One of the assignments is on Cooperative Learning.

You need to design an activity that

includes the 6 Cooperative Learning Elements: PIGS FaceS. You may do this
individually or in groups. It is one of the required components for the ITU.
A. Review the Components of Cooperative Learning, Describe the Cooperative
Learning Activity & Post to Forum
https://sites.google.com/site/cooperativelearningresources/
1.

Objective of Activity

After students work in groups to create a commercial or billboard that promotes local poverty
awareness students will be able to use statistical data to represent real world problems in
order to promote positive social change.
2.

Standard & Anti-Bias Framework Domain and # (write out)

Grade 9-12:
Justice 12 JU.9-12.12 I can recognize, describe and distinguish unfairness and injustice at
different levels of society.
3.

Assessment Describe how you will assess and provide a Rubric

Rubric for the final commercial or billboard:

Category

Exceeds

Meets

Approaching

Commercial
Content

Content was relevant

to the topic

Content was mostly

relevant but included
information that was
unclear or misleading

Content was unclear

and misleading and
was not relevant on
the topic

Statistical data was

included

2 or more unique
pieces of relevant
statistical data were
included

1 unique piece of
relevant statistical
data were included

No unique pieces of
relevant statistical
data were included

Resources Cited

3 or more resources
were cited in their
product

2 resources were
cited in their product

1 or fewer resources
were cited in their
product

Length of
Commercial (if this
is the product
chosen)

Did not go over 3

minutes long

Was over 3 minutes

long

Was more than 5

minutes long

Group Participation

All group members

contributed equally.
Each member was
assigned a role and

Most all group

members contributed
although some did
more than others. At

Group members did

not contribute equally
and there was no
assignment of roles.

expectations of that
role were all fulfilled.

least one member did

not fulfill all the
expected duties of
their role.

Students were off

task and not
participating at all
with the expectations.

Self-assessed
Rubric

Each student handed

in a rubric that has
handwritten notes
next to every
expectation for the
project.

Each student handed

in a rubric but there
was missing or
incomplete notes
about the project.

Not all members of

the group handed in
a self-assessed rubric
and there was no
hand-written
reflection next to the
expectations.

Active Participation
during
presentations

Student provides with

their self-assessed
rubric more than 3
facts they learned
and more than 1
question they have
about each group's
presentation.

Student provides with

their self-assessed
rubric with 3 facts
they learned and only
1 question they have
about each group's
presentation.

Evidence of active
participation was not
provided to the
teacher and or
information (facts
and/or questions)
was missing.

4. Student Activity Description List steps

Students will be assigned vocabulary word(s) that they will have to become
experts of using their textbook as a resource or an online resource. Students will be
expected to create or find a visual representation of their vocabulary word(s).
Students will make a foldable using construction paper where they will have 3
columns and 4 rows. The first column will be for the word, second for the definition,
and the third for the visual representation.
Students will present their vocabulary word(s) as well as the visual
representation they found. The rest of the class will be taking notes on the foldable so
that they can reference to later if needed.
Students will work in heterogeneous groups of three to four in order to create a
billboard or commercial to include some statistical data about local poverty and offer
at least one suggestion to help shift the poverty line.
Students will have to research at least 1 unique pieces of relevant statistical
data that is related to poverty in their community.
Students will provide appropriate citations for the research they conducted.
Students present their billboard or commercial to the class and makes sure
that each member of the group has an equal contribution.
Each student will be expected to write 3 pieces of information they learned
from their peers commercial or billboard. In addition, each group is expected to ask
the presenting group one question they have about their commercial or billboard after
they present. The 3 pieces of information and 1 question will be handed in with a selfassessed rubric to the teacher (this is expected of each student).

