5 Individual Task Assigned in Cooperative Learning in Culinary Arts

Cooperative Learning:  How to Assign Meaningful Tasks to Group Members

Introduction

When I first started assigning cooperative learning tasks in my classroom, it was truly on a trial and mistake basis.

And I'm here to tell y'all, I made LOTS of errors.

I finally figured out that I was not giving my students sufficient directions and organizational tools.

As y'all can imagine, the results were catastrophic.

On their ain, my kids adamant who was going to talk (everyone), when the talking was to occur (constantly), and just exactly WHO was going to exercise WHAT (no one).

Clearly, I had not given sufficient forethought to this.

What follows on this page, too as the Overview to Cooperative Learning and Group Strategies pages, is what I've learned from all my trials and errors.

I'thou non saying that I've covered everything here, but I am saying that this is certainly a much better way to get-go this endeavor than what I chose.

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Preparing Students for Grouping Work

I've found, and possibly yous take too, that many of my students who come to me each year are already familiar with working in groups.  Withal, I take to assume that some are non.  As a upshot, I work with the entire class to establish the rules for successful group work.

Through a brainstorming session with the kids, I try to guide them into establishing reasonable rules for grouping work so that they will have some sense of "buying into it."

And, as you can imagine, the kids who ARE familiar with working in groups help to steer the balance of the kids into an appropriate frame of mind.

Using this process, we as a class develop a listing of what group members should try to do and a list of what they should endeavour not to practice.  Here is an case of what we came up with:

Members of each grouping should Attempt to...

• be encouraging, friendly, and responsive to other members of the group.
• provide positive, constructive feedback on other members' ideas.
• promote compromise and consensus amid group members.
• ensure that everyone has an opportunity to contribute to discussions and the work of the group.
• help set standards for the grouping and its work.
• assistance the group monitor its effectiveness equally a team.
• be a proficient listener, attending and responding to other's contributions.
• presume a fair share of the group's work.

Members of each group should effort NOT to...

• interfere with the grouping'due south work by blocking efforts to attain consensus.
• divert the group's work by introducing irrelevant issues.
• show aggression or hostility.
• monopolize the time the group has for its work.
• be passive or act indifferent during the group activity.
• dominate the group or presume a larger share of the work than other grouping members.
• reintroduce ideas that take already been decided by the group.

Using what we equally a form had brainstormed, I produced this poster:

If you lot would similar this PDF certificate you may download information technology completely free of charge hither.

Achieving Group Diversity

Whatever your grouping strategy is for your kids, I would recommend that you make each group as various equally possible.  I take establish that various groups tend to come up with more than original and informative work than less diverse groups.

It may be that less various groups piece of work together more smoothly, but they larn less about the group dynamics that they volition need to productively work with people of greater multifariousness in their futures.

Certainly one way to address and insure group variety would be to distribute a survey to identify the kinds of variety that be among your students.

Once you've discovered the variety of talents and skills that volition be most beneficial in a given grouping project, you'll exist better equipped to group your kids.

Another way would exist to assess the preferred learning mode of each educatee in your classroom.

A third way would be to randomize the choice of group members.  For a more thorough discussion of grouping strategies, please come across this page.

Additional Considerations

As a professional teacher, you already know the importance of providing enough of construction, directions, and rationale for class work.  But, since your kids will be working in groups, I retrieve the same is fifty-fifty more important when using cooperative learning scenarios.

If students don't know why they are being asked to work in groups or have niggling idea about the learning objectives for the activity, their attention, motivation, and productivity will non exist optimized.

Additionally, many of my colleagues provide only oral instructions for group piece of work, just bated from very short, elementary exercises, I firmly believe that written directions should always exist supplied.

I virtually forgot.

I'chiliad quite sure that you've made a habit of explaining to your kids what they will be learning in your grade, why it should be important to them, and what your expectations are.

And, I'chiliad but every bit sure that you always explain how they will be graded.

These preparatory procedures are fifty-fifty more than disquisitional when using cooperative learning groups.

Many kids, especially the ones that are non accustomed to working in groups, become very apprehensive about participating.

They worry that the actions of their fellow grouping members may negatively touch on their grades.

Supplying clearly articulated and complete grading rubrics along with the method for scoring each component of group piece of work will alleviate their feet.  Information technology may besides tend to reduce or eliminate competition inside the grouping.

Assigning Cooperative Learning Tasks

HOW y'all determine which child will do what is largely a matter of personal preference.  I take tried basically two methods.

I have assigned the private tasks to each student, and I've also tried providing a brief description of the roles and allowing students in each group to determine who is going to practise what.

