1. Intent of the Lesson
1.1. Help student apply course content to course materials
1.2. Examine real-world situations
1.3. Help students become experts in content areas
2. Type of Cooperative Learning Used: Team Based
2.1. Structured form of small group, which emphases student participation outside the classroom and application of knowledge within the classroom (Brame, n.d.).
2.2. Four Essential Elements of Team-Based Learning: (Michaelsen, Sweet & Parmalee, 2009)
2.2.1. Groups - properly formed and managed
2.2.2. Accountability - team members accountable for both individual and group work
2.2.3. Feedback - students receive frequent and timely feedback
2.2.4. Assignment Design - assignment promote both learning and team development
3. Use of Technology Tools
3.1. Prezis
3.1.1. Excellent tool to present ideas/share with peers
3.1.2. Preferred verses use of PowerPoint. Students can access Prezi from any computer connected to the internet. Students do not need to purchase extra software.
3.1.3. Templates provided can guide inexperienced students.
3.1.4. Students can easily add sound/video (YouTube) to support materials
3.2. Wiki/Website
3.2.1. Excellent tool to share information with peers
3.2.2. Students build knowledge on the subject to share/review with peers
3.2.3. Review/update as more information is known/shared
3.3. Google Docs
3.3.1. Excellent tool to share content with team members
3.3.2. Several types of tools including documents, spreadsheets, and cloud storage can be shared among team members
3.3.3. Students can access through internet from any device or computer
4. Implementing Cooperative Learning
4.1. How student are grouped?
4.1.1. Not using student-selected teams; attempt to create diverse teams; make selection process transparent (Michaelsen, n.d.).
4.1.2. Use of Michaelsen's (n.d.) system for forming teams to help form teams based on size of class and characteristics.
4.1.3. Groups consist of three members (ideally).
4.2. How activity will be conducted?
4.2.1. Each team assigned one case study to review/present to their peers
4.2.1.1. Case study correlates with course content/chapter information
4.2.1.2. Attempt one case study per week
4.2.2. Each team member will be assigned one section of the case study. This student will become the expert of his/her section.
4.2.3. Team members are to share his/her knowledge with the other teammates
4.2.4. All team members should be prepared to give the presentation on any section (Coakley & Sousa, 2013). The day of the presentation, team members will learn which section he/she will be presenting.
4.2.4.1. Concept known as the "Wheel of Chance" (Coakley & Sousa, 2013).
4.2.5. The case study includes three questions. Each team member will conduct/lead a class discussion. Team members will not find out which of the three questions he/she will be leading until day of the presentation.
4.3. What are expected outcomes?
4.3.1. Overall, students develop interdependence and individual accountability (Coakley & Sousa, 2013).
4.3.2. Each team member fully understands each subject
4.3.3. Each team member becomes an expert and helps other team members and peers understand the subject
4.3.4. As a team, students help other peers better understand the subject
5. Integrating Technology
5.1. Key foundation (Coakley & Sousa, 2013)
5.1.1. Reinforce the focus on interdependent skills and knowledge transfer
5.1.2. Develop strong group cohesion
5.1.3. Engage in application-oriented activity