TEACHING TOOLS

COOPERATIVE LEARNING IN ECONOMICS MARK H. MAIER and DIANE KEENAN*

Cooperative learning is a structured, systematic instructional technique in which students work together in small groups toward a common goal. W e demonstrate the efectiveness of cooperative learning with an illustrative example for teaching the labor supply curve. Recommendations for introducing the technique, forming groups, the instructor’s role during group work, grading and extensions of cooperative learning to other topics are discussed.

I . INTRODUCTION

Cooperative learning, an instructional technique in which students work to- gether in small groups, has received much attention recently as an alternative to the lecture format in college classrooms. There is growing recognition by educators that collaboration in small groups is a major ingredient in student learning. Indeed, for some college students collaboration has been documented as the most important predictor of student success.I Other edu- cational research shows that students working in groups learn more (see John- son et al. [1991]), use higher level reason- ing (Slavin [1990]), are more satisfied with their classes (Light [1992]), are less likely to drop out (Tinto [1987]), and more toler- ant of ethnic and racial differences (Kagan [1992]).

Cooperative learning encompasses a large number of structured, systematic in- class techniques that engage students in group work toward a common goal. It can be used in large classes as well as small ones. In some cases cooperative learning

* Professor, Glendale College; Assistant Professor, Cenitos College. We thank Robert L. Moore for helpful suggestions.

1. See Treisman [1985].

Economic Inquiry Vol. XXXII, A p d 1994,358-361

requires little class time; for example, the instructor may pause during a lecture to ask groups of students to process the ma- terial learned to that point.2 Alternatively, cooperative learning can be used as the primary classroom pedagogy in which students learn course material through lengthy group project^.^

Cooperative learning provides a struc- ture that overcomes many of the problems that traditionally plagued the use of alter- native pedagogy. In particular, group work fails when students are uncertain about the assignment. As a result, students spend too much time wondering what the instructor expects and often one student dominates while the majority are passive. Cooperative learning can avoid these dif- ficulties because it incorporates well-de- fined outcomes and clearly delineated roles.

In this article we describe one coopera- tive learning exercise-teaching the labor supply curve-that requires about twenty minutes of class time. The ready-to-use handout at the end is a selection from our book, Economics Live!: Learning Economics the Collaborative W a y . The bibliography at

2. See Johnson et al. [1991]. 3. Suggested by Kagan [1992].

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the end of this article lists the publications we have found most useful in applying cooperative learning to the teaching of economics.

11. TEACHING THE LABOR SUPPLY CURVE

The handout at the end of this paper is a short cooperative learning exercise for teaching the labor supply curve, suitable for an introductory level course. Before distributing the handout, explain to stu- dents why they are working in groups and how it will affect their grade. Students may resent cooperative learning if they feel ’cheated’ by those who do not contrib- ute or bring few skills to the group. Con- sequently we recommend that all cooper- ative learning products receive no grade, or at most a small percentage of the final grade. Instead, assess students on an indi- vidual basis, possibly with a short prob- lem immediately following the group ex- ercise. In addition, we recommend that each group be asked to display the supply curve on a transparency or on the chalk- board.

Cooperative learning works best when the teacher-not the students-organizes the group^.^ Because students learn best from others who are different, ideal groups will include diversity of gender, ethnicity, and academic and social skills. However, for short in-class assignments such as one described here, random group formation may be a practical necessity. One quick technique for forming groups of four students-the recommended size for most cooperative learning groups-is to distribute a deck of cards and ask the aces to assemble in one location, the twos in another and so on.

Groups work best when students liter- ally are toe-to-toe and eye-to-eye. You can help groups work together by positioning chairs close together, and as far as possible

4. See Cooper et al. [1990].

from the distraction of other groups. If possible leave a clear access lane for your- self, so that you can consult with each group.

