Cooperative%20Learning

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Cooperative Learning

• Advanced Teaching Strategies Dr. Taylor
• By Lori, Lucas and Adrienne

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What is Cooperative Learning?

• Cooperative Learning is a method of instruction
  in which students work together in groups to
  achieve specific academic and social goals.
• Cooperative learning is
• Applied Social Psychology
• Intentional Structuring of Learning goals
• Promotive Interaction

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Learning Goals can be structured 3 different ways

• Cooperation We Sink or Swim Together
• Competition I Swim, You Sink I Sink, You Swim
• Individualistic We Are Each In This Alone

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Cooperative Learning is Based on Three Learning
Theories

• 1. The Social Interdependence Theory
• 2. The Cognitive Developmental Theory
• 3. The Behavioral Learning Theory

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The Social Interdependence Theory

• Interaction with other people is essential for
  human survival
• The way in which social interaction is structured
  determines the way persons interact with each
  other (ie for positive interdependence or
  cooperation to occur, structure has to be
  created)

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A little History
Kurt Lewin develops Field Theory (1930s) A
group is a dynamic whole rather than a
collection of individuals
Morton Deutsch develops the Theory of
Interdependence (1940s 50s) When people work
together with common goals, something better
happens then when they work alone or compete with
one another.
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The Cognitive Developmental Theory

• When individuals work together, sociocognitive
  conflict occurs and creates cognitive
  disequilibrium that stimulates perspective-taking
  ability and reasoning. http//www.intime.uni.edu/c
  oop_learning/ch3/history.htm

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The Behavioral Learning Theory

• This theory presupposes that cooperative efforts
  are fueled by extrinsic motivation to achieve
  group rewards.
• Names in behaviorism include Watson and Skinner

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The Cooperative Learning Center (University of
Minnesota)

• A place that focuses on making classrooms and
  schools more cooperative places and on teaching
  cooperative skillsleadership, communication,
  decision making, trust building, and conflict
  resolution.
• David and Roger Johnson - Nations leading
  researchers on Cooperative Learning
• Human beings learn more, flourish, and connect
  more when theyre cooperating and less when
  theyre competing or working in an isolated
  fashion. - Roger Johnson

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Behind the Research (Level I)

• Level I studies date back to the 1930s
• Theory of group process which is based on shared
  goals and rewards
• Cooperative Learning is used by millions of
  teachers (Slavin, 1995)
• 70 of elementary teachers and 62 of middle
  school teachers use it at a sustained level

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Behind the Research (Level II)

• There is no review, synthesis, or meta-analysis
  that concludes that cooperative learning is
  deficient as a means to raise student achievement
• Research by Slavin (main conclusions)
• Two key elements group goals and individual
  accountability
• When the above are clear, achievement effects of
  cooperative learning are positive
• Positive achievement effects of cooperative
  learning are consistent among different levels of
  student ability
• Positive effects are more than just academic
• Dramatically improves problem solving skills

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Behind the Research (Level III)

• Stevens and Slavin (1995a,b) found out that
  cooperative learning could be effective in
  changing the school and classroom organization
  and intsructional approach
• More level III research is needed but there is a
  large empirical base for the effectiveness of
  cooperative learning.
• Research is especially needed at the senior high
  and university levels

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What the Research shows.

• Cooperative learning improves students efforts to
  achieve (iethey work harder)
• Achievement levels go up
• Material is remembered longer
• Higher level reasoning is used more
• It provides both external and intrinsic
  motivation
• Builds a sense of class room community
• Social Skills are improved
• Psychological health is improved as well as
  self-esteem

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Cooperative Learning Situations Designed
Correctly Have 5 Key Components

• 1. Positive Interdependence Team members
  perceive that they need each other in order to
  complete the groups task (sink or swim
  together).
• Instructors structure positive interdependence by
  establishing mutual goals (maximize own and each
  others productivity)
• Joint rewards are shared if all members of the
  group achieve the goal
• Shared resources are enjoyed. Group members all
  have different expertise
• Assigned Roles (summarizer, encourager of
  participation, elaborator)

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Cooperative Learning Situations Designed
Correctly Have 5 Key Components cont

• 2. Individual Accountability
• Assessing the quality and quantity of each
  members contributions and giving the results to
  the group and to the individual.
• 3. Face-to-Face Promotive Interaction
• Team members promote each others productivity by
  helping, sharing, and encouraging efforts to
  produce. Members explain, discuss, and teach what
  they know to teammates.
• 4. Interpersonal And Small Group Skills
• Groups cannot function effectively if members do
  not have and use the needed social skills
  (instructor emphasized). Collaborative skills
  include, instructorship, decision-making, trust
  building, communication, and conflict-management
  skills.
• 5. Group Processing
• Groups take specific time to discuss how well
  they achieved their goals by maintaining working
  relationships among members.

