Cooperative Learning

Cooperative Learning: Not Just Working in GroupsDr. Mary RansdellSpring 2011

Definition:Cooperative learning is a method of organizing students into small heterogeneous groups for the explicit purpose of working toward a common goal, which will result in increased learning and recognition.

(Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1990). Research on Cooperative Learning. In Circles of Learning. (3rd ed.). Edina, MN: Interaction Book Company.)

Some differences between cooperative and traditional learning groupsCooperative Learning GroupsTraditional Learning GroupsJobs/roles must be interdependentJobs/roles not interdependentIndividual accountabilityGroup grade givenHeterogeneous groupsHetero- or homogeneous groupsShared (or rotated) leadershipOne (consistently) appointed leaderShared responsibility for projectResponsible only for selfSocial skills directly taughtSocial skills assumed or ignoredTeacher observes / intervenesTeacher ignores group functioningNEW LEARNING occursWorksheets or review work onlyGroups process their effectivenessNo group processingJohnson, D.W., Johnson, R.T., & Holubec, E.J. (1990). Research on Cooperative Learning. In Circles of Learning. (3rd ed.). Edina, MN: Interaction Book Company.Logic BlocksAssign roles based on birthdays. The person with the first birthday in the year is the facilitator, the person with the second birthday in the year is the timekeeper. The third person is the leader.Facilitator Gather and return materials. Time keeper This person will time the activity. The group will have 5 minutes to complete the task.Leader - This person maintains order as the task is accomplished and can ask the teacher questions.

Individual AccountabilityNimrod, Manlin, Soltoy and Jovar are creatures from the planets Mercury, Jupiter, Saturn, and Neptune. None live on a planet with the same first letter as his/her name. Neither Jovar nor Nimrod can survive close to the sun. Manlin depends on his planets rings for life. Who lives where?Manlin:Soltoy:Jovar: Nimrod:

Five students ran the 100-meter race. Joe came in first and Henry came in last. If Amber was ahead of Jos, and Katrina was just behind him. Who came in second?

Individual Accountability AnswersNimrod, Manlin, Soltoy and Jovar are creatures from the planets Mercury, Jupiter, Saturn, and Neptune. None live on a planet with the same first letter as his/her name. Neither Jovar nor Nimrod can survive close to the sun. Manlin depends on his planets rings for life. Who lives where?Manlin:SaturnSoltoy:MercuryJovar: NeptuneNimrod:Jupiter

Five students ran the 100-meter race. Joe came in first and Henry came in last. If Amber was ahead of Jos, and Katrina was just behind him. Who came in second? Amber came in second.

Academic ControversyThe participants in this activity learn to communicate and to disagree without being disagreeable.

Accountability: Students write about their own opinions after the discussion.Rules for Academic ControversyI am critical of ideas, not people. I challenge and refute all ideas, I do not indicate that I personally reject them. I remember that we are all in this together. I focus on coming to the best decision possibly, not on winning.I encourage everyone to participate and to master all the relevant information.I listen to everyones ideas, even if I dont agree.I restate what someone has said if it is not clear.I first bring out all ideas and facts supporting both sides, and then I try to put them together in a way that makes sense.I try to understand both sides of the issueI change my mind when evidence clearly indicates I should.I use active listening without the use of negative words.Was Peter Pan Right or Wrong?Task: Divide into As and Bs.Question: Is it better to stay young (under 15) or should you grow old with the fullness of time? Procedure:Research and prepare your positionPresent and advocate your position

Was Peter Pan Right or Wrong?Task: Divide into As and Bs.Question: Is it better to stay young (under 15) or should you grow old with the fullness of time? Procedure:Research and prepare your positionPresent and advocate your positionConduct an open discussion

Was Peter Pan Right or Wrong?Task: Divide into As and Bs.Question: Is it better to stay young (under 15) or should you grow old with the fullness of time? Procedure:Research and prepare your positionPresent and advocate your positionConduct an open discussionReverse your positionSynthesize and come to consensus

Components of Cooperative LearningPositive InterdependenceIndividual AccountabilitySocial and Communication SkillsPositive Promotive InteractionsGroup Processing

Positive InterdependenceSpecific, and interdependent, roles for each participant that are necessary for the group to work toward the goal set by the teacher.No one person has all of the tools to complete the whole activity. Communication is a MUST.

Individual AccountabilityTeachers assess the academic learning or the attainment of social skills by formal or informal methods using subjective or objective measuring instruments (i.e., test, homework, or observation of social skills demonstrated in a group setting).Social and Communication SkillsSharing is not innate! This components focus is on the participants ability to share materials and workspace and demonstrate consideration for others by keeping their voices at a reasonable level. Participants discuss topics, disagree constructively, and resolve conflicts peacefully.

