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    The Student Teams Achievement Division (STAD) model is a cooperative learning strategy that provides multiability teams with practice in learning concepts and skills. This model is commonly used after teachers explain and model a skill and then the students will practice on their own in cooperative groups. The groups work together for an extended amount of time, providing opportunities for practice and feedback.

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    The Student Teams Achievement Division (STAD) model is a cooperative learning strategy that provides multiability teams with practice in learning concepts and skills. This model is commonly used after teachers explain and model a skill and then the students will practice on their own in cooperative groups. The groups work together for an extended amount of time, providing opportunities for practice and feedback.

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    38 views1 page

    Stad Model Matrix

    Uploaded by

    api-313394680
    The Student Teams Achievement Division (STAD) model is a cooperative learning strategy that provides multiability teams with practice in learning concepts and skills. This model is commonly used after teachers explain and model a skill and then the students will practice on their own in cooperative groups. The groups work together for an extended amount of time, providing opportunities for practice and feedback.

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    of 1

    Hierarchic: 6 Main Ideas

    TM

    Makes Sense
    Sense Strategies
    Strategies
    Makes

    Box frame
    2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC, Northport, AL www.MakesSenseStrategies.com

    Name:

    Date:

    StudentTeamsAchievementDivision(STAD)

    Is about

    TheStudentTeamsAchievementDivision(STAD)Modelisacooperativelearningstrategythatprovidesmultiabilityteamswithpracticeinlearningconceptsandskills.Thismodeliscommonlyused
    afterteachersexplainandmodelaskillandthenthestudentswillpracticeontheirownincooperativegroups.Thegroupsworktogetherforanextendedamountoftime,providingopportunitiesfor
    practiceandfeedback.

    TheoreticalPlanning
    Acooperativelearningstrategythatprovidesmulti
    abilityteamswithpracticeinlearningconceptsand
    skills.Anequalopportunityforsuccessisessential
    whenusingthismodel.Theteachershavethestudents
    topracticetheskillincooperatinggroupsratherthan
    alone.Thegroupsprovideopportunitiesforpracticeand
    feedbackduringtheunit.Requiresalotofrecord
    keepingandplanning.

    Implementing
    Phase3:TeamStudy
    Thestudentsthenpracticeperformingacademicskills.
    Providesopportunitiesforstudentstopracticewiththe
    newcontent&receivefeedbackfromtheothergroup
    members.Monitoringisessential.
    Phase4:RecognizingAchievement
    Improvepointsandteamawardsaregiven.Team
    awardsaregiventorecognizeachievements.Increases
    thestudentsmotivationtolearn.

    Planning
    Presentcontentthatstudentswillpracticethesamewaytheteacher
    wouldplanforanylesson.
    Needtohaveclearlearningobjectives,preparinghighquality
    examples,andpromotinginteractions.
    Needstobeaskillthathasbeentaughtbefore,somethingwitha
    concreteprocess.
    Organizeteamsinadvancewithmixedabilities,gender,&
    ethnicity.
    Havehighqualitymaterialstoguidetheinteractionswithingroups
    Teamstudymaterialsshouldrequireconvergentanswers.
    Calculatebasescoresandimprovementpoints.

    Assessing
    Needtoknowthestudentsunderstandthecontentandifthegroups
    arefunctioningsmoothlytogether.Seeifstudentsaredeveloping
    theirabilitiestoworktogether,&iftheyarelearningtoaccept
    responsibility.Lessformal,givingtestsorquizzescanassesstosee
    ifthestudentsareworkingtogethereffectively.Watchtomakesure
    thestudentsarespeaking,listening,sharingideas,andhelpingthe
    groupmoveinapositivedirection.AskingAreallmembers
    contributing?&Aremembersfromdifferentracialandethnic
    groupsparticipatingandbeingincluded?Assessexpertsare
    explainingthecontentclearly.

    Implementing
    Phase1:Instruction
    Theskillisexplained&modeledinawholegroupsetting.
    Focusesonspecificconceptsorskillsthatistypicaltoawhole
    groupinstruction.
    Phase2:TransitiontoTeams
    Studentsworkinwelldefinedtaskingroupwork.Theteacher
    explains&illustratestheprocessinawardingimprovement
    pointsandteamawards.Thewholeteamisrewarded,notjusta
    singleindividual.Thestudentsmovefromwholegroup&
    prepareforteamstudies.

    Motivation/Modification
    Motivation:
    Studentscanexpecttoberecognizedfortheirefforts.Improvement
    pointsareawardedbasedonhowthestudentsperform.Theyare
    motivatedbybeingabletoworktogetheraswellasbyreceiving
    improvementpoints.Assessmentscanbemotivating,whenstudents
    matchtheirpastperformanceandaregivenanumberofimprovement
    points.Improvessocialskillsanddevelopfriendships.
    Modifications:
    Remindstudentstheteamsdontcompetewithoneanother.Theteacher
    makesthegroupsandnotthestudents.Modifybyhowyougroupthe
    studentsintotheirgroups.

    So what? What is important to understand about this?

    STADiscommonlyusedincombinationwithdirectinstruction,butSTADusesteamstudyinplaceofindependentpractice,whichisthefinalphaseofdirect
    instruction.Itisdesignedtoincreaselearnermotivationbygivingstudentsimprovementpointsandteamrewardsforincreaseintheirperformances .

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