3. Definition
• Cooperative Learning is a teaching arrangement
that refers to small, heterogeneous groups of
students working together to achieve a common
goal (Kagan, 1994).
• Cooperative Learning is the instructional use of
small groups so that students work together to
maximize their own and each other’s learning. –
Johnson & Johnson
6. The basic elements are PIES:
• Positive Interdependence - occurs
when gains of individuals or teams are
positively correlated.
• Individual Accountability - occurs when all students
in a group are held accountable for doing a share of
the work and for mastery of the material to be
learned.
• Equal Participation - occurs when each member of
the group is afforded equal shares of responsibility
and input.
• Simultaneous Interaction - occurs when class time is
designed to allow many student interactions during
the period.
7. Positive Interdependence
– Success of one is linked to the success of the other(s)
– Mutually dependent on one another
• “Is a gain for one, a gain for another? Is help
necessary?”
Individual Accountability
– Each student accountable for some public display
* “Is individual public performance required?”
Equal Participation
– Everyone must participate
* “How equal is the participation?”
Simultaneous Interaction
– Students are participating frequently
* “What percent are overtly active at once?”
Kagan pgs. 5.9-5.12
8. Group Work vs. Cooperative Learning
GROUP WORK
• 25% of kids engaged
• Not all kids will reach
mastery
• Research shows that
when teachers move
from independent seat
work to group work,
scores went down.
COOPERATIVE LEARNING
• Everyone engaged
• Process/think time
• Social Skills
• Communication skills
• Safety
• Equal time
• Voice – opportunity to be
heard
• Mastery increases
9. Cooperative Learning = structures
to ensure students work together
well
•all students participate
•all held accountable for their
contributions and learning
•maximally engaged
•work together toward shared
team goals
--Kagan p. 5.1
17. Cooperative Learning Key Concepts
• Teams
• Will
• Management
• Skills
• Basic Principles
• Co-op Strategies
18. Teams
How many students should be on each team?
• Teams of 4 are ideal.
How do I form teams?
• Heterogeneous, homogeneous and random:
Heterogeneous groups are assigned by the teacher
and are long term. Occasional breakouts into
homogeneous or random groups allows variety.
How long should teams stay together?
• 5 to 6 weeks allows teammates to bond and form a
team identity.
19. Will
What should I do if my students don’t want to
work together?
• Students must have the will to cooperate.
• Teambuilding and class building create this will.
Should I assign group grades to motivate teams?
• Because they are unfair and undermine
motivation, group grades should never be used.
20. Management
How do I arrange my classroom?
• Group students together to form teams.
How do I manage the increased noise of a cooperative
classroom?
• The quiet signal
• Assigning roles
• Team questions
• Model, model, model
What do I do if teams finish early?
• Have something in the wings, such as a sponge
activity or a challenge problem.
21. Management – cont.
How do I get my students to understand what I want
them to do as a team?
• Model, model, model
• Give instructions in small pieces.
How should I handle student questions?
• “Three before me” rule
How do I handle the “difficult” students?
• Teachers report fewer discipline problems in a caring
and cooperative classroom.
• Students need social skills to work together well.
22. Skills
What social skills are emphasized
in cooperative learning?
• Listening
• Conflict resolution
• Tutoring
Four teacher tools facilitate learning social skills
1. Roles and gambits
2. Cooperative strategies
3. Modeling, reinforcement and practice
4. Reflection and planning
23. Basic Principles of Cooperative
Learning
• PIES
• If PIES are in place it is good,
cooperative learning
• If PIES are not in place,
it is group work
24. Structures
What is a structure?
• Content-free, repeatable sequence of steps
designed to structure the interaction of
learners with each other, the curriculum,
and/or the teacher
How many structures are there?
• There are many cooperative strategies each
designed to achieve different objectives
• More than 150 Kagan structures.
25. Before Implementation
1. Develop positive classroom
environment and cooperative
climate
2. Consider group size
3. Decide how long groups will
work together
4. Determine academic and
behavioral/interpersonal
objectives
5. Plan for the room arrangement
6. Prepare materials
7. Determine roles for the group
members
26. Implementation
1. Explain what will occur
2. Clearly explain the assignment
3. Avoid the temptation to “lead” the groups
4. Monitor and assist as needed
5. Evaluate each groups' performance/product
6. Have the groups assess how well they
worked together
27. 7 Keys: from Kagan
Structures
Teams
Management
Classbuilding
Teambuilding
Social skills
PIES
28. Indicates how Cooperative Learning fits into
our Danielson Growth Tool
Planning &
Preparation
The Classroom
Environment
Professional
Responsibilities
Knowledge of:
Content & Pedagogy
Students
Instructional Outcomes
Resources
Designing Coherent
Instruction
Designing Student
Assessments
Respect and Rapport
Culture for Learning
Managing Classroom
Procedures
Managing Students
Behavior
Organizing Physical Space
Communication with
Students
Questioning and
Discussion Techniques
Engaging Students in
Learning
Using Assessments in
Instruction
Flexibility and
Responsiveness
Reflecting on Teaching
Maintaining Accurate
Records
Communicating with
Families
Participating in the
Professional Community
Growing and Developing
Professionally
Showing Professionalism
Instruction
29. Resources
• Kagan, L., Kagan, S., & Kagan M. Kagan Cooperative
Learning: It’s All About Engagement. San Clemente, CA:
Kagan Publishing, 2009
• http://www.co-operation.org/home/introduction-to-
cooperative-learning/
• http://www.ascd.org/publications/educational-
leadership/oct14/vol72/num02/Making-Cooperative-
Learning-Powerful.aspx
• https://www2.ed.gov/pubs/OR/ConsumerGuides/coop
lear.html
• http://www.successforall.org/elementary/powerful-
instruction/our-instructional-design/cooperative-
learning/
• http://www.behavioradvisor.com/CoopLearning.html
Editor's Notes
Clipart corkboardcommections.blogspot.com
NORMS FOR TODAY – quick, quiet signal – quickly get there
Think about the difference between cooperative learning and group work.
