Cooperative%20Learning

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Cooperative Learning
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Essential Elements

• 2. Direct Interaction
• 3. Individual Accountability
• 4. Interpersonal Small Group Skills
• 5. Group Processing

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Direct Interaction

• Students are involved in each others learning
• helping, sharing, encouraging, efforts to learn.
  Students explain, discuss, and teach what they
  know to their classmates
• Can be conducted F2F or onlineor blended

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Direct Interaction

• Students explain to each other how to solve
  problems
• Students discuss concepts strategies being
  learned.
• Students teach their knowledge to each other
• Students explain to each other the connections
  between what they are doing now how it related
  to past material

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Direct Interaction

• Students help, assist, encourage, and support
  each other throughout the learning process.
• Share your answer with a partner.

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Individual Accountability

• Each student is frequently assessed the results
  are given to the group and the individual.

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Individual Accountability

• Instructor ensures each member is assessed with
  feedback to group to individual.
• Group cannot rely on one member no one dominant
  member.
• Individual written assessments.
• Randomly calling on one member for all.
• Individual oral exams within the group.
• Formulate an answer individually.

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Interpersonal Small Group Skills

• Groups cannot function effectively is students do
  not have and use the needed social skills.
  Collaborate skills include
• leadership
• decision-making
• trust building
• communication
• conflict-management skills
• Contribution

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Interpersonal Small Group Skills

• Teach leadership conflict resolution skills
• Explain decision making, trust building, and
  communication skills.
• Students are not used to this method and must be
  trained in it.
• Listen carefully to your partners answers.
• Create a new answer through discussion.

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Group Processing

• Groups need specific time to discuss how well
  they are achieving their goals and maintaining
  effective working relationships among members.
• The group processing is accomplished by assigning
  such tasks as a list at least 3 member actions
  that helped the group be successful, and b list
  1 action that could be added to make the group
  even more successful tomorrow.

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Group Processing

• Instructors also monitor the groups and give
  feedback on how well the groups are working
  together to the groups and to the class as a
  whole.
• How well is the group achieving its goals?
• How well is the group maintaining effective
  working relationships?

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Group Processing

• Ask what is something that each member did that
  was helpful to the group?
• Ask what is something that each member could do
  that would be helpful to the group?
• Ensure each member gets feedback, remind students
  to practice collaborative skills.

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Types of Groups

• Informal Groups
• Formal Groups
• Base Groups

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Informal groups

• Typically used in a classroom 15 min. lecture,
  5 min. group 15 min. lecture, 5 min. group
  summary

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Informal groups

• Temporary one discussion or one class period.
• Purpose focus student attention on material to
  be learned, set a mood to conducive learning,
  ensure students are learning material, provide
  closure to an instructional lesson.

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Informal groups

• Can be used anytime.
• Especially useful during a lecture.
• Helps pass information from the notes to the
  student.
• Focused discussions
• Ask questions in class
• End class with a discussion

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Informal groups

• Turn to your partner discussion 3-4 minutes
  making thinking visible!
• Formulate /or summarize an answer to a question
  just asked by you
• Share your ideas with a partner
• Listen to other persons point of view
• Create a new answer resolving any differences
• Randomly pick a group

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Formal Group

• Typically lab groups, projects, etc.
• Last 1 class to several weeks
• Purpose complete a specific task
• Procedure
• Receive instruction from instructor
• Instructor assigns groups, provides materials
• Instructor explains task
• Instructor monitors group

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Formal Group

• Procedure continued
• Groups present their model solution
• Class discusses solutions
• Each group prepares a report
• Instructor Class evaluate

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Base Groups

• Long term
• Stable membership
• Groups personalize the work required course
  learning experience
• Group responsibilities
• Give assistance, support, encouragement for
  mastering the content skills needed to
  understand the theory of the material

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Base Groups

• Group Responsibilities continued
• Ensure all members engage in intellectual
  controversy, get work done on time, and apply
  what is learned
• Ensure all members of all interacting base groups
  master the theories, concepts, skills, and
  knowledge of the course
• nantung_at_ecn.purdue.edu

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• PPoint adapted from Mervin Maxwell