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Types of Cooperative Learning

• 1. Formal Cooperative Learning Groups
• Students work together for one or several class
  sessions to achieve shared learning goals and
  complete jointly specific tasks and assignments.
• 2. Informal Cooperative Learning Centers
• Temporary groups used to focus students
  attention on the material to be learned
• 3. Cooperative Base Groups
• Long-term groups (up to a year) giving support,
  encouragement, and assistance to progress
  academically, cognitively and socially.

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How Do I Begin?

• Four Planning Questions

1. What Knowledge will students learn?
2. Which strategies will provide evidence that
students have learned that knowledge?
3. Which strategies will help students practice,
review, and apply that knowledge?
4. Which strategies will help students acquire
and integrate that knowledge?
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The Instructors Role in Cooperative Learning

• 1. Make Pre-Instructional Decisions
• Specify Academic and Social Skills Objectives
• Decide on Group Size
• Decide Group Composition
• Assign Roles
• Arrange the Room
• Plan the Materials

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Instructors Role in Cooperative Learning cont

• 2. Explain Task and Cooperative Structure
• Explain the Academic Task
• Explain the Criteria for Success
• Structure Positive Interdependence
• Structure Intergroup Cooperation
• Structure Individual Accountability
• Specify Expected Group Behaviors

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Instructors Role in Cooperative Learning cont

• 3. Monitor and Intervene
• Arrange Face-to-Face Promotive Interaction
• Monitor Students' Behavior
• Intervene to Improve Taskwork and Teamwork
• 4. Evaluate and Process
• Evaluate Student Learning
• Process Group Functioning

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Team Building

• Five Aims
• Getting Acquainted
• Team Identity
• Mutual Support
• Valuing Differences
• Developing Synergy

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Social Roles

• Task master - keeps the group on task. It is
  important to use positive talk such as, We
  havent answered 3 yet, rather than, Stop
  fooling around.
• Gate Keeper - Equalizes participation. The gate
  keeper uses gambits like That is very
  interesting, Joe. Sally, what do you think?
• Checker - Makes sure that everyone has mastered
  the material.Lead with comments like, Lets do
  one problem each while the team watches to make
  sure we all have it.
• Reflector - Summarizes the learning. Also, he
  has the team reflect on the social skill. How
  well did we all stay on task?

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Whats in a name?

• Interview each other regarding your names
• How did you get your name? Is there an
  interesting family history associated with your
  name?
• Do you like your name? What would you be called
  if you could choose your name?
• Do you have a nickname? What interesting
  experiences have you had that are associated with
  your name?

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Create A Team Name

• Three simple rules for creating a team name
• 1) Each team member must have a say
• 2) No decision should be reached unless everyone
  in the group consents
• 3) No member consents to the group decision if
  she/he has a serious objection

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Team Handshake

• Team members will develop a handshake which
  symbolizes their team name.
• Consensus rules apply here also We dont have a
  team log or handshake unless we all agree.

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Jigsaw

• Can be used in a numerous ways to accomplish a
  variety of goals, including mastery, concept
  development, discussion and group projects.
• This can be incorporated into almost any class by
  dividing a chapter into four parts, where each
  member of the group is assigned one part to
  become an expert. Then she will return back to
  teach the rest of her team.

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Sources

• http//www.cehd.umn.edu/research/highlights/coop-l
  earning/
• http//deutsch.socialpsychology.org/
• Johnson, David W., Roger T. Johnson, and Karl A.
  Smith. "Cooperative Learning." (1989). Web.
• Ellis, Arthur K. "Chapter 14 - Cooperative
  Learning." Research on Educational Innovations.
  Larchmont, NY Eye On Education, 2005. 173-82.
  Print.
• Kagan, Spencer. Cooperative Learning. San Juan
  Capistrano, CA Kagan Cooperative Learning, 1994.
  Print.