, distinguish
between electromotive tension (characteristic of each
generator) and nominal voltage (necessary to normal
operation of the consumer). Students will be faced with the question "why a light bulb in a circuit
lights while the other one does not?" and discuss the three situations that may be encountered:
subtension/under tension bulb, supratension/too much electrical tension bulb and adapted to the
electric generator.
The second group presents the electric generator,
how to connect it into the circuit and the
standardized symbol. They will discuss how to
proceed to find out the voltage indicated by a
voltmeter.

41 | P a g e
The third group presents dangers related to the use of electrical installations but also simple rules.
The fourth group performs a hands-on experimental measurement of electric tension at the terminals of
a generator and electric motors voltage.
The teacher's role is to monitor the activities of his or her pupils and to ensure that the
information and the knowledge are assimilated properly.
In the end, a representative of each group presented in front of the class the
material assigned to his or her group.
Activity 3 : Class-Feedback
I have used role playing teaching techniques pretending to be the
seller of electrical equipment.
I organized a "Bazaar" with various teaching materials: power
supplies, batteries, adapters, chargers, various electric meters and
measuring instruments and asked representatives from each group to put
themselves in the situation of a seller of an electric store that has to
explain to customers technical characteristics.
OTHER LESSONS :
Class: XII- Divide Two Polynomials
.

42 | P a g e

43 | P a g e
Peer Tutoring...
a proactive intervention for the classroom
Introduction:
Peer tutoring is an organized learning experience in which one student serves as the teacher or
tutor, and one is the learner or tutee. It gives students an opportunity to use their knowledge in a
meaningful, social experience (Conrad, 1974). Tutors reinforce their own learning by reviewing and
reformulating their knowledge. Tutees gain one-on-one attention. Both tutors and tutees gain self-
confidence (Howard et al., 1986), the tutor by seeing self- competence in his or her ability to help
someone and the tutee by receiving positive reinforcement from peers.
WHAT IS PEER TUTORING?
Peer tutoring is a flexible, peer-mediated strategy that involves students serving as academic tutors
and tutees. Typically, a higher performing student is paired with a lower performing student to
review critical academic or behavioral concepts.
WHY CHOOSE PEER TUTORING?
 It is a widely-researched practice across ages, grade levels, and subject areas
 The intervention allows students to receive one-to-one assistance
 Students have increased opportunities to respond in smaller groups
 It promotes academic and social development for both the tutor and tutee
 Student engagement and time on task increases
 Peer tutoring increases self-confidence and self-efficacy.
 The strategy is supported by a strong research base
WHAT ARE THE MOST FREQUENTLY USED PEER TUTORING MODELS?
Classwide Peer Tutoring (CWPT): Classwide peer tutoring involves dividing the entire class into
groups of two to five students with differing ability levels. Students then act as tutors, tutees, or
both tutors and tutees. Typically, CWPT involves highly structured procedures, direct rehearsal,
competitive teams, and posting of scores. The entire class participates in structured peer tutoring
activities two or more times per week for approximately 30 minutes While the procedures and
routines in CWPT remain the same, student pairings or groups may change weekly or biweekly. In
CWPT, student pairings are fluid and may be based on achievement levels or student compatibility.

44 | P a g e
Cross-age Peer Tutoring: Older students are paired with younger students to teach or review a
skill. The positions of tutor and tutee do not change. The older student serves as the tutor and the
younger student is the tutee. The older student and younger student can have similar or differing
skill levels, with the relationship being one of a cooperative or expert interaction. Tutors serve to
model appropriate behavior, ask questions, and encourage better study habits. This arrangement is
also beneficial for students with disabilities as they may serve as tutors for younger students.
Peer Assisted Learning Strategies (PALS): PALS, a version of the CWPT model, involves a
teacher pairing students who need additional instruction or help with a peer who can assist.
Groups are flexible and change often across a variety of subject areas or skills. Cue cards, small
pieces of cardstock upon which are printed a list of tutoring steps, may be provided to help students
remember PALS steps .All students have the opportunity to function as a tutor or tutee at differing
times. Students are typically paired with other students who are at the same skill level, without a
large discrepancy between abilities.
Reciprocal Peer Tutoring (RPT): Two or more students alternate between acting as the tutor and
tutee during each session, with equitable time in each role. Often, higher performing students are
paired with lower performing students. RPT utilizes a structured format that encourages teaching
material, monitoring answers, and evaluating and encouraging peers. Both group and individual
rewards may be earned to motivate and maximize learning. Students in RPT may prepare the
instructional materials and are responsible for monitoring and evaluating their peers once they have
selected a goal and reward as outlined by their teacher.
Same-age Peer Tutoring: Peers who are within one or two years of age are paired to review key
concepts. Students may have similar ability levels or a more advanced student can be paired with a
less advanced student. Students who have similar abilities should have an equal understanding of
the content material and concepts. When pairing students with differing levels, the roles of tutor
and tutee may be alternated, allowing the lower performing student to quiz the higher performing
student. Answers should be provided to the student who is lower achieving when acting as a tutor
in order to assist with any deficits in content knowledge. Same-age peer tutoring, like classwide
peer tutoring, can be completed within the students‘ classroom or tutoring can be completed across
differing classes. Procedures are more flexible than traditional classwide peer tutoring
configurations.

