Cooperative Learning Lesson
EDP 621
By Shawna Caswell
Title: “Selling CELL “
Goal: The goal of this activity is for each student to
communicate with the other members of the group while helping each other to
learn the material. Students will take turns, explain topics and give examples
to ensure that everyone in the group understands the concepts presented.
Abstract: The Selling Cell is a cooperative lesson in which the
teacher and a video present the ideas followed by the students interacting to
complete a worksheet and understanding the concepts. To close the students will
take a quiz on the concepts and their scores will add into a team score. The
three high teams receive a reward. The students in each group are in charge of
making sure that everyone understands the concepts presented before the quiz.
Materials: Econ and Me Video/ CELL Poster/ CELL Worksheet
(attached)/ CELL Quiz (attached) Color Cards- for choosing the groups the first
time a cooperative lesson is done.
Background: Anytime
a cooperative lesson is done, especially the first time the emphasis needs to
be on the cooperation. I am presenting a lesson that would not be the first
lesson done in my classroom. I am using the STAD method for this lesson which
teams needed to have been previously chosen. The way I would establish
heterogeneous grouping is by handing each student a card. On the back is a
color. (Much like the cards in the game Candy Land). Like colors would form a
group. The groups would then select a team name to their liking. No negative
names would be permitted.
Procedures:
Day
1: The very first day I would have the students sit at their own desk and
watch the Econ and Me video which introduces the idea of the economic concepts
of capital and land. These are two components of CELL (Capital, Entrepreneur,
Land and Labor). After the video,
I will present the information and explain the other two terms of Entrepreneur
and Labor. To do this I will list names o entrepreneurs and the students can
match up what business they created. For example: Dave Thomas (Wendy’s)
Bill Gates (Microsoft) etc.
Then we will discuss labor as being anyone who works at a job and also
the job they do. For example, the cashier at McDonalds is labor, so is frying
hamburgers.
Day
2: The next day the students would need to get into their groups to
complete the CELL worksheet. The groups will be four to five students only.
Once the teams are together and at the tables, they should begin to work
together to complete the worksheet. It is each group member’s
responsibility to make sure that each person in the group understands the
concepts. Students need to explain and make sure that each person in the group
can explain and give examples of what capital is, what labor and land are and
what is an entrepreneur.
Day
3: The students will be taking a quiz about CELL and the work they
completed yesterday. Each student will take the same quiz and the quizzes will
be graded. A base score or a score that the student should achieve on the quiz
will be determined and any points above the base will be added to the team
score. This is feedback to the team as to whether or not every member
understood the activity and how well the students got along in the group.
Day
4: Today the scores and points have been determined and the teams will
receive certificates based how they did. Teams will be given rewards such as
Great Giraffe, Outstanding Octopuses, Awesome Alligators, and Terrific
Tigers. The top three teams will
be rewarded with a cup of lemonade and two cookies. After each quiz the scores
will be re-determined. At the end of the quizzes for a unit additional rewards
will be given such as the leaping frogs (for most improved.)
Heterogeneous Grouping: The special needs students are grouped with
“typical” children in the building to promote inclusion and
communication.
Positive Interdependence: The students must work together during the
cooperative lesson in order for the team to be successful.
Face to Face Interactions:
While the students are working with
each other, they are encouraged to take turns, communicate and explain concepts
to one another.
Social Skills: The students are working on developing skills of
communication, listening and explaining things to others, being patient and
waiting their turn to talk. Students are also encouraged to reinforce their
teammates positively. .
Individual Accountability:
During the quiz the students are
working independently and therefor are accountable for their work. Their
individual score does contribute to the team score too.
Evaluation: The students are evaluated on their own quiz. The
students are also evaluated on whether or not they worked together as a team to
explain the concepts and work through any questions the group members were
having.
There
are many concepts in the Schmuck’s book that intertwine with this lesson.
The first one, which stands out to me, is the concept of leadership. When the
groups work independently as a group to ensure that the worksheet is completed
and the students understand the concepts individuals are going to lead the
group. This leadership is very flexible with each person being able to lead and
assist other group members. If a student is not comfortable leading an entire
class discussion, this small group setting may be more desirable for them.
Another concept which is vital to the group activity is communication. The
students have to communicate with each other effectively if anything is going
to get accomplished and everyone is going to understand the information for the
quiz.
In
this activity, there are many expectations. These expectations are for both the
individual student and the whole group. The individual is being held
responsible for their own learning as well as the learning from the members of
the group. The individual’s grade will also be an expectation as each
student’s minimum score can be different. Student’s can be held to
individual expectations. Group expectations are also high as each group is
trying to be one of the top three teams to receive a reward.
The
entire Sapon-Shevin book relates to this cooperative lesson idea.
Sapon-Shevin’s book wants the classroom to be a community. There is no
better way to create a community then to have students working together for a
common goal and that is exactly what this lesson does. This activity has
students working with other students that might not be the close friends of a
student but it shows that everyone in the class has worth and can give
something to the group for it to be successful. An activity like this shows the students just how important
every member of the class is and why it is important to look out for and help
one another. No one individual can win the team reward.
SELLING CELL
Name:_______________________________________
Group Name:______________________
Directions: In the blanks
below, write the correct word.
1. A person who starts a business is called a/an
______________________________________.
2. Resources that come from nature are known as
_____________________________ factor of production.
3. Resources that are man-made are known as the
_____________________________ factor of production.
4. The human resources of a business are known as
____________________________ factor of production.
Fill in the chart below with
examples of the factors of production for each business. Each chart needs to
have at least 12 items.
Sally’s
Lemonade Stand
Capital Entrepreneur Land Labor
Mike’s Pizzeria
Capital Entrepreneur Land Labor
Now as a group make your own
business and give examples of the factors of production. Remember if everyone
in the group creates the business, all of you are entrepreneurs.
Capital Entrepreneur Land Labor
Selling CELL Quiz
Name:____________________ Group Name:___________________
Directions: List the four
factors of production and define each one.
1.
2.
3.
4.
In the chart below write the
following words where they belong. Then add four more of your own words under
the appropriate factor of production.
Mike Pete
the cashier nails water
Hammer lawn
mower forest
with trees cash
register
Mike’s
Birdhouse Company
Capital Entrepreneur Land Labor