Lct

• Cooperative Learning Approach (CLA) started becoming popular in the 1990s to move away from traditional pedagogical approaches
• CLA uses the social interdependence theory, which suggests that behavioral outcomes are influenced by one's actions and others'
• Johnson and Johnson (1994) identified five factors that affect cooperation in classrooms
• The first critical element of cooperative learning is establishing positive interdependence between group members
• Positive interdependence includes shared desired outcomes, goals, rewards, resources, and complementary group member roles
• Individual accountability is essential in cooperative learning, where each group member is assessed and held responsible for contributing to the group's success
• Interpersonal and small group skills are necessary for effective group functioning, including leadership, decision-making, trust-building, communication, and conflict management
• Promotive interaction involves students supporting each other's success by sharing resources, helping, encouraging, and praising each other
• Group processing includes reflecting on group functioning, self-assessment, and discussing ways to improve learning processes
• Differentiated Instructional Approach (DIA) was popularized by Carol Ann Tomlinson in 1995
• Differentiation focuses on adapting instruction to meet individual student needs rather than uniform teaching
• Content differentiation involves teaching the same concept or skill to each student but varying the curriculum based on readiness, interest, and learning profile
• Tiered content and providing a variety of materials are strategies for content differentiation
• Presentation styles should vary to allow students to choose how they interact with the content
• Scaffolding is used to support students who struggle with learning new skills by gradually removing support as they master tasks
• Learning contracts specify the work a student will complete in a given time, allowing for differentiated curriculum based on readiness level or learning profile
• Compacting the curriculum is a strategy to differentiate instruction for advanced learners by allowing them to skip content they have mastered
• Process differentiation involves teaching the same concept or skill to each student but varying how they make sense of it through different activities
• Tiered activities and learning centers are methods for differentiating the process in heterogeneous classrooms
• Learning centers are organized around a topic, theme, or activity where students learn, practice, or build on a concept or skill
• Learning centers are effective for teachers to offer activities targeting students' readiness levels, interests, or learning profiles
• Centers should contain instructions and materials needed for the activity
• Color-coding materials can help differentiate by readiness level
• Students can work independently or in small groups to complete learning center activities
• Interactive Journal:

  • A notebook for student-teacher communication through writing
  • Journal prompts can be varied based on interests or readiness levels
  • Introduced as an in-class activity, can be assigned as homework
  • Teacher should not correct grammar, spelling, or content to encourage open writing
• Graphic Organizers:

  • Diagrams, outlines, or charts for students to arrange information
  • Help gather, organize, process, and understand information
• Jigsaw Activities:

  • Cooperative learning strategy dividing class into small groups
  • Each group learns a portion of content and shares with home-base group
  • Ensures all students learn all relevant content
  • Can be implemented in one or multiple class periods
• Manipulatives:

  • Concrete objects to help students understand a concept
  • Objects help represent ideas or problems being learned
• Differentiated products:

  • Assess same concept or skill but offer various ways to demonstrate knowledge
  • Make product challenging but achievable, provide clear directions, reflect real-world application
• Tiered Products:

  • Products tiered to differentiate how students demonstrate learning
  • Range of products challenging for students at different readiness levels
• Tic Tac Toe:

  • Offers students choices in product completion
  • Students choose product options to demonstrate knowledge
• Learning Menus:

  • Offer students four to six options for producing a final product
  • Each choice should be challenging and require similar time to complete
• RAFT:

  • Role, Audience, Format, Topic method for offering product choices
  • Students choose options based on role, audience, format, and topic
• Personalized Learning Approach (PLA):

  • Students move through coursework based on mastery, not hours in seats
  • Considers individual needs, interests, and strengths for unique learning experiences
  • Teachers and students create customized learning plans
• Design Elements of Personalized Learning Approach:

  • Flexible Pathways: Learning activities driven by interests and self-initiated
  • Personalized Learning Plans: Co-crafted plans by students, parents, and teachers
  • Competency-Based Graduation Requirements: Clear standards and continuous assessment
  • Student Ownership and Agency: Students collaborate in designing learning activities and set, monitor, reflect on progress
• Intrinsic load refers to the innate complexity of the information being learned.