45 | P a g e
How should tutors and tutees be selected?
One common method for determining dyads, or groups, involves ranking students from the highest
performing to the lowest performing student for the particular activity or subject. Pairs can be
formed by cutting the list in half and then matching the top performing student with the first lowest
performing student, the second highest performing student with the second lowest performing
student, and so forth.
If heterogeneous groups are desired, the number of students in each team should be determined. The
list of students can then be numbered from one to the desired number of persons in a group and then
repeated until the entire class is included.
When selecting tutors, teachers should be cognizant of which students can be most helpful in the
process. Teachers should be mindful of differing student personalities, needs, and preferences.
Dyads or groups should be established accordingly.
How should peer tutoring models be selected?
Peer tutoring models are flexible and can be altered to meet individual student or class learning
needs. The academic task should dictate the appropriate model based on content and learning
goals. While there is some upfront planning and instruction, once students develop an
understanding of procedures, groups or dyads can be altered dependent upon the setting, activity, or
desired learning outcomes.
How much instruction is needed to use peer tutoring?
Depending on the subject area and model selected, one to four, 30- to 45-minute sessions can be
devoted to teaching and modeling. Students should master each step of the model selected before
learning additional skills. A teacher will need to closely monitor student progress to ensure that
established procedures are followed, students utilize interpersonal skills, and content is covered.
How should peer tutors be trained?
 Establish rules for confidentiality of student progress.
 Define and develop procedures for social skills students may need throughout peer tutoring (i.e.,
sharing, taking turns, using respectful language, and accepting criticism or feedback).
 Define and develop procedures for moving into peer tutoring groups quickly and quietly.

46 | P a g e
 Explain and model peer tutoring and allow students to practice prior to the first peer tutoring
session. Consider using a prepared script for practicing interactions.
 Train students how to provide feedback for correct and incorrect peer responses, including praise.
 Teach students how to carefully monitor their own and their partner‘s progress.
What can be done to support peer tutoring initiatives?
 Provide direct, systematic instruction for the peer tutoring process selected.
 Consider providing cue cards summarizing procedures or post procedures until automaticity is
established.
 Model error correction procedures.
 Chart, and consider posting, student or group progress.
 Praise use of tutoring procedures in addition to correct responses.
 Share with students the link between peer tutoring and increased achievement.
What is an ideal schedule for peer tutoring implementation?
Like the models and formation of groups, the development of a peer tutoring schedule is flexible.
However, it should be consistent. For example, peer tutoring can occur two to three times per week
for 20 minutes, with increasing student responsibility and fading of supports as students master the
selected peer tutoring process. However, it is important that student progress and procedures are
consistently monitored to ensure that accurate review and error correction occurs.
What steps are needed to plan for peer tutoring implementation?
PLANNING AND IMPLEMENTING A PEER TUTORING PROGRAM
 Clarify the specific objectives of the tutoring program, including both academic and social
objectives when appropriate.
 List objectives in a form that can be easily measured.
For example: ―Students serving as tutees will improve reading fluency by 30% on classroom
reading materials in the next 12 weeks.‖
 ―Performance of all students on weekly spelling tests will improve to an average of 85%; no
student will score lower than 60%.‖
 ―Within 8 weeks, students involved in tutoring will report that math is at least their third