Because it serves as a sort of warm-upward activeness for group work, I adopt the latter approach--particularly well-nigh the offset of a school year.

I do strongly believe, however, that individual roles should be rotated after a logical passage of time.  This is because I think that rotating roles is an effective strategy for developing students' skills in group work.

Additionally, I'thou pretty certain that this rotation strategy tends to encourage shy students besides every bit curb outspoken or controlling group members.

Finally, before private tasks are adamant, I prominently brandish these general reminders for all to see...

Along with your individual group tasks, EACH Member is expected to...

• support the work of the team.
• contribute ideas about content and process.
• listen carefully to others.
• build on others' ideas.
• help move the team to its goal.
• continue on task.
• maintain a positive attitude.
• clean up when the action is completed.

Individual Tasks

Although I know that many teachers designate one student in each group to be the timekeeper and i to be the materials managing director, I've found that these roles are then easily achieved that once students perform their limited duties, they tend to disconnect themselves from group work.

Don't get me wrong here.

I have null against appointing timekeepers or materials managers.

If you accept found a way to successfully work these roles into your classroom group work, by all ways, don't allow me dissuade you from doing so in the future.

I have found that groups consisting of four students piece of work all-time for my kids when they piece of work cooperatively.

Here are the 4 private tasks assigned to each student in all of my groups:

The Facilitator...

• provides leadership and direction for the grouping.
• leads discussions.
• suggests solutions to team bug.
• helps members clarify points.
• protects members from assault.
• makes sure that every vocalization is heard.
• focuses piece of work effectually the learning task.
• says, "Let's hear from_____next."
• says, "That'due south interesting, simply allow'due south go dorsum to our task."

The Recorder...

• keeps a public tape of the team's ideas and progress.
• checks to exist sure that ideas are articulate and accurate.
• uses charts, multiple colors, and other techniques to highlight and summarize the ideas of the squad.
• says, "I recollect I heard you say_____; is that right?"
• says, "How would you like me to write this?"

The Summarizer...

• restates the group'southward conclusions and responses.
• prepares a summary of the group'southward efforts.
• checks for clarity of agreement.
• says, "Does this accurately reflect what we've done today?"
• says, "Accept I left out annihilation important here?"

The Presenter...

• regularly contributes to the team'south efforts.
• presents the group's finished work to the class.
• says, "How would you similar this to sound?"
• says, "How much of what we discussed should be shared with the class?"

The four sets of individual tasks for team members presented to a higher place are by no means carved in stone--adapt them to best suit your needs.

If yous work with larger groups and demand an actress task or two for the extra members, hither are some suggestions forth with general descriptions:

• The Data Collector--collects and records data for the action.
• The Checker--keeps runway of the grouping's progress toward its goals.
• The Elaborator--connects discussions with prior textile and activities.
• The Encourager--praises and affirms.  Records positive comments and actions.
• The Materials Manager--gets and returns supplies and materials.
• The Timekeeper--monitors time and helps to keep the group on chore.

So, how do you get virtually getting all of this into place in your classroom?

What follows in the section beneath is something that I think you will find to be extremely useful for establishing in your kids' minds what yous are expecting them to practise.

Title and Task Tent Cards

Here's something that actually works well with members of a group.  One time individual tasks have been adamant, I give each grouping a set up of the tent cards that you will encounter here in this department.

One side of each tent card displays the student's chore title and the other side lists the responsibilities for that job.  When they are displayed with the job titles facing the other members of the group, everyone knows what each fellow member is doing.

And, each pupil has a list of reminders of what their responsibilities are.

Here is the PDF certificate containing those four tent cards:

I deliberately designed them to be rather small, and then every bit not to take up too much student desk space.  Merely, they are large plenty that everyone tin can clearly see them.

I am happy to share this with yous.  I'd like to advise printing this on card stock (heavy newspaper).  Once they're printed, cut, and folded they can be used many times over.

You lot may download this PDF completely free of charge here.

Conclusion

I sincerely hope that you accept plant something on this page that will be useful to you equally you get your kids to work in cooperative learning groups. cooperative learning

If you can spare a few moments, we'd love to hear your ideas and suggestions for working with students in small groups.  Here's where you lot may share with us. cooperative learning

If this is the first cooperative learning page on Daily Teaching Tools that you lot accept read, you may exist interested in seeing the Overview to Cooperative Learning, Grouping Strategies, and Cooperative Learning Packet pages.

Additionally, I accept three more pages planned for the immediate future that you may discover useful.

Equally ever, if I have left something out or if you'd like me to accost an effect regarding this topic, I will try my best to adapt your request.

You may contact me here. cooperative learning

I hope that yous and your kids are having a smashing school calendar week and a very successful year.

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