EDP 621A

SPRING, 2005

126 IRVIN Hall: WEDNESDAY, 6:00 - 8:40 PM

Lawrence W. Sherman, Professor,
200-D McGuffey Hall
Phones: Office (513) 529-6642: Home (513) 523-2458
E-Mail: SHERMALW@MUOHIO.EDU
URL: http://www.users.muohio.edu/shermalw

OUR ONLINE DISCUSSION SITE FOR POSTING REFLECTIONS AND REACTIONS

SPRING, 2005 PAPERS

PERSON	COOPERATIVE LESSON	SOCIOGRAM PAPER
Amanda Mayer	Cartesian coordinates	class 88
Mary Kate Sammon	Kindergarten patterning	class 81
Allen Yee	Classifying minerals	class 82

Jeff Bruns' Cooperative learning Lesson

Shannon Hatton's Cooperative Learning Lesson

Kara Horras' Cooperative Learning Lesson

Amanda Niehaus's Cooperative Learning Lesson

Jill Norton's Cooperative Learning Lesson

Amanda Payne's Cooperative Learning Lesson

Jaclyn Pelka's Cooperative Learning Lesson

Adrian Price's Cooperative Learning Lesson

Kelly Wade's Cooperative Learning Lesson

Cooperative Learning Lessons by Earlier Class Members Here

Sociogram powerpoint: Pelka and Company

Sociogram powerpont: Amanda Payne and Company

Sociogram powerpoint: Jay Thomas and Company

OFFICE HOURS: Wed 6:00 - 8:40 PM

TEXTS:
Group Processes In The Classroom (8th Edition). Richard and Patricia Schmuck. Dubuque, Iowa: McGraw Hill, 2001.

Because We Can Change The World: A Practical Guide to Building Cooperative, Inclusive Classroom Communities. Mara Sapon-Shevin. Boston: Allyn and Bacon. 1999.

CALENDAR OF EVENTS.

WEEK	DATE	ASSIGNMENTS
1	1/12 WED	INITIAL INTRODUCTIONS: ONLINE DISCUSSIONS orientation. VIOLENCE-LITTLETON, COLORADO AND THE CONTEXT OF CLASSROOM GROUP PROCESSES: TEEN GROUPS VICTIMS STEREOTYPES Nobody Left To Hate Reflection #1
2	1/19 WED	More Introductions and discussion of Sherman papers on the web CL game: "2 truths and a lie" Reflection #2 Reaction #1
3	1/26 WED	S+S Ch 3: Group Development MARA'S BOOK, INTRO AND CH 1: SCHOOLS AS COMMUNITIES Communities of practice Reflection #3 Reaction #2 deCharms notes
4	2/2 WED	MARA'S BOOK, CH 2, SHARING OURSELVES WITH OTHERS S+S Ch 6: Expectations Intro to Sociograms Reflection #4 Reaction #3
5	2/10 WED	MARA'S BOOK, CH 3: KNOWING OTHERS WELL S+S Ch 8: Leadership Reflection #5 Reaction #4
6	2/16 WED	S+S Ch 5: Friendship +Cohesiveness MARA'S BOOK, CH 4: PLACES WHERE WE ALL BELONG HENRI TAJFEL: SOCIAL CATEGORIZATION AND IDENTITY THEORY. Reflection #6 Reaction #5
7	2/23 WED	S+S Ch 4: Communications MARA'S BOOK, CH 5: SETTING GOALS AND GIVING AND GETTING SUPPORT Reflection #7 Reaction #6 NYT Group think article
8	3/2 WED	Marian Wright Edleman: Hall Auditorium Reflection #8 Reaction #7
9	3/8 WED	S+S Ch 9: Conflict MARA'S BOOK, CH 6: WORKING TOGETHER TO LEARN Reflection #9 Reaction #8
10	3/15 WED	SPRING BREAK!!!!!
11	3/22 WED	S+S Ch 7 : Norms MARA'S BOOK, CH 7: SPEAKING THE TRUTH AND ACTING POWERFULLY. MARA'S BOOK, FINAL THOUGHTS NYT Article on Sexual Harassment Bullying Legislation Reaction #9 Reflection #10
12	3/29 WED	Gardner's Multiple Intelligences Reaction #10 Final Posting: Summary/Conclusions Group papers due: Presentations begin.
13	4/5 WED	SLUSH IF NEEDED: OTHERWISE PAPER PRESENTATIONS.
14	4/142 WED	SLUSH IF NEEDED. OTHERWISE PAPER PRESENTATIONS
15	4/19 WED	Individual Cooperative Lessons due. Share Lessons with each other in class.
15	4/26 WED	Last Class. Turn in Portfolio.
16	5/3	FINAL EXAM WEEK!