47 | P a g e
favorite class.‖
 Choose tutoring partners carefully. No firm conclusions can be drawn to direct tutoring
choices; nevertheless, several considerations should be taken into account. Some teachers
have recommended choosing students as tutors who are conscientious in class, and who
generally have to work for their grades. These teachers have believed that the brightest
students may have less empathy for students who do not learn easily), although, exceptions to
this are commonly found. Other considerations include the compatibility of the tutoring pair.
Teachers should find pairs who will work together well; however, they should also encourage
pairing students who are different in gender, race, or socioeconomic status whenever possible,
and not exclusively support established groupings.
 Establish rules and procedures for the tutoring program. These rules should cover how
students are to interact with each other, and specify the type of interactions that are not
acceptable. Procedures should specify the times and dates of tutoring, the materials to be
used, and the specific activities to be undertaken.
 Implement the tutoring program, monitor it carefully, and be consistent in enforcing the rules
and procedures. Modify rule and procedures as necessary.
 Evaluate the program frequently, and do not wait for the end of the program to determine
whether it was effective. Collect information throughout the program, and predict whether it
will be successful. If progress is not being made, modify the program.
WHAT ARE SOME STRATEGIES FOR AVOIDING BEHAVIORAL CHALLENGES?
 Use multiple sources of data to establish groups
 Provide cue cards.
 Post procedures.
 Review and model steps for providing constructive feedback.
 Reinforce students using specific, clear feedback.
 View challenges as teachable moments.
 Evaluate and re-evaluate student pairings to determine success, and if necessary, rearrange pairs
accordingly.
WHAT WOULD A CWPT SESSION LOOK LIKE IN A CLASSROOM?
After determining the desired content for CWPT, three 20-minute sessions were scheduled for
the first week. A list of key vocabulary from the current science unit was identified and the method

48 | P a g e
of tutoring was established as flashcard review. Key questions relevant to the unit concepts were
printed on one side of index cards while the other side of the card was printed with the answer.
Students were ranked from highest performing to lowest performing. The student list was cut in
half and the top performing student was paired with the highest lower performing student. In
addition, all students were split into two teams, independent of tutor/ tutee pairings.
Students were reminded of procedures, rules, and expectations during CWPT. Students were
instructed to collect flash card materials and to select the first tutor. Procedures were outlined to
include having the tutor pose each question to the tutee as written on the flash card, and upon
receiving an answer from the tutee, placing the card into either a correct or incorrect pile. Tutors
were instructed to praise tutees for correct answers and to providing corrections for incorrect
answers.
Once instructions were provided, a timer was set for 10 minutes for the first tutor and tutee
rotation. At the end of the 10 minutes, tutors recorded the number of correct and incorrect answers
on a progress monitoring worksheet. Tutors and tutees switched roles and the remaining flash cards
were used to quiz the second student. Again, at the end of another 10 minute session, the second
tutor recorded the tutees progress, tallying correct and incorrect answers. Each student‘s progress
for the daily peer tutoring session was recorded on the class-wide team tally sheet displayed in the
classroom. At the end of the week, winning teams are presented with certificates and new teams
were generated for the following week.
What would a PALS session look like in a classroom?
To assist students with math concepts, two 30-minute sessions were scheduled for the first week.
Math problems from the current math unit were compiled and a worksheet covering each
component of the unit was created to highlight the most important material. Students were placed
into pairs based on an alphabetical list of student last names. Students were reminded of
procedures, rules, and expectations during PALS.
Roles were determined for each pair. A ―coach‖ and a ―player‖ were
assigned for the first day. Coaches were instructed to ask the player
guided questions as a way to review math problems in each unit
component. Each coach in each pair was provided with the same guide as
a way to prompt players to think about solutions to the math problems. In
addition, all students were trained to correct peers who made mistakes in a
polite and constructive manner. The coach questioned and guided the
math problem activity for approximately 15 minutes. For the remaining 15 minutes of the PALS

49 | P a g e
activity, all students received a worksheet that covered the material presented. During the first 10
minutes, each student individually completed the worksheet task that included both review and
more challenging problems. During the last five minutes, students exchanged papers and, using a
key provided by the teacher, corrected one another‘s papers. Each paper was scored and collected
by the teacher who used the information as a means of assessing student progress. For the second
session during the first week, the roles of ―coach‖ and ―player‖ were reversed, allowing each
student to assume a tutor and tutee role.
HOW DO YOU KNOW IF TUTORING IS NEEDED FOR YOU
1. Geades are dropping.
2. Homework seems increasingly difficult.
3. Extreme anxiety before tests
4. Self estreem is dropping.
5. Loss of interes in learning.
6. Feelings of wanting to give up.
7. Resitance to doing school work.
8. Reluctance to go to school .
9. Teachers recommends tutoring
1. Provides personalized attention .
2. Improves grades.
3. Increases knowleage and understanding of subjects.
4. Increasees motivation to succeed.
5. Provide intensive practice.
6. Allows progress at own pace .
7. Leads to bett use of study time.
8. Improves self- esteem and confidance.
9. Encourages higher levels of learning.
10.Provides praise , feedback and encouragement.