Positive Promotive InteractionsParticipants verbal interactions are positive and offer encouragement to group members.

Group Processing (most important and most skipped)This procedure allows the students to tell the teacher how well the groups worked together or to report any problems. The teacher might orally discuss the completed cooperative activity with the students, or ask for information in a written format. Allowing students to write their comments permits confidentiality. Teachers might use information gained from group processing when forming groups for future projects, grading, or to address deficiencies in acceptable social skill demonstration.

Six Sample Group Processing IdeasCreated or edited by Dr. Mary Ransdell1. Group Processing for older students after a Jigsaw activityBefore leaving today, privately write several paragraphs answering the following:Who in your group was responsible for which questions or portions of the activity?Did everyone share useful information? How well did your group work together? Were there any problems?

2. Problem Based Learning (PBL) RubricMy program has a three page PBL rubric14 questions (problem solving and teamwork) with a rating scale where students rate themselves and their teammates.

Six short completion questions; three of which are a self rating, and three reflect teammates contributions.1Limited2Proficient3ExemplaryChooses a Course of Action and Supports ChoiceCannot select or support a course of action. Selects and supports a course of action based on ethics or risks/benefits to one stakeholder Selects a solution based both ethics and risks/benefits to multiple participantsStay on TaskAre easily distracted or frequently go off task.Use time in focused & productive ways.Create work-plan agenda and monitor progress. d. Describe a specific example of something you learned from your PBL team (e.g., information or a problem solving or teamwork skill) that you probably would not have learned on your own. 3 Group Processing ChartThis chart coordinated with a science project asking students to design a bridge.How well our group members performed:Jobs / Names:Very WellOKPoorlyNot at allArchitectForemanConstruction workerJourneymanI liked the way our group: ____________________________________I did not like: ______________________________________________I Suggest: _________________________________________________4 Group Processing Chart for Primary GradesNames:I liked: __________________________________________________________I did not like: _____________________________________________________I wanted our group to: ______________________________________________

5 Group Processing for Middle SchoolGroups Name ___________Date ________ Your name ______________Class _______

Answer the following individually:

Rate your group members performances today according to the following scale. Rate yourself honestly.

Name:Comments:Contributed to the group:Performed his or her job:Stayed positive:6 Group Processing Chart1= Never 2=Rarely 3=Sometimes 4=Usually 5=AlwaysRole/ Student nameContributed to the groupPerformed his/her jobMaintained a positive attitudeScoreMaterials SupplierTime KeeperWriter/ ReporterGrand Total Points: _______ I liked the way our group ____________________________________________I did not like the way our group _______________________________________I observed ________________________________________________________I learned __________________________________________________________

Jigsaw and Reverse JigsawBASE GROUPS = Home Groups (where you started)

EXPERT GROUPS = Discussion Groups

DirectionsBASE GROUP members choose an articleMove to EXPERT GROUP areasRead and discuss your articleCome to consensus about the important points of the articleAt instructors signal, return to BASE GROUP and teach the other members what you learned in EXPERT GROUPJigsaw AccountabilityParaphrase the opinion(s) expressed by members of your group about making cooperative learning equitable.Paraphrase the opinion(s) expressed by members of your group about grading.Describe cooperative learning used in Social Studies. Analyze this in terms of your classroom.Describe cooperative learning used in Language Arts. Analyze this in terms of your classroom.

Tips and TricksCooperative learning is most effective when discussion is involved especially when some academic disagreement is also involved.

Heterogeneously balance the groups.

Group size ranges from 2-5 members. Smaller sizes work better when approach is new to students. Fewer group members means that participants must do more of the work and stay involved.

More TipsStudents learn How to do the task together but do something similar independently. Activities may be a one-time (brief 10 minutes) assignment or a lengthy (several weeks) project.

Every group member has a responsibility. There are many possibilities reader, recorder, researcher, checker, facilitator, reporter, monitor, evaluator, timekeeper, materials handler, or mouse.

A Few More TipsProvide reasonably challenging levels of achievement that will be the measure of accomplishment for the task.

Culminate the activity with class-wide, group, or individual recognition. Forms of recognition may include putting the students work on display, performing for others, taping the presentation, certificates of merit, accomplishment or participation, .

One More TipA themed project might have corresponding role titles. For instancebuilding bridges and testing for tensile strength. Sample titles and jobs might include the following. Architect draws the design of the bridge;Foreman asks questions the group has for the teacher (no one else may speak to the teacher or member of another group); Construction worker conducts the experiments; Journeyman - records the results of the experiments and reports to the class.

Keys to Cooperative LearningOrganization (lesson plans, assessments)

Share your expectations (model, charts)

Assign roles and monitor continually

Thank youThank you for your attention. I hope you gained something today that you can use in your classroom tomorrow.