Grouping for Instruction

1
Grouping for Instruction

• Involvement and Interaction

2
Context

• Physical environment
• Scheduling
• Socioemotional environment

3
Content

• Skill outcomes
• Attitude and value outcomes
• Outcomes of the grouping process
• Interpersonal skills
• Cooperative work habits

4
Learner

• Varying student roles
• Varying student involvement

5
Grouping Decisions

• Assignment to groups
• Group size

6
Group Sizes

• 2
• 3
• 4
• 5
• 6
• 7

7
Cooperative Learning

• The instructional use of small groups so that
  students work together to maximize their own and
  each others learning.

8
Why?

• Students learning goals can be structured to
  promote cooperative, competitive, or individual
  efforts.
• Cooperative -- A positive interdependence among
  students goal attainment.
• Competitive -- A negative interdependence among
  students goal attainment.
• Individual A focus on self-interest and
  personal success.

9
How?

• I only succeed when everyone else succeeds.
• We all share and help each other learn.
• The group is responsible for completing the
  task, and I am responsible for doing my share.
• All of the members of my group have to work
  together as a team.
• We all have to discuss how were doing and if we
  need to change anything.

10
The Research Findings

• Johnson, Johnson, Stane (2000).
• Meta-analysis of 164 studies involving 8 methods
• Although methods vary, all were more effective in
  promoting learning that competitive or
  individualistic learning.
• Studies were rated on five criteria

11
Ratings of Methods