50 | P a g e
2nd meeting "Short-term exchanges of groups of pupils"
There is a saying that the best way to learn something is to teach it. At schools across the world,
students become better learners as they take the role of teachers and mentors to younger children. Peer
tutoring is also valuable because students can often forge stronger bonds with other students than with
adults and are more easily able to develop interest and motivation in younger learners. While there are
some problems with this approach including the fact that not all students can be good teachers and also
the quality of instruction may not be as high as desired, still there are a lot of advantages to peer
tutoring as set forth by University of Western Australia below:
 It involves students directly in the teaching and learning process;
 The act of teaching others enhances student's own learning;
 It encourages collaboration between learners;
 It can be viewed as a strategy for dealing with individual differences in the classroom.
Topic of Exchange: Peer Tutoring

51 | P a g e
Tangram Designs
Tangram (Chinese: 七巧板; pinyin: qī qiǎo bǎn; literally
"seven boards of skill") is a dissection puzzle. It consists of seven
pieces, called tans, which fit together to form a shape of some sort.
The objective is to form a specific shape with seven pieces. The shape
has to contain all the pieces, which may not overlap.
History :
The Tangram very possibly originated from the yanjitu
(燕几圖) furniture set during the Song Dynasty. According to historical Chinese records, the furniture
set was originally a set of 6 rectangular tables. Later, an additional triangular table was added to the
set, and people can arrange the 7 tables into a big square table. There is some variation to such
furniture set during the Ming Dynasty, and later became a set of wooden blocks for playing. According
to other authors, the earliest reference to tangram appears in a
Chinese book dated 1813, which was probably written during
the reign of the Emperor Jiajing
Another legend states that a servant of a Chinese
emperor was carrying a ceramic tile, extremely expensive and
extremely fragile. The servant tripped, shattering the tile. In a
panic, the servant desperately tried to reassemble the tile into a
square, but could not. He spent many days trying to reassemble
the pieces into a square again, but could not, and instead
created thousands of patterns and pictures during his attempts.
While the tangram is often said to be ancient, its existence in the Western world has been
verified no earlier than 1800. Tangrams were brought to America by Chinese and American ships
during the first part of the nineteenth century.
The earliest example known is made of ivory in a silk box and was given to the son of an
American ship owner in 1802. The word "tangram" is built from TANG + GRAM. The word
"Tangram" was first used by Thomas Hill, later President of Harvard, in his book Geometrical Puzzle
for the Youth in 1848. The author and mathematician Lewis Carroll reputedly was a great enthusiast of

52 | P a g e
tangrams and possessed a Chinese book with tissue-thin leaves containing 323 tangram designs.
Napoleon owned a Tangram set and Chinese problem and solution books while he was imprisoned on
the island of St. Helena. Photos are shown in "The Tangram Book" by Jerry Slocum. In 1903, Sam
Loyd wrote a spoof of tangram history, The Eighth Book Of Tan convincing many people that the
game was invented 4,000 years ago by a god named Tan. The book included 700 patterns some of
which are not possible.
While the tangram is often said to be ancient, its existence in the Western world has been
verified no earlier than 1800. Tangrams were brought to America by Chinese and American ships
during the first part of the nineteenth century. The earliest example known is made of ivory in a silk
box and was given to the son of an American ship owner in 1802. The word "tangram" is built from
TANG + GRAM. The word "Tangram" was first used by Thomas Hill, later President of Harvard, in
his book Geometrical Puzzle for the Youth in 1848. The author and mathematician Lewis Carroll
reputedly was a great enthusiast of tangrams and possessed a Chinese book with tissue-thin leaves
containing 323 tangram designs. Napoleon owned a Tangram set and Chinese problem and solution
books while he was imprisoned on the island of St. Helena. Photos are shown in "The Tangram Book"
by Jerry Slocum. In 1903, Sam Loyd wrote a spoof of tangram history, The Eighth Book Of Tan
convincing many people that the game was invented 4,000 years ago by a god named Tan. The book
included 700 patterns some of which are not possible.
Traditional tangrams were made from stone, bone, clay or other easy to get materials.
Nowadays they can be made from plastic, wood or other modern materials.
MATHEMATICAL PROOFS
Fu Tsiang Wang and Chuan-chin Hsiung proved in 1942 that there only existed 13 convex
patterns (i.e. patterns with no recesses in the
outline).
THE PIECES
Sizes are relative to the big abjh
square, which is defined as being of width,
height and area equal to .
 5 right isosceles triangles
o 2 small (hypotenuse1/2 of and sides
of 1/2 2)
o 1 medium size (hypotenuse of1/ 2)
and sides of1/2 )