Daily Activity Structure

Time	Activity
6:00 - 7:20	Content/Topic/Activity of the Day
7:20 - 7:35	Break/SNACKS
7:35 - 8:40	Content/Topic/Activity of the Day

GRADES:

Grades for this class will be based upon the following:



Percent (weight)        

--------



20%      A. Minimum of 10 Netpost Reflections/Reactions: 

           (6 points per reflection/reaction cycle= 60 points)

A central address file has been created in which all messages will be open to all class members specifically for their critical reactions to each other's weekly writings/reflections. This file is called SHERMAN'S ONLINE DISCUSSIONS. Six points will be assigned to each of these Ten required reflections(3) /reactions(3). BE SURE TO SAVE ALL YOUR REFLECTIONS AND REACTIONS AS YOU POST THEM. A "portfolio" (notebook) will be organized, reflected upon and turned in at the end of the class based on these postings.

20% B. Organized Portfolio. An ELECTRONIC "portfolio" (notebook) will be organized, reflected upon and turned in at the end of the class. It should be constructed as a "MSPowerpoint" file containing "hyperlinks" to important documents and containing 'serious' thoughts on slides linked to important readings and other related class 'artifacts'. It should include an inital cover slide, table of contents, A SUMMARY AND CONCLUSIONS DRAWN FROM THE CLASS, and several items including: A MOST RECENT COPY OF THE SYLLABUS and weekly schedule of events; All your netpostings, documents retrived from the WWW, and related class handout items. Every item included in your portfolio should have a short comment explaining what it means to you; ie., its importance to you, how it might relate to the text book or related lectures/class discussions, it's future usefulness.

Title slide;
organized index (table of contents),
Most recent copy of the Syllabus,
Netpostings with a final summary and conclusion about this experience;
related handouts associated with class activities.
sectional summaries
an overall summary and conclusion

Each added item to your e-portfolio should have a brief paragraph describing what that item means to you. You are trying to construct meaning" from these artifacts: attempt to relate how the item connects to the texts or related class experiences. These "narratives" are important!

60% C. Two written projects:

30% 1. Sociogram Paper (Group Project.)

This component of the class will be a group project paper in which each member of the group contributes a sociogram analysis. This will be similar to a "Jigsaw," or "Group investigation (GI)" model cooperative group paper. Each individual's contribution will be like a chapter in the paper, and will be worth 8 points. In addition the collection of papers along with an "introduction" and a "summary/conclusion" section will be worth 8 points. I intend that the group will function somewhat like an Intervention Assistance Team (IAT). The summary/conclusion is intended to be similar to the recommendations for intervention, based on the previous analyses of the team members. The entire group will receive the same number of points which the group as a whole earns on this project (40 possible points). In addition, each member of the group will rate the contribution of all members (including themself) with regard to the quality of their contribution to this project. Highest rating = 8, Lowest rating = 0. The ratings will be averaged and rounded to the nearest whole number. This project could be worth a total of 48 points! CLICK HERE FOR FURTHER INSTRUCTIONS ON THE SOCIOGRAM PAPER ADDITIONAL INSTRUCTIONS ARE ALSO ON THE WEB AT THE FOLLOWING ADDRESS:

http://www.muohio.edu/shermalw/sociometryfiles/socio_introduction.htmlx

30% 2. Cooperative Lesson
(TGT, STAD, GI or JIGSAW or Related Simulations).
The following is an example:
Megan Hubard's Cooperative Lesson
Also, see Sherman's (1990) AERA paper on the WWW!
Also, note the "action ideas" from the text books, they
are a good model, too!

100% TOTAL PERCENTAGE POINTS.

