Cooperative Learning Advanced Teaching Strategies Dr Taylor By

Cooperative Learning Advanced Teaching Strategies: Dr. Taylor By Lori, Lucas and Adrienne

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

Learning Goals can be structured 3 different ways: n n n Cooperation: We Sink or Swim Together Competition: I Swim, You Sink; I Sink, You Swim Individualistic: We Are Each In This Alone

Cooperative Learning is Based on Three Learning Theories n 1. The Social Interdependence Theory n 2. The Cognitive Developmental Theory n 3. The Behavioral Learning Theory

The Social Interdependence Theory n n 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)

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

The Cognitive Developmental Theory n When individuals work together, sociocognitive conflict occurs and creates cognitive disequilibrium that stimulates perspectivetaking ability and reasoning. http: //www. intime. uni. edu/coop_learning/ch 3/history. htm

The Behavioral Learning Theory n This theory presupposes that cooperative efforts are fueled by extrinsic motivation to achieve group rewards. n Names in behaviorism include Watson and Skinner

The Cooperative Learning Center (University of Minnesota) n n n A place that focuses on making classrooms and schools more cooperative places and on teaching cooperative skills— leadership, communication, decision making, trust building, and conflict resolution. David and Roger Johnson - Nation’s leading researcher’s on Cooperative Learning “Human beings learn more, flourish, and connect more when they’re cooperating and less when they’re competing or working in an isolated fashion. ” - Roger Johnson

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

Behind the Research (Level II) n n 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) n n n 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

Behind the Research (Level III) n n Stevens and Slavin (1995 a, 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. n Research is especially needed at the senior high and university levels

What the Research shows…. n n n n Cooperative learning improves students efforts to achieve (ie: they 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

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 group’s task (sink or swim together). n n Instructors structure positive interdependence by establishing mutual goals (maximize own and each other’s 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)

Cooperative Learning Situations Designed Correctly Have 5 Key Components con’t 2. Individual Accountability n Assessing the quality and quantity of each member’s contributions and giving the results to the group and to the individual. 3. Face-to-Face Promotive Interaction n Team members promote each other’s 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 n 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 n Groups take specific time to discuss how well they achieved their goals by maintaining working relationships among members.

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.

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?

The Instructor’s Role in Cooperative Learning 1. Make Pre-Instructional Decisions n n n Specify Academic and Social Skills Objectives Decide on Group Size Decide Group Composition Assign Roles Arrange the Room Plan the Materials

Instructor’s Role in Cooperative Learning con’t 2. Explain Task and Cooperative Structure n n n Explain the Academic Task Explain the Criteria for Success Structure Positive Interdependence Structure Intergroup Cooperation Structure Individual Accountability Specify Expected Group Behaviors

Instructor’s Role in Cooperative Learning con’t 3. Monitor and Intervene n n n Arrange Face-to-Face Promotive Interaction Monitor Students' Behavior Intervene to Improve Taskwork and Teamwork 4. Evaluate and Process n n Evaluate Student Learning Process Group Functioning

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

�Social Roles n Task master - keeps the group on task. n Gate Keeper - Equalizes participation. The gate It is important to use positive talk such as, “We haven’t answered # 3 yet, ” rather than, “Stop fooling around. ” keeper uses gambits like “That is very interesting, Joe. Sally, what do you think? ” n Checker - Makes sure that everyone has mastered the material. Lead with comments like, “Let’s do one problem each while the team watches to make sure we all have it. ” n Reflector - Summarizes the learning. Also, he has the team reflect on the social skill. “How well did we all stay on task? ”

What’s in a name? n n 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?

Create A Team Name n Three simple rules for creating a team name: n n n 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

Team Handshake n n Team members will develop a handshake which symbolizes their team name. Consensus rules apply here also: We don’t have a team log or handshake unless we all agree.

Jigsaw n n 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.

Sources n http: //www. cehd. umn. edu/research/highlights/coop-learning/ n http: //deutsch. socialpsychology. org/ n n n 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.