53 | P a g e
o 2 large size (hypotenuse of 1 and sides of 1/ 2))
 1 square (side of 1/2 2))
 1 parallelogram (sides of ½ and 1/2 2))
Of these 7 pieces, the parallelogram is unique in that its mirror image cannot be obtained by rotation.
Thus, it is the only piece that needs to be flipped when forming some silhouettes. Since there is only
one such piece, every possible silhouette or its mirror image can be formed with a set of one-sided
tangrams (for example, tangrams with a magnetic back that slide on a magnetic board).
LEARNING AND PLAYING TOGETHER
ACTIVITY SUMMARY
Buddypartners create designs using the traditional
seven pieces of a tangram. Usingone of their designs, they
make a tangram picture. !n preparation, the students learn
about the tangram and explore shapes and patterns by
arranging the pieces.
CONTENT AREAS: Maths, Arts
ACADEMIC AND SOCIAL FOCUSES:
• Identifying shapes
• Using shapes to create patterns
• Exploring spatial relationships
· • Sharing the work
• Reaching agreement
MATERIALS
BUDDY STUDENT PREPARATION
• Two transparencies of Tangram Puzzle sheet for each class
• Overhead projector
BUDDIES ACTIVITY
• Transparency of Tangram Puzzle sheet
• Overhead projector
• Tangram Puzzle sheets for each buddy pair
• Sheets of white or other light-colored
construction paper, scissors, and glue for each
buddy pair.

54 | P a g e
BUDDY TEACHER PREPARATION
MODEL MAKING TANGRAM DESIGNS
There are many explanations and examples of tangram puzzles, pictures, and designs in
commercial products and books.
• Make two transparencies of the Tangram Puzzle. Cut out the tangram pieces on one
transparency for modeling making designs.
• Make photocopies of the Tangram Puzzle on paper in a variety of colors. Buddy partners will
choose from among the colored paper to make their designs
INTRODUCETHE TANGRAM ACTIVITY
• On an overhead projector, show
theTangram Puzzle transparency. Explain
that a tangram is an ancient Chinese puzzle
in which a square is
divided into seven shapes. The shapes can be
put together to make hundreds of designs.
Ask:
Q What shapes do you see in the tangram
image?
• As the students identify the shapes, point
them out on the transparency: five triangles,
one square, and one parallelogram.
• Explain that buddy partners will get a
Tangram ·Puzzle sheet like this. They'll decide
together· who cuts out the seven tangram
shapes. Then they'll make designs with the
shapes, decide which design they like best, and
glue that design onto a sheet of paper to make
a picture.
MODEL MAKING TANGRAM DESIGNS
• Explain that traditional tangram puzzles
require that you use all seven shapes, that the
pieces touch, and that no pieces overlap. On
the overhead projector, use the transparency
tangram pieces you made to model making
a few designs. Have a few volunteers make
designs with the transparency pieces.
DISCUSS SHARING THE WORKAND
REACHING AGREEMENT
• Explain that during the session they will
need to share the work and reach agreement
with their younger buddy. Discuss:
Q How can you share the work of
making designs with your buddy?
Q How will you reach agreement about
what design to use in your picture?
INTRODUCE THE TANGRAM ACTIVITY
• On an overhead projector, show the Tangram
Puzzle transparency. Explain that a tangram is ·
an ancient Chinese puzzle in which a square is
divided into seven shapes. The shapes can be
put together to make hundreds of designs. Ask:
Q What shapes do you see in the tangram?
• As the students identify the shapes, point
them out on the transparency: five triangles,
one square, and one parallelogram.
• Explain that buddy partners will get a
Tangram Puzzle sheet like this. They'll decide
together who cuts out the seven tangram shapes.
Then they'll make designs with the shapes,
decide which design they like best, and glue
that design onto a sheet of paper to make a
picture.

Cooperativ learning

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (20)

Similaire à Cooperativ learning

Similaire à Cooperativ learning (20)

Plus de Mihaela Ursachi

Plus de Mihaela Ursachi (20)

Dernier

Dernier (20)

Cooperativ learning