LETTER GRADES WILL THEN BE DETERMINED USING THE FOLLOWING SCALE:
A+ ge 97 A = 93 - 96.99 A- = 90 - 92.99
B+ = 88 - 89.99 B = 84 - 87.99 B- = 81 - 83.99
C+ = 78 - 80.99 C = 74 - 77.99 C- = 70 - 72.99
D+ = 67 - 69.99 D = 64 - 67.99 D- = 60 - 63.99
F = lt 60

!!!!!!!!!INCOMPLETES AND ATTENDANCE!!!!!!!!!!:

Any incompletes not made up by the end of the semester will automatically result in an incomplete for the course. Also!!! when the incomplete is made up after the semester is over, regardless of what grade you might have achieved in the class, it will be lowered "one whole letter grade"!!! Classroom attendance will be WEDitored and a maximum of TWO unexcused absences will be allowed. You will be "docked" TWO whole percentage points from your total percentage score at the end of the class for each unexcused absence after the second absence!

References

Fuchs, D. And Fuchs, L. S. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34(1), 174-206.

The following are some ERIC DIGESTS which deal with "peer mediation" and Conflict Resolution.

ED378108 Dec 94 Mediation in the Schools. ERIC Digest.

ED387456 Sep 95 Preparing Teachers for Conflict Resolution in the Schools. ERIC Digest. Author: Girard, Kathryn L.

ED338791 Jun 91 Conflict Resolution Programs in Schools. ERIC/CUE Digest Number74. Author: Inger, Morton

ED372874 Sep 94 Peer Conflicts in the Classroom. ERIC Digest. Author: Wheeler, Edyth J.

ED377255 May 94 Anti-Bias and Conflict Resolution Curricula: Theory and Practice. ERIC/CUE Digest No. 97. Author: Schwartz, Wendy

Cooperative Learning Listserv:

For those interested in an international LISTSERV on cooperative learning they may subscribe to the CL listserv by sending an e-mail message to LISTSERVER@JARING.MY.
INCLUDE IN THE BODY OF THE MESSAGE:
SUBSCRIBE CL YOURNAME.
All postings to the list should be sent to:
CL@jaring.my.

Willard Hartup's Eric Digest on Friendships.

Kagan COOPERATIVE LEARNING Home Page

Class notes for:

Johnson and Johnson Goal Structures
Sherif's notes
Tajfel's notes on Social Categorization Theory
Nastasi and Clems notes on Cooperative Learning

International Association for the Study of Cooperation in Education (IASCE)

The following links to the U.S. Department of Education might also be helpful.

U. S. DEPARTMENT OF EDUCATION HOME PAGE

The National Goals 2000

GOALS 2000 SITE

GOALS 2000 STANDARDS

DOMAIN STANDARDS

SCANSREPORT 1992 INTRO

SCANS REPORT 1995

PSYCHWEB HOME PAGE

SOME ADDITIONAL RESOURCES FOR COOPERATIVE LEARNING

CONFLICT LINKS

NOTES ON COOPERATIVE LEARNING VIDEO

COOPERATIVE LEARNING VIDEO TAPES IN KING IMC

COOPERATIVE LEARNING BIBLIOGRAPHY IN MIAMI UNIVERSITY'S KING LIBRARY

International Association for the Study of Cooperation in Education

Sherman's Cooperative Learning Paper.

Science News article on the Social Net

SOME ERIC DIGEST READINGS ON

MULTICULTURALISM



Dec 92 Pluralism and Education: Its Meaning and Method. ERIC Digest.Author: England, Joan T.

Jun 94 Culturally Responsive Curriculum. ERIC Digest. Author: Abdal-Haqq, Ismat

Oct 94 Recent Trends in Global/International Education. ERIC Digest. Author: Haakenson, Paul

95 Working with Diverse Learners and School Staff in a Multicultural Society.

Teaching with a Multicultural Perspective. ERIC Digest. Author: Gomez, Rey A.

Class Members Cooperative Lessons:
Summer_2001 Lessons:

Mary Barnaclo's Lesson
Cathy Cook's Lesson
Sarah Creach's Lesson
Tina Davis' Lesson
Lisa Driggers' Lesson
Carrie Engel's Lesson
Ann Fox's Lesson
Jill Heffner's Lesson
Tim Herzog's Lesson
Sue Livingston's Lesson
Pat Mann's Lesson
Becky Proffit's Lesson
Chris Rugg's Lesson
Faith Smith's Lesson
Krista Stapleton's Lesson
Laura Striker's Lesson
Melisa Swagler's Lesson

This WWW site has been constructed by Lawrence W. Sherman. I wish to acknowledge the support of the Center for Human Development, Learning and Teaching AND the Department of Educational Psychology. Please send any comments and suggestions about this home page to Lawrence W. Sherman.