5. Variety of Content Levels - Address Needs for 5 different students: EL, Sw/SN, Low,
Middle & High
English Learners - English learners will be provided with vocabulary resources. They also will
be placed in groups will bilingual students who can help them if necessary. These students
will also be given a printout of the website that the teacher modeled how to analyze. The
printout will have the important information highlighted.
Sw/SN - Sw/SN will be provided with the opportunity to select one of their group members so
they can work with students whom they feel comfortable working with. They will also be given
the highlighted printout to help them to understand how to analyze the websites their groups
are visiting.
Low - Low achieving students will be provided with scaffolds such as websites that they can
use to research their statistical data.
Middle - Middle achieving students will be assigned to groups where they can help peers as
well as receive assistance from peers. If middle level students are struggling finding statistical
resources then the teacher will give them the name of some websites that will help them.
High - High achieving students will be given challenge problems in the form of extension
problems such as how can you use your data to make predictions.

4. Vocabulary Development List vocab and describe how you will teach
1.
2.
3.
4.
5.
6.

Poverty
Mean
Median
Mode
Percent increase/decrease
Scatter plots

We will teach this vocabulary by giving each group one to two words and they will become
experts on their assigned vocabulary word(s). Students will have to research the word using
their math textbook or online resources. Students will be expected to create or find a visual
representation of their vocabulary word(s). After students become experts on the words and
find an appropriate visual they will present the vocabulary word(s) to the entire class. While a
group is presenting their vocabulary word(s) students will be taking notes on a foldable that
they made prior to the vocabulary presentations. Teacher will make sure that students have
found the appropriate definition and assists the groups that are presenting if needed.

5. Graphic Organizer for something other than vocabulary

The attached graphic organizer will help students write down their statistical data about
poverty in the center. In the the other boxes students will include information on how this
statistical data affects their community negatively, what recommendations they have to shift
the poverty line (in order words what can society do in order to reverse this statistical data or
how can one help individuals overcome their struggles), visual representations of the

statistical data (either by using a bar graph, graph, pie charts, or scatter plot), and how they
plan to present their statistical data using a billboard or commercial.

4.

Cooperative Learning Components - PIGS FaceS

P - Positive Interdependence
1.) What are the mutual goals?
Teacher will also state verbally and write on the board the learning goals for the cooperative
learning lesson. Students will be given the rubric prior to the start of the lesson as a way to
guide them in their groups and also so they know the teachers expectations for their
cooperative learning. In addition, student roles will be clearly stated with examples of the
expectations provided by the teacher (modeling). Students will be holding themselves
accountable by providing the teacher with a self-assessed rubric at the end of the project. In
addition, throughout the lesson (while students are working in groups) the teacher will walk
around the class and check individual students understanding of the content. This is a way for
the teacher to assess if all students are actively participating in the group or not.
2.) How will labor, materials, roles and resources be divided?
Students will come up with an agreement within their groups where they outline the
responsibilities they will hold each group member accountable for. After students write down an
outline of the responsibilities they have assigned each group member they will show the teacher
and the teacher will make sure that each students has an equal contribution to the activity.
Students will have equal access to the materials and resources that are provided by the teacher.

3.) What roles and responsibilities will you assign?

1. Skeptic
a.
b.
presentations
2. Recorder
a.
b.
3. Facilitator
a.
b.
4. Reporter
a.
b.
day

Asks at least 2 questions

They are required to ask 1 question during other groups
Keeps detailed notes about the task
Organizes data for the reporter
Makes sure all students understand the task
Organizes team so everyone is involved and on task
Reports to the teacher updates about the groups progress
Introduced the commercial or explain the billboard on presentation

4.) How are all the roles connected?

Each of the roles are connected by providing a unique and individual task that holds the
students accountable for their individual and groups understanding of the cooperative learning
goals. The idea of giving the students the roles as stated above provide an opportunity for all
members of the group to be active in the groups discussions, research and their
billboard/commercial (the end product)- therefore allowing total participation.
5.) What joint/common rewards will you provide?
The teacher will tell students that they will give extra credit to groups that they see
continuously using their group rolls and practicing cooperating group work skills. The teacher
will also point those groups out to the rest of the class to give them positive praise and to give
the other groups an example of effective teamwork.
6.) What are the consequences if not all participate?
If group members are not participating they will have to have an intervention meeting
with the teacher where they discuss why they have not been contributing to their group and why
it is important to support their team. They then will write up a contract stating what they will do
from here on out to carry out their role and be a productive member of their group. They will sign
this contract and have their group members sign it promising that they will hold them
accountable for their work.
I - Individual & Group Accountability
1.) How will roles be assigned?
The teacher explains the roles to the class and then allows groups to decide who will
take on which role in their group. If there are only three people in a group then one person will
be both the skeptic and reporter. The roles are
1. Skeptic

