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Letter to Administrator
Syllabus
Rubric and List of Critera

In this section, we have provided you with the following tools to help you acquire professional development credit for this workshop. If you are interested, we suggest that you print these items and discuss them with your administrator.



Cooperative and Collaborative Learning Rubric

This rubric is for your administrator to use to assess your completion of the assignment in the Implementation section of this workshop.

1. Unit Topic The umbrella topic provides a thematic framework for the cooperative learning unit lesson plans and captures the students' interests.

The umbrella topic may provide a thematic framework for the cooperative learning unit lesson plans but it does not capture the students' interests. The cooperative learning unit lesson plans do not have an umbrella topic to thematically frame all the lessons and the unit lessons do not capture students' interests.
2. Unit Question

The unit identifies one overall question that frames each specific lesson and relates the lesson to the overall unit topic. The unit does not clearly identify an overall question but does make an attempt to relate the lessons to the overall unit topic.

The unit does not identify an overall question or frame each specific lesson according to an overall unit topic.
3. Performance Objectives The unit lessons list one or two objectives stating what the students will perform in each lesson. The unit lessons list unclear objectives, so it is difficult to understand what the students will perform in each lesson.

The unit lessons do not list any objectives stating what the students will perform in each lesson.
4. Set Introduction

The unit lessons begin with a set introduction that is a motivator, engages students' interests, and guides the students to the subject matter needed before they start group work.

The unit lessons begin with set introductions but they do not engage the students' interests or help guide the students to the subject matter needed for group work.

The unit lessons do not begin with any set introductions so that the students are not engaged with the topic and the teacher immediately dictates the subject matter for group work.

5. Learning and Teaching Strategies

The lessons include teaching practices that engage students in obtaining, applying, and making decisions about the content and learning objectives in each lesson. The lessons include a few teaching practices that engage students in obtaining, applying, and making decisions about the content and learning objectives in each lesson. The lessons use only the lecture method to present the content and learning objectives in each lesson to the students in a direct method of presentation.

6. Assessment

The lesson plans include a variety of assessment tasks that measure student learning and demonstrate their content knowledge, including student self assessment and peer assessment.

The lesson plans include a few different assessment tasks that measure student learning and demonstrate their content knowledge, and includes little student self assessment and peer assessment.

The lesson plans assess the students' content knowledge predominantly through pencil-paper tests and do not vary in how they relate to student learning.

7. Closure The lessons include strong wrap-ups in the end that relate back to the opening and body of the lesson.

The lessons briefly and quickly wrap-up the opening and body of the lesson. The lessons do not wrap-up the opening and body of the lesson.
8. Reflection

The lesson plans allot time for the teacher and students to reflect on the lesson's effectiveness so that revisions can be made for the next lesson. The lesson plans briefly allow the teacher and student to reflect on the lesson's effectiveness but no revisions are made for the next lesson.

The lesson plans do not allot any time for the teacher and students to reflect on the lesson's effectiveness in order to make future revisions.



List of Assessment Criteria

This suggested list of criteria can be used as a guide for an administrator when determining the level of integration of the workshop topic into the overall school curriculum over a greater period of time. This list can also be used as a guide for teacher self-assessment.

  1. The degree to which students work together in teams.
  2. The degree to which the teacher is knowledgeable about the difference between collaborative and cooperative learning.
  3. The degree to which cooperative learning is structured.
  4. The degree to which students share their strengths with each other.
  5. The degree to which students develop their interpersonal skills.
  6. The degree to which students learn how to resolve conflicts.
  7. The degree to which the students feel safe to take risks in the classroom.
  8. The degree to which students feel challenged in the classroom.
  9. The degree to which the cooperative learning tasks are clearly defined for students.
  10. The degree to which the students actively participate in their cooperative groups.
  11. The degree to which diversity is celebrated in the formation of cooperative groups.
  12. The degree to which the cooperative groups are based on mixed ability grouping.
  13. The degree to which cooperative groups are used for multiple approaches.
  14. The degree to which students reflect on the merits of cooperative grouping.
  15. The degree to which cooperative groups are composed of three or four members.
  16. The degree to which students collaborate with people outside the classroom through technology.
  17. The degree to which students provide personal feedback to each other during cooperative grouping.
  18. The degree to which the teacher facilitates the students' learning during cooperative grouping.
  19. The degree to which critical thinking is emphasized in cooperative learning activities.
  20. The degree to which Multiple Intelligences are emphasized in the selection of cooperative groups.
  21. The degree to which cooperative grouping is used across all subject areas.
  22. The degree to which cooperative learning is taken account when designing lessons.
  23. The degree to which time frames are put into place before the start of a cooperative learning project.
  24. The degree to which students choose and understand the distinctive roles in cooperative learning: recorder, timekeeper, etc.
  25. The degree to which the cooperative learning activities provide interesting and challenging experiences.
  26. The degree to which questions are posed to initiate collaboration amongst students.
  27. The degree to which cooperative learning activities focus on real-life problems.
  28. The degree to which cooperative learning activities are assessed according to a performance-based assessment.
  29. The degree to which rubrics are used to assess students' learning in cooperative learning activities.
  30. The degree to which students are engaged in authentic cooperative learning activities.
  31. The degree to which students reflect on their learning after their cooperative learning activities.
  32. The degree to which students assess their work habits during cooperative learning.
  33. The degree to which pair-share, jigsaw, split-class, and random grouping are used in the classroom.
  34. The degree to which students lead discussions in their cooperative grouping.
  35. The degree to which students participate equally in cooperative groups.
  36. The degree of dynamic interactions between students in their cooperative learning.
  37. The degree to which students value each others' contributions in cooperative group activities.
  38. The degree to which student behavior is assessed during cooperative grouping.
  39. The degree to which cooperative learning is emphasized at home with the parents.
  40. The degree to which cooperative learning is taken into account during thematic planning.



Workshop: Cooperative and Collaborative Learning
Explanation | Demonstration | Exploration | Implementation | Get Credit

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