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In-Class Quiz 1 Jigsaw Technique Steps

• Divide students into 5- to 6-persongroups

• Appoint the most mature student as“leader” (trade leader in later classes)

• Divide the day’s lesson into 5 to 6segments

• Assign one student to learn eachsegment

http://www.jigsaw.org/

Jigsaw Technique Steps

• Students should only have access tomaterial for their own segment

• Allow students time to become familiarwith material (no need to memorize it)

• Form “expert groups” where studentswith the same material get together anddiscuss the main points of theirsegment

Jigsaw Technique Steps

• Reform initial jigsaw groups• Students take turns presenting their

segment• Other students ask questions for

clarification• Teacher and group leader maintain task

orientation and intervene if studentsbecome disruptive

Jigsaw Technique Steps

• After the session, individually quizstudents on the material, as part of theirgrade

Sample Jigsaw Experiment

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Design

• Two sets of classrooms– Jigsaw (Interdependent)– Traditional

• Ethnicity– Anglo (White-American)– Minority (Black and Mexican-American)

Lucker et al., 1976

Procedure

• Fifth and sixth grade students• Two week unit on colonial America• Four-six person groups met daily• Experimental manipulation

– Traditional classroom, taught by a teacher– Jigsaw classroom, students taught each

other, and teachers acted as facilitators• Pre and post tests of knowledge

Results

Classrooms “A”Classroom “B”Classrooms “B”

Classroom “A”

Results

Classrooms “A”Classroom “B”Classrooms “B”

Classroom “A”

Results Results

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Cooperative Learning Video

Cooperative LearningTheories

• Pillars of cooperative learning• Collaborative learning model• Motivation• Social cohesion• Development• Cognitive elaboration

Pillars of CooperativeLearning

From Foundation Coalition, based on Johnson & Johnson, 1984

Pillars of CooperativeLearning

• Positive interdependence• Promotive, face-to-face interaction• Individual responsibility• Improved social skills• Group reflection

Positive interdependence

• Students work together for mutualbenefit

• Individuals can only attain goals if teammembers also attain goals

• Group ensures that all team membersunderstand before moving to next task

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Promotive Face-to-FaceInteraction

• Peer support and encouragement• Sharing knowledge• Commitment to peers’ learning• Frequent supportive dialogue• Exchange of information

Individual accountability

• Individual performance affects individualgrade

• Each individual feels a need to achieve• Individuals can’t slack off in group work• Every group member must contribute• Group work leads to individual

competency

Improved Social Skills

• Learning both subject matter and howto work as a team

• Leadership and communication skills• Conflict management skills• Decision making and trust building• Active listening• Brainstorming

Group Reflection

• Open communication within group:What works and what doesn’t work

• Freedom to express concerns andcelebrate achievements

• Discussion of the group process

Cooperative LearningTheories

• Pillars of cooperative learning• Collaborative learning model• Motivation• Social cohesion• Development• Cognitive elaboration

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Collaborative Learning Model

• Participation• Social grounding• Active learning conversation• Performance analysis and group

processing• Promotive interaction

Soller, Lesgold, Linton, & Goodman, 1999

Participation

• When all students participate in groupdiscussion, learning is maximized– Improved thought processing– Increased information availability

• Improves the probability that all groupmembers will learn

Social Grounding

• Create and maintain a shared groupunderstanding of knowledge

• Group members question, clarify, andreword peers’ comments

• Students alternate roles in group– Questioner, mediator, clarifier, facilitator,

motivator

Active Learning Conversation

• Knowing when and how to question,inform, and motivate

• Having mediation and facilitation skills• Ability to process and manage

conflicting opinions

Active Learning Conversation

Soller et al., 1999; modified from McManus & Aiken, 1995

Performance Analysis andGroup Processing

• Discussion of group process• What behaviors should be enhanced,

and which ones should be suppressed?• Individual and group assessment of

group performance• Learning to be an effective team• Non-threatening performance feedback

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Promotive Interaction

• Meeting group goals is necessary forindividual achievement

• Promotion of each team member’sunderstanding, through support andencouragement

• All team members should understandmaterial before moving to next task

Cooperative LearningTheories

• Pillars of cooperative learning• Collaborative learning model• Motivation• Social cohesion• Development• Cognitive elaboration

Theories Outlined bySlavin (1996)

• Motivation• Social cohesion• Development• Cognitive elaboration

Motivation

• Reward structure is central• Group success is necessary for

individual success• Group activities designed such that

group members encourage and praisetheir teammates’ efforts

Motivation

• Because individuals want to succeed,and their individual success is tied togroup success, individuals aremotivated to promote goal-directedbehavior

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Example Motivation-OrientedTask

• Students earn recognition when theirteam member’s average quiz score ishigh

• Only when all team members do well doindividuals receive extra recognition

• This leads individual team members tohelp fellow team members achieve

Motivation

• Activities designed so that grouprewards are based on individuallearning

• Rewards are based on multipleindividual scores, to prevent slacking offby individual group members and toencourage group communication

