Note: This guide describes a certain way to organize a computer lab lesson plan using certain program titles. It is not intended to describe how to lesson plan in every situation or with most software. Our Teaching Tips for individual programs (which you receive when you get the software from us) describe the many ways you can lesson plan with the specific program you have purchased from individual programs. Cooperative learning strategies require a skilled and prepared teacher ~and a knowledge of the software to be used. If you'd like to discuss teaching concepts and lesson strategies, email Neil MacQueen.

Included on this page:
What is Cooperative Learning? .... Examples of Cooperative Lesson Plans
Tips on Fostering Cooperative Environment

Introduction

Other Articles: Getting Started Selecting Software

Anyone who has ever whacked their thumb with a hammer knows that it's how the tool is used that really counts. There are many classroom strategies for using software. This guide will help you hit the cooperative learning nail on the head. Read it, discuss it, and experiment with its suggestions. You'll find that cooperative strategies work well with certain kinds of software (not all), certain teachers and classroom set-ups. These strategies can at times help you stretch your software dollars.

In the "old days" we were lucky to have one piece of software to cover the lesson we wanted to teach. Thus, we had to purchase multiple copies of that one program for each computer. Now, however, we have several excellent programs whose content overlap each other. Studying the life of Jesus? You can pick from no fewer than five programs! Depending on your lesson objectives and circumstances, you could have two or three different computer stations each with a different piece of Jesus software with students rotating between the computers during class time. Certain programs, such as Bibleland.com, Bible Atlas and Footsteps of Jesus lend themselves to this rotation strategy better than others because they cover large amounts of sometimes overlapping Bible content and can be used over and over again for various lessons. With other programs, such as Life of Christ or the Life of Paul, you will probably find it far more productive to have multiple copies. With database style programs like Bibleland.com and Bible Atlas, students may only spend 15-20 minutes in them and be ready to move on. Life of Paul, on the other hand, could be scheduled for an entire class period at each station. I've used Life of Paul almost exclusively over a three week period at each station --and we still didn't use every part of the program! It depends on what you have available to you and what you want to teach. Knowing what's what is part of our ministry's expertise, as well as something you will learn through experience and experimentation. (Note: Rotating between unrelated pieces of software is not recommended. Teaching a class with only one piece of Jesus software running while the other stations doing something unrelated to the lesson objective, such as playing a game, is a waste of valuable time.)

Cooperative learning strategies help direct and integrate the use of different programs at different computers. These strategies can also promote retention of content. Having said that, it is important to note that there are other good lesson strategies (some more suited to certain kinds of software, classroom settings and teaching styles). Many of these other strategies can be found in the Teaching Tips we distribute with our software.
Researchers at John Hopkins, the University of California, and the University of Minnesota have been studying how learning is enhanced through cooperative behavior. They have been able to quantify what many of us have known experientially for years: when students work together they experience better acquisition, retention and integration of content. Cooperative learning also promotes positive peer to peer relationships, student self-esteem and the desire to learn. These benefits are exactly what we're after —sharing, valuing, respecting, and heartfelt learning. If you want these things to happen in your computer lab, then cooperative learning is for you. It is an added bonus that this approach dovetails so nicely with rotating students between different pieces of software!

What is "Cooperative Learning?"

Cooperative learning is learning in small groups where each student is actively engaged in a three-step process: research, discussion, and group decision making. Individual group members are assigned research responsibilities (often in the form of information collection) by the teacher or group itself.

Cooperative learning is the process of discovery through sharing. Cooperative learning creates an objective that requires the participation of each student in the process. This approach to learning understands that the whole is greater than the sum of its parts. Each member of the group may have an assignment, —something to bring or contribute to the rest of the group. Each member gets their turn to add to the larger understanding. Leaders and followers will naturally emerge but the assignment is structured in such a way that all must contribute.

Cooperative learning is goal-oriented. Through research and the sharing of information and ideas, students construct a group understanding or larger picture which leads them toward new meanings and insights. The group may be working toward creating a statement or a report, a solution or a completed project that expresses what the group has learned.

Cooperative learning is not... four kids in front of a computer with one kid dominating the mouse, keyboard, or discussion. Cooperative learning isn't one team competing against another team and letting the brightest kids come up with all the answers.

Cooperative learning is more than telling the class to split into three groups to "answer these questions."

Cooperative learning is an intentional lesson planning strategy that fosters discussion and facilitates contributions from all participants. In cooperative learning, the computer becomes a means to an end, --a tool to promote the sharing of ideas and peer to peer relationships. Cooperative learning helps focus attention on software content and not just its whiz bang features. Cooperative learning embodies biblical values of sharing, listening, expressing your faith to others, and learning from each other.

