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Name: Leah Tabor
2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC, Northport, AL www.MakesSenseStrategies.com
Date:
02/25/2016
Is about
A model that is used to help students work together to understand a concept or skill. Usually used after this skill or concept is
modeled by the teacher. This strategy also allows students to attempt to improve their grade.
Details
Details
Details
Details
1) Instruction:
-Teach the skill/concept they will be working on in
their groups
-Do not transition to teams until the vast majority
of students seem to understand the content
2) Transition to teams:
- Simplify the transition by having well defined
tasks, materials set in place, and clear instructions
of where they need to be.
-Explain and illustrate how the improvement points
exist in order to motivate the students to work
together as a team
3) Team Study:
-Gives students the opportunity to practice and
get immediate feedback with their peers
-Monitor students and intervene whenever you find
it to be necessary; use professional judgment
4) Recognizing Achievement:
-Assess as you usually would, but include the
improvement points and the team awards
-Important to reiterate how the improvement
system and the points work again where students
can comprehend their achievement
Increasing Motivation:
1) This model allows students to interact with their
peers
2) Enhances boring activities
3) Increases student success
4) Increases involvement
5) Competition paired with group unity can be
motivating to many students
Main Idea
Main Idea
Main Idea
Main Idea
Theory/Modifications
Planning
Implementation
Assessment/Motivation
Theory:
Cognitive Learning Theory:
-Social interaction and the use of
language facilitate knowledge
construction
Vygotskys Theory:
-More knowledgeable other when a
group cannot reach a unanimous
decision
-Social Interaction is key to
development
Modifications:
-Make the improvement system
flexible
-Within the groups you are assigning
activities that meet the specific needs
of your students