Ask students to introduce themselves to their teammates. Because many college students are not accustomed to working together, you may need to teach this skill explicitly, perhaps using one of the tech- niques recommended in the cooperative learning 1iteratu1-e.~

During cooperative learning exercises view your role as an observer who will provide feedback after the assignment is complete. When speaking with a group, make certain that the questioner has con- sulted the other group members about the problem. For example, in step 1, a student may not fill in each blank, perhaps ex- pressing concern that no one will hire him at $25 per hour. Ask others in the group to explain why this issue does not affect the labor supply curve, and how it is a correct issue for the complete supply and demand analysis. For groups that finish early, point out the final open-ended ques- tion on opportunity cost.

111. OTHER COOPERATIVE LEARNING EXERCISES

We find that even five minutes of coop- erative learning dramatically changes our classroom dynamic. The simplest cooper- ative learning exercise, “Think, Pair, Share,” requires only short breaks in lec- ture time in which students think about a question posed by the instructor, compare their answers with one other student and then share their learning with other stu- dents. This technique may be especially effective in large classes (see Kagan [1992]). Other cooperative learning tech- niques that work well in economics in- clude cooperative debates and mutually dependent problem-solving. The small

5. Kagan [1992] and Johnson et al. [1991] discuss this.

360 ECONOMIC INQUIRY

Teams You will survey other students in your group about their willingness to provide tutoring services on your college campus.

Step 1

Before you consult your teammates, think to yourself how many hours per week you would be willing to work at the following rates of pay. . .

hours Step 2 hours

$25/hr - $20/hr -

hours $15/hr __ $10/hr - hours Will $5/hr __ hours

Report your hours to your group. Have the team add up the total hours of all group members.

Y O U

labor? h Q ul m

w 1

0 Y

E

$25/hr __ hours total for all team members $20/hr ____ hours total for all team members $15/hr - hours total for all team members $lO/hr - hours total for all team members $5/hr hours total for all team members

Step 3

Construct a market supply curve for your group for tutoring services.

QUANTITY Step 4 (# of hours)

How does your supply curve compare with those in your textbook? Does it conform to the Law of Supply?

step s Which member of your group was willing to tutor the least hours at the highest pay rate? Interview this person about his/her choices. See if you can identify the idea of opportunity cost in his/her answer.

Economics L N E

6, Kwnm k Msier

MAIER & KEENAN: COOPERATIVE LEARNING 361

group survey, used here to introduce the market supply curve, also can be used to teach the market demand curve, price elasticity of demand, Lorenz curves, Gini coefficients and the unemployment rate. We describe these and other cooperative learning exercises in Economics Live.

The consensus of the literature on coop- erative learning is that the pedagogy works best when it is introduced slowly- no more than ten percent of class time at first-and initially for material about which the instructor feels most comfort- able and in courses with which the in- structor has the most experience. We wel- come feedback from other instructors about the success or failure of cooperative learning.

REFERENCES

Cooper, James, S. Prescott, L. Cook, R. Mueck and J. Cuseo. Cooperative Learning and College lnstruc- tion: Effective Use of Student Learning Teams. Long Beach, Calif.: Institute of Teaching and Learning, 1990.

Kagan, Spencer. Cooperative Learning. San Juan Capistrano, Calif.: Resources for Teachers, 1992.

Keenan, Diane, and Mark Maier. Economics Live! Learn- ing Economics the Collaborative Way . New York McGraw-Hill, 1994.

Johnson, David, Roger Johnson, and Karl A. Smith. Active Learning: Cooperation in the College Class- room, Edina, Minn.: Interaction Book Company, 1991.

Light, Richard J. The Harvard Assessment Seminars. Cambridge, Mass.: Harvard University Press, 1991.

Slavin, Robert. Cooperative Learning: Theo y, Research and Practice. Boston: Allyn and Bacon, 1990.

Tmto, V. Leaving College: Rethinking the Causes and Cures of Student Attrition. Chicago: University of Chi- cago Press, 1987.

Treisman, U. “A Study of Mathematics Performance of Black Students at the University of California, Berkeley.” Ph.D. dissertation, University of Cali- fornia, Berkeley, 1985.