Class+12+Friday,+Feb.15+(Amanda+Kimpinski+&+Anders+Opochinsky)

The class started out with a presentation by Gavin B., Melissa C., and Sarah on //Fetal Alcohol Spectrum Disorders// (FASD). Here is a link to their project wiki:
 * __ Class Notes for February 15, 2008 __**
 * 1. Group Presentation: **

http://edua2800-a14.wikispaces.com/Fetal+Alcohol+Spectrum+Disorder Adding a demonstration to their presentation, the group cracked two eggs into separate bowls and added alcohol to them. The damage to the eggs was considerably visible (“tearing” away of cellular material from the yellow yolk, large strands pulling away and so on). The group emphasized that while teaching these children it is important to have patience, provide a calm environment, create routines, and help them with memory and organization. When discussing the strengths of these children, the group mentioned that a common trait is that these children tend be “explorative, positive, and have a sense of wonder about the world”. After the presentation, the group was asked if there was a possible effect due to alcohol drinking //before// or //during// conception. The answer provided was that alcohol during pregnancy crosses over to the placenta, thus damage is likely due to ingestion of alcohol //after// conception. A discussion followed on generational differences regarding attitudes toward drinking during pregnancy. For example, it was discussed that in the past, doctors often //encouraged// women to drink (moderately) during pregnancy. Further to this, several cultural differences also exist regarding drinking during pregnancy. Professor Updike and other students also pointed out that research regarding Fetal Alcohol Spectrum Disorders is difficult, due to the __severely unethical__ nature of controlled experimentation (i.e. it would unethical to have a mother ingest alcohol during pregnancy to study the results in the child) and also with the understandable reluctance of women to provide accurate data regarding alcohol ingestion during pregnancy. It was also pointed out that there have been cases of twins, where one twin has a Fetal Alcohol Spectrum Disorder and the other does not. Some of the supports available to children with a Fetal Alcohol Spectrum Disorder may include speech pathologists, school psychologists as well as other paraprofessionals such as teacher aids. Funding is available from MECY (along with funding from student services grants) to help these children, though it is dependent upon the severity of the disorder (such as if there is significant cognitive difficulty). Funding often goes directly to the school. Following the discussion, Professor Updike pointed out that FASDs are 100% preventable, but there are considerably difficult issues surrounding alcohol, such as dependence, cultural and so on. It was also mentioned that the brain damage can be considerable and often results in children with FASDs having considerably difficulty grasping cause and effect relationships.

We next looked at the question regarding building community – “What can you do to build community in the classroom?” Some of the responses from members of the class included: __ Trust __ was emphasized as the main component for building community: that students trust the teacher and that the teacher trusts the students. As teachers, we need to say clearly, exactly what we want the students to do. Our choice of language is particularly important. For example, “settle down” is ambiguous, while “please sit down in your chairs” is considerably clear. Further, teachers need to make sure that we do not state consequences and promises we cannot back up; that we do what we say we’re going to do. We then moved to //Cooperative Learning//, the main focus of the class. We looked at why (the research aspect of cooperative learning) and the how (the essential elements of cooperative learning). Research Findings: Students in cooperative learning classrooms perform better academically and develop stronger scholastic aspirations and more positive social behaviour (Johnson & Johnson, 1989). Cooperative Learning classrooms provide students with a number of benefits. These include: *enhances intercultural relations *increases self-esteem *greater collaborative skills *more positive psychological adjustment *greater intrinsic motivation *increase perspective taking *better attitudes towards teachers and school *higher achievement *increased retention *more on-task behaviour *greater social support *more positive heterogeneous relationships *greater use of higher level reasoning
 * 2. Community Building: **
 * group work
 * share information
 * cooperative games
 * creating a class “Yellow Pages” (names of students and a list of things they can do well, for example, “Joe is good at Power Point”.).
 * 3. Cooperative Learning: **
 * Also see //Inclusive Teaching// (Peterson, J.M., Hittie, M.M., 2004), Chapters 11: Building Community and Supporting Prosocial Behavior. **
 * (also Chapter 12, p. 358) **