Empirical Support forMotivation Theory

• Positive effects to achievement, for 78%of studies that based group rewards onindividual group members’ averageperformance, compared to traditionalclassrooms

• Little benefit when group rewards werebased on a single group product

Social Cohesion

• “Students help one another learnbecause they care about one anotherand want one another to succeed” (Slavin,1996, p. 3)

– Motivation theory: self-directed, internal– Social cohesion theory: other-directed,

external• Produces benefits when group-mates

value each other

Social Cohesion

• Individuals receive motivation from thegroup process, not from their individualgrades

• Social cohesion emphasizes teambuilding

Example Social Cohesion-Oriented Task

• The group investigates a topic ofinterest to the group and presents thistopic to the class

• Emphasis is on teamwork and groupsuccess

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Empirical Support for SocialCohesion Theory

• Emphasis on team building alone rarelyleads to improved performance,compared to traditional classrooms

• Perhaps failure to teach effective groupcommunication skills accounts for nulleffect?

Empirical Support for SocialCohesion Theory

• While academic achievement does notbenefit, does pro-social behaviorincrease?

Cognitive Theories

• Two major theories– Development– Cognitive elaboration

• Information processing, rather thanmotivation, leads to performanceimprovements

Development

• Groups are capable of more advancedthought than individuals– Deficiencies of arguments and reasoning

are highlighted– Social knowledge (language skills, ability to

follow rules, and morality) is improved– Ability to generate ideas is improved– Higher-order understanding emerges

Development

• Conflicts in knowledge and reasoningexpose incorrectly learned material andflawed reasoning

• Creating instability in internalknowledge representations provides anopportunity for corrective relearning andimproved understanding

Development

• Generating ideas leads to improvedcritical thinking

• Debate and feedback provide a forumfor abandoning misconceptions andgenerating improved solutions

• Experiencing and integrating alternateideas improves creativity

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Zone of ProximalDevelopment

• Difference between actual and potentiallevel of performance

• Interaction between peers, those atsimilar developmental stages, leads tomore cognitive growth than dointeractions between people at differentdevelopmental stages.

Vygotsky developed this concept

Social KnowledgeDevelopment

• Arbitrary knowledge, like language,values, rules, and morals, must belearned through social interactions

Example Development Task

• Studying as a group with an intention ofcorrecting each others misconceptionsabout the class material

Empirical Support forDevelopment Theory

• Empirical studies have shown thatmany concepts are better learnedthrough peer interaction than viainteractions between individuals atdifferent levels or via individual learning

• Some top-down guidance from teachersis necessary to see effects

Cognitive Elaboration

• Learning involves relating new and oldinformation

• Relating information leads to cognitiverestructuring

Cognitive Elaboration

• An effective way to integrate materialwithin memory is to explain that materialto others

• This explaining allows material to bereevaluated and integrated with existinglong-term memories

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Example CognitiveElaboration Task

• Two students alternate roles as teacherand learner

• The teacher summarizes material andthe learner corrects errors andmisconceptions and adds relatedmaterial

Empirical Support forCognitive Elaboration

• Benefits observed for both teacher andlearner, when material is taught

• The teacher receives the greatestbenefits, due to increased need toelaborate

• The learner received benefits, relativeto individuals who studied alone

Example CognitiveElaboration Task

• Peers create, revise, and edit essays

Empirical Support forCognitive Elaboration

• Collaborative writing leads to improvedcreative compositions

Comparing TheoreticalPerspectives

Slavin, 1996

Cooperative LearningTheories

• Pillars of cooperative learning• Collaborative learning model• Motivation• Social cohesion• Development• Cognitive elaboration

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Why Care About Theory?

• The cooperative learning activities youdesign will emphasize a particular set ofskills

• Classroom activities must be designedto emphasize theoretically andempirically supported factors, in order tooptimize use of class time

Teacher’s Role

• Implement empirically supportedteaching methods that increase learningof one’s educational objectives

Additional Resources• http://edtech.kennesaw.edu/intech/cooperativelearning.htm• http://www.jigsaw.org/• http://www.foundationcoalition.org/publications/brochures/acl_pii

api.pdf• www.mitre.org/work/tech_papers/tech_papers_99/peer_interacti

on/peer_interaction.pdf• http://istudy.psu.edu/FirstYearModules/CooperativeLearn/CoopL

earnInfo.htm

Academic Integrity Tutorial

• This is a portion of your In-Class Quiz 2 grade• Take the academic integrity tutorial at

http://www.yorku.ca/tutorial/academic_integrity/• You must login before taking the quiz, so your

name is associated with the tutorial• If you previously took the tutorial and received a

perfect score, you don’t need to take it again• Due Feb 7 at 2:30pm• We will look up your score; no printout is

required

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Form Groups

• About 5 people per group• Maximize diversity (ethnic, gender, etc)• You may NOT be in a group with friends

from before this course

Discuss Poster Presentation

• Choose a group topic, which is duetoday