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Cycle I: Cooperative Learning and ICT*
Given: April 26, 2000
Sabine Cossette, Terry Saba

The purpose of this workshop is threefold:

1. To examine the process of creating a cross-curricular unit in Cycle I by incorporating various instructional strategies (i.e. cooperative learning and ICT integration)
2. To examine the different classroom management techniques, as well as the teacher's role, required when integrating ICT into a classroom where there are only a few computers.
3. To adapt this workshop to a classroom setting.


  • Teachers are given their Resource Folders.
  • Form teams of four. This will be the Base Team.
Warm - up activity (10 min):
  • Teachers exchange their names, schools, teaching assignment and discuss their experience with ICT
  • A Team Name is selected.

Wallet Activity (10 min):
Teachers select 4 items from their wallet that represent something:

1. Symbolic of them
2. Meaningful
3. Useless
4. Something that has been computer generated (How many items?) Discussion on the significance of the findings.
  • Have a debriefing after this exercise to discuss what the purpose of such an activity is and how it can be adapted to the classroom

    Possible answers:

    The purpose of this activity is to form a bond among team members. The idea behind choosing something that is computer generated is to make the link that in the 21st century technology is a part of everyday life. As such, we cannot deny our students access to ICT if we are to teach them to be competent lifelong learners.

Theme: Nutrition
  • The theme chosen for this workshop is Nutrition (links have already been provided).
  • A memo should be sent out to the teachers beforehand, asking them to bring anything pertaining to Nutrition to the workshop, including 3D items.
  • Each team is assigned a domain and an ICT exit profile competency
  • Each team explores one domain and creates a slideshow based on the theme of Nutrition within their domain (either using Claris- Works/AppleWorks or Power Point).
  • The slideshow can be created from the point of view of the students or teacher.

Exit profiles:

  • Each group gets a different Exit Profile competency
  • Each group will be asked to make links to their Exit Profile competencies upon presentation of the slideshow

Split the Base Team up into Expert groups - JigSaw Structure (40-50 min):

  • Base Team members separate to join their expert groups to learn the technology represented by the icon on the label of their resource folder.
  • Teachers practice their assigned technology and discuss strategies for teaching the technology to their Base Teams.

    Process questions for the JigSaw structure:

    • How is this structure effective in learning four technologies in a short period of time?
    • How might you adapt/and or/ apply it with your students?
    Possible answers:

    In a classroom situation where only a few computers may be present, managing and monitoring activity may be very difficult. The JigSaw structure, where students develop an expertise in a technology, can greatly facilitate the management when students return to their Base Teams. Students are encouraged to, "Ask three (students) before me (the teacher)," meaning that they can rely on each other. The 'expert' in the team is expected to share his/her expertise with the rest of his/her team so that eventually all team members have acquired all of the technologies.

Roles and responsibilities:

  • Each team member in the Base Team is assigned a Role.
  • These roles should be exchanged from time to time to ensure that all of the team members acquire the
    skills associated with each role. (See the Roles Sheet)


  • The Time Keeper
  • The Checker
  • The Tech Expert
  • The Encourager

Storyboard (25 min):

  • The Base Team brainstorms on the content of the slideshow based on the domain that they are assigned.
  • One person in the group acts as the Recorder.

Recorder Role:
  • Using the storyboard template, the Recorder acts as a scribe on the group's behalf, to record ideas presented and agreed upon.
  • The storyboard should reflect what will go into each AppleWorks or Power Point slide.
  • The storyboard is then used as a reference point in the gathering of the data for the creation of the slideshow.

Gathering the Data and Creating the slideshow (120 min):

  • The team compiles all of the information that is to go into the slideshow by saving it into a folder
    on the desktop.
  • The folder should have the same name as the team.
  • The information gathered is inserted into the slideshow.


Download and print Job Aids:

Presentation of the cross-curricular slideshows (5 min/group):

  • Each group presents their slideshow making reference to the ICT Exit Profiles
  • After the presentation, teachers look at the Reflection sheet (NOTE: Select 'landscape' in the Page Setup before printing). This sheet is already adapted for use in the Cycle I classroom.

Links to Cooperative learning sites:

*Information and communication Techno logies

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