Cooperative Learning

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Cooperative Learning

• An Overview

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Definition

• What it IS
• What it IS NOT
• Based on theory and work of Johnson and Johnson

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Cooperative Learning is

• Applied Social Psychology
• Intentional structuring of learning goals
• to promote Positive Interdependence
• Intentional structuring of learning goals so that
  students are encouraged to engage in Promotive
  Interaction
• Promotive Interaction is more likely to occur
  when there are 5 key elements intentionally
  structured and monitored throughout the lesson.

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Learning Goals can be structured 3 different ways

• Cooperatively
• Competitively
• Individualistically

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Competitive Learning Goals

• One person can obtain her goal if and only if the
  other fail to obtain theirs
• Negative Correlation Among Goal Attainments
• Negative Interdependence
• If I swim, you sink If you swim I sink.
• Individual Goals
• Comparative (Norm referenced) evaluation
• Winners are rewarded

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Individualistic Learning goals

• Each persons goal attainment is unrelated to the
  goal attainments of others
• No correlation among goal attainments
• No Interdependence
• We are each in this alone.
• Individual Goals
• Evaluation is criterion referenced and may be
  limiting.
• Rewarded for own product.

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Cooperative Learning

• When one person achieves his goal, ALL others
  achieve their goals
• Positive correlation among goal attainments
• Positive Interdependence
• We sink or swim together.
• Group Goal
• Evaluation is criterion referenced and
  encouraging.
• Rewarded for group product.

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Interaction Patterns
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Research Findings

• Achievement and retention
• Critical thinking and higher-level reasoning
• Differentiated views of others
• Accurate understanding of others perspectives
• Liking for classmates

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Research Findings, cont.

• Liking for teacher
• Positive expectations toward future interactions
• Liking for subject areas
• Social Skills
• Psychological health
• Self-esteem

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5 Key ElementsofEffective Cooperative Learning
Groups

• Positive Interdependence
• Individual Accountability
• Face-To-Face Interaction
• Direct Instruction of Social Skills
• Processing

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Positive Interdependence

• Message from teacher
• Fates are tied together
• In your interest to help / be helped
• Encourages helping each other
• Without Positive Interdependence there may be no
  motivation to cooperate.

• One set of answers from the group
• One worksheet
• Jigsaw materials (information)
• One set of materials / tools to share
• Bonus points
• Same grade for everyone
• Different colored pens

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Individual Accountability

• The message the teacher gives to the students
  that tells them
• 1. You must do your fair share of the work.
• You must master the material being learned.
• You will be held accountable for your share of
  the work and mastering the learning.

• Using signatures
• Individual Tests
• Different Colored Pens
• Spot Checking as Students Work
• Randomly Calling on Students

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Face-To-Face Interaction

• The message that students
• have a group,
• need to work with their group,
• need to stay with their group,
• Work synchronously

• Sit at round tables so they can easily see and
  hear one another.
• Designated areas on the floor (islands)
• Space between the groups so the teacher can move
  between groups.
• Stay with your group.

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Direct Instruction of Social Skills

• Intentionally teaching social skills like any
  other skill.
• Structure regular opportunities for students to
  learn, practice and be evaluated on social skills
  until they become automatic.
• Establishing a need for the social skill
• Positively framing rules as skills
• Include Social Skills in each lesson

• T-chart (looks like / sounds like)
• Role Play what listening is and is not.
• Discuss how it feels to be listened to / ignored.
• Ask students to think of a time when they were
  listened to. How did it feel?

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Processing

• Thumbs up or Thumbs down
• Rate yourself
• What did someone in your group do / say that let
  you know you were being listened to?
• Observer gives data (feedback) Discuss
• Write an goal for improving / maintaining the
  high quality of listening for tomorrows work.
• Name 3 things your group did well in working
  together.
• Name 1 thing your group could do even better next
  time.

• Intentionally structured time
• Reflect on how well we worked together / used our
  social skills (social skills)
• Reflect on how well we completed our work
  (academic)
• Review data,
• Make a goal for next time

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Cooperative Learning Lesson Plan Components

• Lesson Objective
• Group Size
• Seating Arrangement (face-to-face)
• Assignment of Roles
• Materials
• Social Skills (directly taught)

• Statement of Task (positive interdependence)
• Evaluation (individual accountability include
  social skills)
• Processing (reflection, how well we worked
  together, how well we mastered learning)

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Formulating Objectives Making Decisions

• Specify Instructional Objectives
• Decide on Size of Group
• Assign Students to Groups
• Arrange the Room
• Plan Instructional Materials to Promote
  Interdependence
• Assign Roles to Ensure Interdependence / Support
  Learning Social Skills

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Structuring Task Interdependence

• Explain the Academic Task
• Structure Positive Goal Interdependence
• Structure Individual Accountability
• Structure Inter-group Cooperation
• Explain Criteria for Success
• Specify Desired Behaviors

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Monitoring Processing

• Monitor Students Behavior
• Provide Task Assistance
• Intervene to Teach Collaborative Skills
• Provide Closure to Lesson
• Evaluate Quality and Quantity of Students
  Learning
• Assess How Well The Group Functioned
• Set Goals

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• WHAT CHILDREN CAN DO TOGETHER TODAY, THEY CAN DO
  ALONE TOMORROW.
• Vygotsky, 1965