Presented by

Jim Horwat

An Introduction to Cooperative Learning

Strategies

improves interpersonal skills such as listening and problem solving

has the potential to socialize students to empathize with various points of view

encourages students to work together with classmates for a common cause

allows students to rise above differences that may otherwise divide them

COOPERATIVE LEARNING…

Five Models of Cooperative Learning

Credited to Robert Slavin, Johns Hopkins University

Students divided into teams

Clear academic criteria established

Rewards such as bonus points, prizes or privileges — motivation

Strengthens student relationships

Students tend to feel more accepted and liked by their peers

STUDENT TEAM LEARNING (STL)

Developed by Elliot Aronson, University of California, SC

aka “Expert Groups”

Student serves as both “teacher and student”

“Home Groups” study together

Students tested individually

Video: Aronson explaining Jigsaw

THE JIGSAW TECHNIQUE

Created by D.W. Johnson & R.T. Johnson

Groups of 4–5 students ideal Teacher assigns the groups a

project or goal Strategy is versatile Constructivist in nature Enhances motivation,

attitudes towards learning

LEARNING TOGETHER

Invented by Schlomo and Yael Sharan, Tel Aviv University

aka “Collaborative Problem Solving”

Underplays external rewards

Emphasizes self-regulation

Ideal for social studies, math, and computer classes

GROUP INVESTIGATION

Teacher:

— provides indirect leadership

— assists when needed

Students:

— pick their own groups

— agree on topics

— assign roles

— work out specifics

— create presentations

GROUP INVESTIGATION ROLES

Developed by Frank T. Lyman

Versatile, easy-to-use:

1). Teacher assigns individual students a theme to research

2). Students paired in small groups to share their research

3). Teacher initiates collaborative discussion / classroom debate

Video: Think-pair-share explained

THINK-PAIR-SHARE

Evidence-based Tips for Using Cooperative Learning Strategies

“Cooperative learning is not simply a set of techniques.

It is not simply the status quo except in groups.

At its best, it is an entirely different way of approaching

the act of learning.”

— Alfie KohnAuthor of What To Look For In A

Classroom

Communicate clear expectations

— How will students be graded?

— What happens if they are unprepared?

— What determines students grades?

Introduce CL activities into classroom slowly

Become acquainted with class friendships and personalities

CLEARLY ESTABLISH GOALS FOR THE GROUPS

Ensure students have prerequisite academic and social skills necessary for the assignment

Review all assignment criteria with students during class time

RELATE ASSIGNMENTS TO STUDENTS’ ABILITIES

A student who hides in the group and fails to contribute is a threat to the cooperative learning process

Design the rubric and grading process carefully

Avoid group grades

INDIVIDUAL ACCOUNTABILITY IS ABSOLUTELY INTEGRAL

“Grades that are given to whole groups don’t reflect an individual’s achievement or

growth, and therefore can’t be used to document progress, provide feedback, or inform

instructional decisions.”

— Rick WormeliAuthor of Fair Isn’t Always Equal

Group time is not a chance for the teacher to catch up on their deskwork

Teachers need to monitor groups watchfully

Shy, socially awkward and autistic spectrum children are frequently targets for bullying during group work

GROUP TIME IS NOT A FREE PERIOD FOR TEACHERS

Students need time to develop trust and acceptance of their classmates

Invite students to actively contribute to the developmental processes

for future assignments

REFRAIN FROM FREQUENTLY REARRANGING GROUP MEMBERS

When creating groups do not reinforce social cliques

Pay close attention to any students who socially withdraw from the group

An ideal group is a heterogeneous mixture of students with various academic, social, racial, and gender differences

FRIENDSHIPS CAN EASILY CLOUD EDUCATIONAL OBJECTIVES

In cooperative learning groups,

pairing high achievers with low achievers does not harm

the learning and development of

the high achievers.

— D.W. Johnson & R.T. Johnson

The following behaviors interfere with success:

— Monopolizing conversations

— Criticizing group members

— Going off on tangents

— Getting consumed w/ details

— Goofing off

— Apathy / laziness

HELP STUDENTS RECOGNIZE DETRIMENTAL BEHAVIORS

When people are playing with ideas or struggling to make decisions together, conflict will happen; and it should

Guide students to work through conflicts peacefully and on their own terms

CONFLICTS WILL HAPPEN

“Cooperation is a higher moral principle than

competition” – Bryant McGill

Beals, Katherine P. (2010). Rethinking cooperative groups. Encounter, 23(4), 2-16.Henley, Martin. (2006). Classroom management: A proactive approach. Upper Saddle River, New Jersey: Pearson Education, Inc.Kohn, Alfie. (1998). What to look for in a classroom. San Francisco, California: Jossey-Bass Publishers.Nastasi, Bonnie K., & Clements, Douglas H. (1991). Research on cooperative learning: Implications for practice. School Psychology Review, 20(1), 110-121.Ormrod, J. E. (2012). Essentials of educational psychology: Big ideas to guide effective teaching (3rd ed.). Upper Saddle, New Jersey: Pearson Education, Inc.Putnam, Joanne, Markovchick, Kathryn, Johnson, David W., & Johnson, Roger T. (1996). Cooperative learning and peer acceptance of students with learning disabilities. Journal of Social Psychology, 136(6), 741-752.Schul, James E. (2011). Revisiting an old friend: The practice and promise of cooperative learning for the twenty-first century. Social Studies, 102(2), 88-93.Vermette, Paul J. (1995). Cooperative learning teams: Eight suggestions for the

novice user. Clearing House, 68(5), 278-81.Wormeli, Rick. (2006). Fair isn’t always equal: Assessing & grading in the differentiated classroom. Portland, Maine: Stenhouse Publishers.

REFERENCES