Cooperative Learning is a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal (Kagan, 1994).
Students work together to learn and are responsible for their teammates' learning as well as their own. The basic elements are:
1. Positive Interdependence - occurs when gains of individuals or teams are positively correlated. 2. Individual Accountability - occurs when all students in a group are held accountable for doing a share of the work and for mastery of the material to be learned. 3. Equal Participation - occurs when each member of the group is afforded equal shares of responsibility and input. 4. Simultaneous Interaction - occurs when class time is designed to allow many student interactions during the period.
Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning. – Johnson & Johnson
COOPERATIVE LEARNING VS GROUP WORK
Group work – students put together, work – learn, project, presentation – cooperation is the goal – not always realized
Cooperative Learning – structures to ensure students work together well
all students participate
all held accountable for their contributions and learning
maximally engaged
work together toward shared team goals
--Kagan p. 5.1
PIES
Positive Interdependence – success of one is linked to the success of the other – and – mutually dependent on each other
Individual Accountability – each teammate accountable for his/her own achievement
Equal Participation – Everyone participates
Simultaneous Interaction – participating frequently
NO TIME
Stand Up, Hand Up, Pair Up – (singles bar) introduce self
Example of group work that didn’t go well – why – Share out some Why’s
Example of group work that did go well – why – Share out some Why’s
I started off with getting you moving and pairing – setting the expectation that we will be doing that this session
I start off with life experience – it’s low risk, no right/wrong answer, builds confidence and begins trusting
Clipart = imgbuddy.com clipartof.com
Everyone create their own PIES notes
THINK, PAIR, SHARE -- discuss with partner what you are putting down
P – critical info noted, check on each other
I – graphic
E – all make graphic, share with partner
S – all working at same time, sharing at same time
Read from Kagan book, p. 5.9
ENGAGEMENT = thinking + motivation
Use Stand Up – Hand Up – Pair up for partners to discuss: How does Relevance – support engagement? – 2 minutes each regrouping
Regroup –each share one idea from previous discussion and add discussion about Choice.
Regroup – each share one idea from Relevance and Choice and add discussion about Interest
Regroup – each share one idea from Relevance, Choice and Interest and add discussion about Collaboration
P – share ideas to understand, more ideas from others
I – All moving, sharing
E – turn taking
S – all participating
John Guthries work
relevance -- low relevance for me to learn to speak Chamicuro (8 people in Peru) – high relevance for Norwegian – I want to go there someday
choice – choose a language I want to travel to – College requirement but you get to choose the language
interest – travel in 2 years???? Interest level raises
collaboration – others make it easier, fun
Clipart = Cliparts.com
LEARNING – our goal as educators
Increase Engagement = increase in learning
ELA
Kindergarten - identifying individual sounds in words
12th grade - Evaluate the effectiveness of the structure an author uses in his or her argument.
MATH
Kindergarten - Represent addition and subtraction with objects
HS Algebra - Prove polynomial identities and use them to describe numerical relationships.
Clipart = ClassroomClipart.com
Academic, Behavior, Social – from CI3T -- Motivation from Engagement
4 Corners structure – everyone choose one of the 4 on the slide, go to a corner, discuss the question on the slide , share out -- break groups into smaller groups of 4 – use pom poms for everyone share – quick sound bites – not a disertation
example: - fishbowl, pass the pom-pom with hands open (hands down = not ready, hands at side = I had a turn)
relevance – I need to make sure objective/thinking is relevant – the why of what we are learning
- relevance help me remember to teacher the reader not the book – why is the skill we are learning important to this text – AND other texts
Thinking/Objective: -- Why should I use Cooperative Learning with my students?