In pairs, discussed the what may be __differences__ between group work as oppose to cooperative learning. We then watched Paul, Marco, Gavin and Dan act out a "typical" scenario dealing with group work. Each person acted out a particular “type” of person, as labeled by a card handed to them on cards of paper by Professor Updike. Note that the rest of the class was not shown these card “types”. There was a “Boss” (Gavin W.) who constantly tried to take over the discussion and wouldn’t listen to anyone; a “Crawler” (Marco) who praised everyone in the discussion without question and for no apparent reason; a “Destroyer” (Daniel) who made fun of the task; and finally a “Show Off” (Paul) who always needed the attention placed on them. (note that the group did a good, hilarious job of “acting out” these typical group types). (This is an overview of the suggestions and ideas discussed)
 * 3b) Group Work vs. Cooperative Learning: **
 * 3c) Key Elements of Cooperative Learning: **

Students work in small heterogeneous groups. Possible Grouping Methods: · Teacher Assigned //(may cause difficulties in some situations//) · Student Selected //(note that some students can be excluded with this method)// · Random //(by number, birthday, lottery, etc.)// · “Random” //(i.e., __actually__ Teacher Assigned, by “fixing the deck” etc.)// Group membership can be determined by 3 factors: · Readiness (ex: reading/skill level, social skills, background knowledge etc.) · Interest (in topic, etc.) · Learning Profile (learning style, intelligence) There are different worksheets that teachers can use to assign groups. These can include “Baseball Learning Team Mates” (good for 4 group members), “Round the Clock Learning” Partners (good for 12 group members), and “Seasonal Partners” (good for 4 group members). Here, students go around to the other students in the classroom and write down their names in the spots on the paper. When the teacher needs to have the students work in groups, the teacher (for example if using the Seasonal Partners worksheet) will tell the students to get together with the Fall Season and work with that group. Students work in "Positive Interdependence" (i.e. Task is designed such that one person cannot possibly take over and do all the work). Students are __individually accountable__. Tasks are carefully structured. (For example, the task may require //__sharing__//, such as each student assigned one colour of crayon, but they must share the tasks to create the particular picture requested…i.e. “one colour” rainbow versus “four colour rainbow”). Some of structures discussed (“Jigsaw”, “Think Pair Share”, "Student Roles") are from ** Spencer Kagan. **
 * Principle #1 **
 * Principle #2 **
 * Principle #3 **
 * Principle #4 **

Here is a link to some articles from his website**: http://www.kaganonline.com/KaganClub/FreeArticles.html __ Some Possible Student Roles in cooperative learning groups: __** Encourager Checker Recorder Reflector Quiet Captain Facilitator Time Keeper Praiser/Cheerleader Gate Keeper Coach Question Commander Materials Monitor But Watcher An example of “Brainstorming” was discussed, where the teacher must make sure brainstorming is a //collaborative// exercise, involving a sharing of as many ideas as possible, as oppose to “skeet shooting”, where the exercise degenerates into students cutting down each other’s suggestions. Students learn and practice cooperative skills as they study and explore subject matter together. This includes listening to one another, sharing ideas, taking turns, not interrupting and so on. Students evaluate their own group process.
 * Principle #5 **
 * Principle #6 **

4. Social Skills: We looked at social skills and the different components of social skills. There are four components of social skills: (it was noted that these are all good skills for adults to use too!) // In summary, Cooperative Learning involves a focus on __how__ the group is working together. //
 * 1) Basic Interaction (eye contact, following role assignments, sharing material, using each other’s names, etc.)
 * 2) Conflict Resolution (respecting opinions, negotiating, compromising, thinking for yourself)
 * 3) Communication Skills (using low voices, listening to the speaker, taking turns, making sure every one speaks)
 * 4) Team-Building Skills (energizing the group, offering help, checking for understanding, encouraging each other)

5. (example of a) Cooperative Learning Analysis: Part 1: 1. Formation of groups: 2. Expert assignments: 3. Role assignments: 4. Task: 5. Time limit: 6. Social skill: 7. Processing: 8. Encouraging energizer: 6. Closing Notes: **
 * Some suggestions for further information are offered, such as “The First Four Weeks of Cooperative Learning” by Teresa Cantlon. (PDF files are readily available on the internet upon searching her name.)
 * Next class, we will examine a “bonding activity”.
 * Giving students a “Saying Goodbye Time” is suggested before starting new groups, when ending older groups that have been working together for a significant length of time.
 * As a “Happy Birthday” song to encourage group participation, a “cadence” is suggested: ("//I don’t know but I’ve been told…[students repeat]…Someone here is getting old…" [students repeat] etc.)//