2. Recorder
3. Facilitator
4. Reporter
2.) How will you hold each student Individually Accountable for learning?
Check List:
5. Skeptic
a.
b.
presentations
6. Recorder
a.
b.
7. Facilitator
a.
b.
8. Reporter
a.
b.
day

Asks at least 2 questions

They are required to ask 1 question during other groups
Keeps detailed notes about the task
Organizes data for the reporter
Makes sure all students understand the task
Organizes team so everyone is involved and on task
Reports to the teacher updates about the groups progress
Introduced the commercial or explain the billboard on presentation

3.) How will you hold each student responsible for the whole groups learning?
1. During the group work, the teacher will walk around and ask questions to one
specific person within the group, this checks to make sure all members are contributing
and understanding the task - if that person is unable to answer the questions then the
group is required to go back and make sure all members have an understanding of the
task.
2. Members of one group will peer-review one other group during their presentation.
Rubric will be provided (or check list)
G - Group Processing - How will you guide meta-analysis of individual and group processing?
1.) Observation- Halfway through the project the teacher will give each group a reflection and
goal setting form. On the form the teacher will have already written their observations on how
effectively the group is working. Students will then add their own observations about how they
have worked in their group thus far.
2.) Reflection- Students will then discuss which of their group work strategies are increasing
productivity and those that are decreasing their productivity. They will answer questions that
help them to reflect on how well they are working as a team, if everyone is carrying out their
roles appropriately, and how much progress they have made on the assignment. Answering
these questions will help students to see the issues in their group that they need to address.
3.) Goal Setting- The last part of the form will be where students describe their group goals.
They will analyze their reflections and make goals based of both what they need to improve
upon and what effective group work practices they would like to continue doing.
S - Social Skills

1.) Trust Building Activity

Once students are assigned in their groups , they will be expected to participate in a give one
get one activity where they tell on peer something about themselves and the other student then
acknowledges their response then gives a piece of information that relates to something their
peer just told them. (10 min)
Students will be provided with an activity where they are given limited supplies and they have to
engineer (as a team) devices (with given very limited supplies) that will transport m&ms. Here is
the outline for this activity.
2.) Communication Activity
Model with the students how to respond with positive and encouraging comments with their
peers. Examples such as, I like the way you., Thank you for your input, etc will be written
on the board and modeled with the students by the teacher and student volunteers.
3.) Decision Making Strategies
Each group will be given dice. The person who rolls the highest number will have the
opportunity to break the tie.
4.) Conflict Resolution
If there is a conflict within the group I will model for them the polite way to disagree with
someone. Also, let them know that conflict is okay and not to get discouraged or disappointed if
other people in your group dont use every idea you have or propose. Lastly, we will discuss if
they are unable to come up with a solution within their group that the Reporter is allowed to ask
the teacher a question.
5.) Leadership Skills
The expectation will be that each students role they are the leader and they are the manager of
their own specific tasks within their roles but these are just parts of the whole group and
collectively they all must work together.
Face - Face-to-Face Interaction
1.) Grouping- The teacher will strategically place students in groups. Each group will have a
high, middle, and low student. ELLs and SWSN will be placed in groups with students whom
they feel comfortable with and are willing help them if needed.
2.) Room Arrangement- Students will be seated at tables of four. If there are not tables, then
students will arrange their four desks into a circle. There will be enough space in between each
table or circle of desks so that they teacher can tell who is in which group and so students are
not distracted by other groups.
3.) Group Seating- Group members will be seated with each other to promote productive
interaction.
S - Specific Task

Students will work together to create a commercial or billboard that promotes local poverty
awareness. Students will collectively gather statistical data to represent real world problems in
order to promote positive social change. In addition, students will develop on way they believe
as a group they can help their community shift the poverty line.