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improves interpersonal skills such as listening and problem solving
has the potential to socialize students to empathize with various points of view
encourages students to work together with classmates for a common cause
allows students to rise above differences that may otherwise divide them
COOPERATIVE LEARNING…
Credited to Robert Slavin, Johns Hopkins University
Students divided into teams
Clear academic criteria established
Rewards such as bonus points, prizes or privileges — motivation
Strengthens student relationships
Students tend to feel more accepted and liked by their peers
STUDENT TEAM LEARNING (STL)
Developed by Elliot Aronson, University of California, SC
aka “Expert Groups”
Student serves as both “teacher and student”
“Home Groups” study together
Students tested individually
Video: Aronson explaining Jigsaw
THE JIGSAW TECHNIQUE
Created by D.W. Johnson & R.T. Johnson
Groups of 4–5 students ideal Teacher assigns the groups a
project or goal Strategy is versatile Constructivist in nature Enhances motivation,
attitudes towards learning
LEARNING TOGETHER
Invented by Schlomo and Yael Sharan, Tel Aviv University
aka “Collaborative Problem Solving”
Underplays external rewards
Emphasizes self-regulation
Ideal for social studies, math, and computer classes
GROUP INVESTIGATION
Teacher:
— provides indirect leadership
— assists when needed
Students:
— pick their own groups
— agree on topics
— assign roles
— work out specifics
— create presentations
GROUP INVESTIGATION ROLES
Developed by Frank T. Lyman
Versatile, easy-to-use:
1). Teacher assigns individual students a theme to research
2). Students paired in small groups to share their research
3). Teacher initiates collaborative discussion / classroom debate
Video: Think-pair-share explained
THINK-PAIR-SHARE
“Cooperative learning is not simply a set of techniques.
It is not simply the status quo except in groups.
At its best, it is an entirely different way of approaching
the act of learning.”
— Alfie KohnAuthor of What To Look For In A
Classroom
Communicate clear expectations
— How will students be graded?
— What happens if they are unprepared?
— What determines students grades?
Introduce CL activities into classroom slowly
Become acquainted with class friendships and personalities
CLEARLY ESTABLISH GOALS FOR THE GROUPS
Ensure students have prerequisite academic and social skills necessary for the assignment
Review all assignment criteria with students during class time
RELATE ASSIGNMENTS TO STUDENTS’ ABILITIES
A student who hides in the group and fails to contribute is a threat to the cooperative learning process
Design the rubric and grading process carefully
Avoid group grades
INDIVIDUAL ACCOUNTABILITY IS ABSOLUTELY INTEGRAL
“Grades that are given to whole groups don’t reflect an individual’s achievement or
growth, and therefore can’t be used to document progress, provide feedback, or inform
instructional decisions.”
— Rick WormeliAuthor of Fair Isn’t Always Equal
Group time is not a chance for the teacher to catch up on their deskwork
Teachers need to monitor groups watchfully
Shy, socially awkward and autistic spectrum children are frequently targets for bullying during group work
GROUP TIME IS NOT A FREE PERIOD FOR TEACHERS
Students need time to develop trust and acceptance of their classmates
Invite students to actively contribute to the developmental processes
for future assignments
REFRAIN FROM FREQUENTLY REARRANGING GROUP MEMBERS
When creating groups do not reinforce social cliques
Pay close attention to any students who socially withdraw from the group
An ideal group is a heterogeneous mixture of students with various academic, social, racial, and gender differences
FRIENDSHIPS CAN EASILY CLOUD EDUCATIONAL OBJECTIVES
In cooperative learning groups,
pairing high achievers with low achievers does not harm
the learning and development of
the high achievers.
— D.W. Johnson & R.T. Johnson
The following behaviors interfere with success:
— Monopolizing conversations
— Criticizing group members
— Going off on tangents
— Getting consumed w/ details
— Goofing off
— Apathy / laziness
HELP STUDENTS RECOGNIZE DETRIMENTAL BEHAVIORS
When people are playing with ideas or struggling to make decisions together, conflict will happen; and it should
Guide students to work through conflicts peacefully and on their own terms
CONFLICTS WILL HAPPEN
Beals, Katherine P. (2010). Rethinking cooperative groups. Encounter, 23(4), 2-16.Henley, Martin. (2006). Classroom management: A proactive approach. Upper Saddle River, New Jersey: Pearson Education, Inc.Kohn, Alfie. (1998). What to look for in a classroom. San Francisco, California: Jossey-Bass Publishers.Nastasi, Bonnie K., & Clements, Douglas H. (1991). Research on cooperative learning: Implications for practice. School Psychology Review, 20(1), 110-121.Ormrod, J. E. (2012). Essentials of educational psychology: Big ideas to guide effective teaching (3rd ed.). Upper Saddle, New Jersey: Pearson Education, Inc.Putnam, Joanne, Markovchick, Kathryn, Johnson, David W., & Johnson, Roger T. (1996). Cooperative learning and peer acceptance of students with learning disabilities. Journal of Social Psychology, 136(6), 741-752.Schul, James E. (2011). Revisiting an old friend: The practice and promise of cooperative learning for the twenty-first century. Social Studies, 102(2), 88-93.Vermette, Paul J. (1995). Cooperative learning teams: Eight suggestions for the
novice user. Clearing House, 68(5), 278-81.Wormeli, Rick. (2006). Fair isn’t always equal: Assessing & grading in the differentiated classroom. Portland, Maine: Stenhouse Publishers.
REFERENCES