Motivation – Relevance = MY students and Me, Choice = which corner topic, Interest = need for all 4 above, Collaboration = small group, pom-pom pass
P (Positive Interdependence) = group gains, share out and everyone gains
I (individual accountability) = me choose who from group shares
E (Equal Participation) = toss the ball to share, hand out – open when ready to share – hand down when you have shared
S (Simultaneous Interaction) = all listen so not repeat,
Research says:
Higher achievement
Closing achievement gap
Improve race relations
Socialization
Communication skills
Self esteem
Long-term retention
On-task behavior
Higher-level reasoning
Generation of new ideas
Transfer of what is learned
Intrinsic motivation
Achievement motivation
Positive attitudes toward learning and school
Kagan 3.2--3.7
Cooperation promotes considerable greater effort to achieve than do competitive or individualistic efforts. Effort exerted to achieve includes such variables as achievement and productivity, long-term retention, on-task behavior, use of higher-level reasoning strategies, generation of new ideas and solutions, transfer of what is learned within one situation to another, intrinsic motivation, achievement motivation, continuing motivation to learn, and positive attitudes toward learning and school. - Johnson & Johnson
An important aspect of school life is engagement in learning. One indication of engagement in learning is time on task. Cooperators spent considerably more time on task than did competitors (effect size = 0.76) or students working individualistically (effect size = 1.17). In addition, students working cooperatively tended to be more involved in activities and tasks, attach greater importance to success, and engage in more on-task behavior and less apathetic, off-task, disruptive behaviors. Finally, cooperative experiences, compared with competitive and individualistic ones, have been found to promote more positive attitudes toward the task and the experience of working on the task (effect-sizes = 0.57 and 0.42 respectively).– Johnson & Johnson
Quality of relationships includes such variables as interpersonal attraction, liking, cohesion, esprit-de-corps, and social support. The degree of emotional bonding that exists among students has a profound effect on students’ behavior. The more positive the relationships among students and between students and faculty, the lower the absenteeism and dropout rates and the greater the commitment to group goals, feelings of personal responsibility to the group, willingness to take on difficult tasks, motivation and persistence in working toward goal achievement, satisfaction and morale, willingness to endure pain and frustration on behalf of the group, willingness to defend the group against external criticism or attack, willingness to listen to and be influenced by colleagues, commitment to each other’s professional growth and success, and productivity (Johnson & F. Johnson, 2009).
There are over 175 studies that have investigated the relative impact of cooperative, competitive, and individualistic efforts on quality of relationships and another 106 studies on social support (Johnson, 2003; Johnson & Johnson, 1989, 2005). As Table 2 shows, cooperation generally promotes greater interpersonal attraction among individuals than does competitive or individualistic efforts (effect sizes = 0.67 and 0.60 respectively). Cooperative experiences tend to promote greater social support than does competitive (effect-size = 0.62) or individualistic (effect-size = 0.70) efforts. Stronger effects are found for peer support than for superior (teacher) support. The high-quality studies tend to have even more powerful effects.
Finally, there is evidence that cooperation promotes more frequent use of higher level reasoning strategies than do competitive (effect size = 0.93) or individualistic (effect size = 0.97) efforts. Similarly, cooperation tends to promote more accurate perspective taking than do competitive (effect size = 0.61) or individualistic (effect size = 0.44) efforts. Thus, the more cooperative learning experiences students are involved in, the more mature their cognitive and moral decision making and the more they will tend to take other people’s perspectives in account when making decisions.
-- http://www.co-operation.org/home/introduction-to-cooperative-learning/
Clipart = tech.com
TEAM BUILDING
TIMED PAIR SHARE - Which of the above is the greatest incentive for you to use Cooperative Learning and why?
Think – 30 seconds
Partner A Share 30 seconds – Partner B responds positively
Partner B Share 30 seconds – Partner A responds positively
Research about team work
Kagan
boosts Academic Achievement
Closes the achievement gap
Improves race relations
Increases development of understanding, compassion, empathy
Increases communication and language acquisition skills
Increases self-esteem
Increased motivation
Fewer discipline problems
Increased higher level thinking
Johnson & Johnson
more involved in activities and tasks,
attach greater importance to success,
engage in more on-task behavior and less apathetic, off-task, disruptive behaviors.
promote more positive attitudes toward the task and the experience of working on the task
The more positive the relationships among students and between students and faculty,
the lower the absenteeism and dropout rates and the greater the commitment to group goals,
feelings of personal responsibility to the group,
willingness to take on difficult tasks,
motivation and persistence in working toward goal achievement,
satisfaction and morale,
willingness to endure pain and frustration on behalf of the group,
willingness to defend the group against external criticism or attack,
commitment to each other’s professional growth and success,
productivity
Johnson & Johnson
Team building with:
class
group
pairs
Groupings:
heterogeneous, homogeneous, random teams, student-selected teams
purposes:
academic
behavior
social
groups: determine the purpose and post a list to use throughout the semester/trimester
peanut butter & jelly, ham and cheese, mac & cheese, salt & pepper,
hiking & boots, red & blue, ying & yang, cat & mouse, moon & stars,
Clipart = la.com.vn
More info needed than a 10 minute quick glance/refresher.
Before implementation:
Develop positive classroom environment and cooperative climate
Consider group size
Decide how long groups will work together
Determine academic and behavioral/interpersonal objectives
Plan for the room arrangement
Prepare materials
Determine roles for the group members
Implementation
Explain what will occur
Clearly explain the assignment
Avoid the temptation to “lead” the groups
Monitor and assist as needed
Evaluate each groups' performance/product
Have the groups assess how well they worked together
http://www.behavioradvisor.com/CoopLearning.html
Clipart = dnaevolution.com.au