 

Cooperative learning strategies have not always been used in traditional Sunday School. The biggest hurdles have been lack of preparation time and the limited class time we have for our lessons (typically once a week for 55 minutes --as opposed to six hours a day, five days a week in public education).

To be successful with your cooperative computer lab strategy, you will need to do two things:
1) Carefully and intentionally craft your lesson plans. This means taking time to know your software.
2) Schedule teachers in blocks of weeks rather than intermittently in order to allow them to experiment and improve.

It will also be a great help to schedule students in for several weeks in a row. If they are only in the lab once a month, good habits will take longer to develop and students will have a tendency to want to "play everything" in their one visit. The computer helps us overcome another traditional hurdle, — irregular attendance. Advertising the computer lab schedule can be quite an attendance inducement.

Why Computers and Cooperative Learning Are a Great Match

When properly used, the computer can be a wonderful tool to facilitate discussion. Kids frequently find it difficult to open up and share with their peers, many of whom they may only see once a week in church. With a cooperative learning strategy, the computer helps them get around the problem. The reason is this: kids want to succeed with these tools and this motivates them to overcome their natural shyness about sharing or working together.

Example: Give out a piece of paper and markers to a group of fourth graders, ask them to each write a short psalm, illustrate it, and share it, and you will most likely be met with a fair amount of passive opposition, apathetic effort, and "I don't want to share mine." But have them perform that same task together in pairs using Kidworks Deluxe (a creative writing and paint program) and suddenly they are working together, trading off doing the typing and drawing, and proudly displaying their presentations to the rest of the class. Their desire to use the computer gives the teacher the leverage to help students move beyond their boundaries and comfort zones. I'll share more examples in a moment.

There are two other reasons why computers and cooperative learning work well together. First, the use of computer software is often task oriented, i.e., moving about in search of information or using programs in combination with each other. This fits well with the cooperative teaching methodology described in this guide. Second, because students approach this technology with varying skill levels and each program has a unique set of navigational controls, students often need each other's help. Third, computers can generate a lot of excitement and some anxiety among the kids. Cooperative learning strategies can provide a comfortable structure and set of calming set of expectations. Remember, there are other lesson strategies and ideas described in our Teaching Tips. Cooperative strategies such as the ones listed below can be used in combination with many of those ideas. What works well with one age group, teacher or piece of software, may not work as well with another.

Examples of Cooperative Learning Lesson Plans

The following examples are brief sample lesson scenarios. Please note several important features, including: letting students know the agenda, the use of writing and worksheets, group assignments made by the teacher, and a fun approach to dividing up who does what in the group.

Your actual lesson scenarios will vary depending on the number of computers you have, the amount and variety of software, and your lesson objectives. Read these scenarios and then write your own cooperative learning lesson plan to meet your circumstances. Evaluate and learn from your experiences. Pass this wisdom onto future teachers.

1) Creating a Group Project on One Computer

Teacher: Today we're studying the idea of Thanksgiving by using the psalms. I've listed on the board the groups of three you'll be working in. Each person in the group must find two verses about thanksgiving in the psalms. When you've found your two examples, read them to the rest of the group. Appoint the quietest person in your group to be the secretary. Working as a group, write a three-verse psalm than includes at least one idea from each person's verses. Then, come up with one more verse that expresses something your entire group is thankful for today. When you're done, turn on Kidworks Deluxe. Taking turns, type in the four verses, one to a page. Across from each verse, illustrate the verse with a simple graphic or line drawing. Have a different person illustrate the verse than the typist. Appoint the person with the most freckles as the presenter to the rest of the class.

Variation: Study a story as a class. Has the class discuss a way to rewrite or re-imagine the story, then break up the story into as many parts as you have computers letting pairs at each computer work on their assigned part of the story (crafting the text and illustrating it). When everyone is finished, take the class from computer to computer to view the "serial story." Let each pair describe why they wrote it like they did.

2) Creating a Group Project Using Several Computers and Programs

Teacher: Today we are studying Abraham and the sacrifice of Isaac. At our three computers are three different programs which each has something to tell you about the story: Amazing Expedition, Pathways, and Bibleland.com. On the board I have listed who you will be working with on this project. Meet with your group, divide up the three programs among you and the questions I have written on the worksheet that you are to find the answers for in the three programs. Then, send each team member to the computer that has that program. At your assigned station, you'll meet students with the same software assignment from the other groups. Work with them to find the answers to the Abraham and Isaac worksheet questions in your program. When done, compare answers with your station group and then report back to your original group. Finally, answer the remaining worksheet question about what this story means to your group. Assign the person with the most pets to be the group spokesperson when the teacher asks for your report.

