Beyond Monet

The artful science of instructional integration

Focus of this session …

Cooperative learning involvesgroup work … But not all group work involvesCooperative learning.

Remember …Remember …

Some of the main ‘characters’ …

• David and Roger Johnson (Researcher)five basic elements

• Robert Slavin (Researcher)complex structures - TAI, STAD

• Elizabeth Cohen (Researcher)complex instruction

• Shlomo Sharan (Researcher)group investigation

• Jeanne GibbsTRIBES

• Spencer Kaganless complex structures

Johnsons’ Five Basic Elements

• individual accountability• promoting face to face interaction• teaching collaborative skills• processing academic and collaborative objectives• applying one or more of the 9 types of

positive interdependence

Johnsons’ 9 types of Positive Interdependence

• Goal (must be clear)• Resource• Incentive• Role• Sequence• Identity• Outside Force• Environmental• Simulation

Johnsons’ Creative Controversy or Academic Controversy

One of the most complex small-group structures Steps:

1. Select an issue for the controversy2. Students are placed in groups of 4 or 6 (5 is fine)3. Students letter off A1, A2, (A3) / B1, B2 (B3)4. Plan arguments5. Present arguments6. Plan rebuttal7. Present rebuttal8. Flip sides and repeat steps 4 to 79. Round Robin re group consensus10. Groups share, class discussion

A consideration …

Cooperative learning is not an instructional strategy; rather, it is a way of thinking that supports students working in peer-mediated groups. It represents one of three approaches to classroom work. The other two are having students working individually or competitively. These three possibilities (cooperative, individual and competitive) represent the science of teaching. The art of teaching is deciding which of the three (or combinations of the three) are the most powerful in increasing the life chances and learning chances of students.

Possibilities

Is it possible for what we know about brain research, multiple intelligences, the Johnsons’ 5 basic elements, how to frame questions, safety, accountability, fish bone diagram, place mat, one stay rest stay, checking for understanding, round robin, numbered heads, inductive thinking, Bloom’s taxonomy etc., to be integrated in say a 45 minute opportunity to learn?

How complex is simplicity?

Take ‘Think Pair Share’ for example -- two students taking time to first think, then share with each other, then to share with the class -- what are all the things a teacher should consider if Think Pair Share is going to be effective?

What the university students said …

Is there an odd or even number of students?Who will work with the ‘odd’ person?Who works with the student no one wants to work with?Will boys sit beside girls? If so, will they talk?Can they actively listen? Can they paraphrase?Can the teacher frame questions effectively?How much wait time will the students get?Can the teacher ‘play’ with a taxonomy of thinking?Can you respond to students responses: a ‘no’response, incorrect response, partially correct, a guess, a convoluted response, or a correct response?

Dimensions of Cooperative LearningDimensions of Cooperative Learning

There are about 300 There are about 300 smallsmall group structures … group structures …

Structures … simple to more complexStructures … simple to more complex

• • numbered heads (Kagan)numbered heads (Kagan)

• • think pair share (Lyman)think pair share (Lyman)

• • three person interview (Kagan)three person interview (Kagan)

• • teams games tournament (de Vries)teams games tournament (de Vries)

• • jigsaw (Aronson)jigsaw (Aronson)

• • academic controversy (Johnsons)academic controversy (Johnsons)

• • group investigation (Thelan)group investigation (Thelan)

How are all the things in thisHow are all the things in thisbowl the same?bowl the same?

• • Multiple IntelligenceMultiple Intelligence• • Learning Styles LiteratureLearning Styles Literature• • Child Development LiteratureChild Development Literature• • Motivation ResearchMotivation Research• • Students • at Risk LiteratureStudents • at Risk Literature• • Research on students with AutismResearch on students with Autism• • Research on gender and literacyResearch on gender and literacy

How are these different from theHow are these different from theprevious grouping?previous grouping?

• • Mind MappingMind Mapping• • Concept AttainmentConcept Attainment• • JigsawJigsaw• • Group InvestigationGroup Investigation• • Reading RecoveryReading Recovery• • Concept MappingConcept Mapping• • Academic ControversyAcademic Controversy

• • Mind MappingMind Mapping• • Concept AttainmentConcept Attainment• • JigsawJigsaw• • Group InvestigationGroup Investigation• • Reading RecoveryReading Recovery• • Concept MappingConcept Mapping• • Academic Academic ControversyControversy

• • Multiple IntelligenceMultiple Intelligence• • Learning Styles LiteratureLearning Styles Literature• • Child Development Child Development LiteratureLiterature• • Motivation ResearchMotivation Research• • Students • at Risk Students • at Risk LiteratureLiterature• • Research on students with Research on students with AutismAutism• • Research on gender and Research on gender and literacyliteracy

What is their relationship?What is their relationship?

TRIBES - JEANNE GIBBSTRIBES - JEANNE GIBBS

FOUR AGREEMENTSFOUR AGREEMENTS• • Attentive ListeningAttentive Listening• • Mutual RespectMutual Respect• • Appreciation StatementsAppreciation Statements• • Right to PassRight to Pass

Tribes Journey:Tribes Journey:From Inclusion to Influence toFrom Inclusion to Influence toCommunityCommunity