3) Discovering, Sharing and Creating Within Your Group

Teacher: Today we are using one of the Bible Atlas map about Paul and the Life of Paul CD to discover more about the story of how Saul the Pharisee became Paul the Apostle. I have listed the groups on the board for this project. Meet with your group and assign the following tasks to your four members. "Person One" is to be the person in your group with the biggest shoe size, Two to the youngest person among the remaining three people, Three to the oldest of the remaining two, and Four to the remaining person.

Person One: Working with Person Two in your group, go find out as much as you can about Paul's pre-Christian life using his Bible Atlas map. Fill in the answers to the questions about Paul's pre-Christian life on your worksheet.

Person Two: After working with Person One in Bible Atlas, take Person Three on a tour of the map you and Person One just used and explain what you found so they can fill in the answers to the questions on their worksheet too.

Person Three: View the animated video clip of Saul's conversion in the Life of Paul CD. Answer these two questions.... When you're ready, meet with Person Two who will give you a tour of the Bible Atlas map about Paul. Fill in the answers to your worksheet questions.

Person Four: View the animated video clip of Saul's conversion with Person Three. When you've filled in the answers to the questions on your worksheet, invite Person One to join you and show them the video. Explain your answers to the questions.

Following the sharing of information, prepare a brief re-enactment of the conversion of Saul on the Damascus Road. Expand on the dialogue you heard in the video clip. Have Saul and Jesus thoroughly explain their feelings, reasons, and points of view.

4) Researching the Jerusalem Temple

Split the class into groups of 3 students. Assign each student in each group one of the following programs to explore information about the Jerusalem Temple: King Herod's Temple section in Pathways, the Temple section in Star Chasers, and a homepage in Bibleland.com of someone connected with the Temple (do a little searching here). Create a list of questions about the Temple, how worship space was organized, how worship was conducted, and have your students answer these questions as they browse the software. When finished researching, have group answer the question, "How our worship today is different than worship in the Temple and why we think it is different." Have the groups report to the class and compare notes. Other activities, such as, constructing and labeling a Temple, can employ the research in a hands-on fun fashion.

Cooperative Learning Using Computers and Other Non-Computing Activities

Your students will want to be at the computers. Assigning non-computer learning/research activities(like using a printed concordance) to some while others get to use the computers for any length of time is a recipe for jealousy and distraction. It can, however, work IF everyone gets equal time at the computers, and/or the non-computing activity is out of sight and earshot of the computers. If you have more students than your computers can bear all at once, you may need to segregate your computer space from the other areas you'll be using.

Another option is to build an attractive space in the lab for non-computing research. A "research loft" or cushion pit will help cushion the blow of not being at the computer for any length of time. In example three above, one of the students could have been assigned to read up on Paul using a Bible dictionary. Where will they learn better? In a folding chair at a table facing the computer area? ...or in the "futon research library" next to the doughnut holes?

Tips on Fostering Cooperative Learning

Not all learning needs to be cooperative all the time. Pick your times and classes.

Look for opportunities to break subject matter into smaller pieces which can be divided up among small group members to go find, discover, and learn.

Some software and subjects lend themselves to cooperative learning, some do not.

DO: Any program that can be used like a database from which to draw information (Pathways, Bibleland.com, Disciples Diary, Bible Atlas, etc.).

Probably NOT: Single or two player competition game programs (figuring out
the right answer to a game question usually means the person with the best
memory carries the load).

Subject matter that can be found in several different pieces of the software allows different group members to go hunting in different places and return with their piece of the lesson. See the previous examples for more information.

Worksheets come in very handy as a means of helping the group understand its task,
organize its search, and provide a place to record observations and information.

Wrap up the "search" portion of the group's activities with a "pull it altogether" group presentation.

Consider how the organization of your classroom can facilitate groupings and have work areas away from the computers.

Good questions are the catalyst and fuel of cooperative learning. In addition to the usual Who, What, Where and Why questions, have questions for the group to discuss such as: We were surprised by.... We learned that.... We didn't expect to learn that.... We weren't sure about... etc.

Don't overwhelm students with too many questions, tasks, and information.

The teacher should assign students to groups rather than letting them self-select.
Strive for diversity and positive combinations.

The teacher(s) should circulate among the groups as much as possible.

At times, take advantage of certain student's natural leadership by appointing them as group facilitator (without letting them dominate the activities of the group).

Start your lessons away from the computers.

Remember: It takes time for kids (and teachers) to learn cooperative behavior and habits.

Know your software! Consult Sunday School Software's Teaching Tips and other lesson materials. Our information about what is in each program will greatly help in your lesson planning.

Email suggestions for this resource welcome. We continue to improve resources such as this one with new insights and ideas. Request our catalog of recommended software.

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Copyright 1999, Neil MacQueen.