The document discusses implementing cooperative learning strategies in a 5th grade technology class. It describes how students were initially off-task and not completing assignments. The teacher began allowing students to work in groups and found research showing the benefits of cooperative learning. Students' roles and the teacher's role in facilitating groups are outlined. Early results found students more on-task and comprehending material better when working with partners.

1. Cooperative Learning
Group Work Help Partners
Is it Worth it?
Amy Gierman
TE 891
November 2004

2. In the Beginning...
• 5th grade class
• Students off-task
• Incomplete assignments
• Confusion from students
• Frustrated teacher and students
• Behind on curriculum

3. An Idea!
What would happen if I allowed
the students work in groups?

4. The Research
“Cooperative Learning is a win-win situation”
(Harry Wong, 1998)
• Cooperative learning is a technique that is
becoming more and more popular in both schools
and the working world. There are many articles
focusing on Cooperative learning that offer
information on its structure, strategies, and
benefits.

5. It is no more an “I” classroom,
it is a “we” environment.
• “The instructional use of small groups so that students
work together to maximize their own and each other’s
learning” (Johnson D. & Johnson R, 2004).
• Students work together as a team, each having a
particular job, and the goal is to make sure everyone
does his/her job and also understands the concepts
being learned.
• Competition between peers is eliminated and sharing a
common fate is the objective.

6. The Teacher’s Roles
• Facilitator
• Mediator
• Motivator
• Completes the overall planning and presenting of material
• Watches students take action.
• Observing and intervening groups
• Asking open-ended questions
• Praising and encouraging group members
• Motivating students’ participation
• Facilitating student responsibility and self-evaluation
• Promoting social skills (Joubert, 2004)

7. The Groups
• The groups contain students with different
abilities and academic levels rather than groups
of close-nit friends.
• The goal is also to have students work together
who normally wouldn’t work together on their
own.
• The size of the group may vary depending on the
activity, but most recommend between 2 and 4
students per group.

8. Common Roles for Students
• Reader/leader
• Checker/helper
• Encourager
• “Gopher” (gets help when needed, gets the
needed materials)
• Time keeper
• Recorder
• (Newell, 1993, and Muskingum College, 2004).

9. Conditions of Cooperative Learning
(Johnson, D. & Johnson R., 2004, & Felder, 1994):
1. Positive interdependence (relying on one another to
achieve a common goal)
2. Individual accountability (students are responsible for
doing their share of the work and for mastery of all of the
material to be learned)
3. Face-to-face promotive interaction (providing feedback to
one another, teaching and encouraging)
4. Appropriate use of collaborative skills (trust building,
leadership, decision-making, communication, and conflict
management skills)
5. Group processing (set up and assess goals)

10. Common Rules When Using
Cooperative Learning
These rules may include, but are not limited to
• Contribute your ideas, they may be the key to the
question
• Listen to others ideas
• Give everyone a chance to speak
• Ask all teammates for help before asking the
teacher
• Use consensus to settle disputes
(Classroom Compass, 1998).

11. Benefits?
• Listening
• Questioning
• Decision-making
• Problem-solving
• Cooperation
• Enhances interests in a subject
• Motivates students
• Increases academic achievement of most students
• Divides large assignments into more manageable tasks
(Muskingum College)
• In a computer class, using cooperative learning uses the
computer as a tool, instead of the leader, and puts the
responsibility back into the hands of the students.

12. It’s Worth a Shot!

13. Research Plan
• My Purpose
• Question
• Sub-questions
• Data Collection
• Data Analysis
• Support
• Results so far

14. My Purpose
• Last year I worked with a 4th grade class that presented many challenges
(behavioral, motivational, academically). I tried many strategies with them
throughout the year, but I just couldn’t seem to get some of the kinks worked
out. Part of the challenge was time constraint; we only had two 30-minute
sessions a week, a fourth of those classes were canceled for school related
issues. Therefore, the students did not have much time to work and master the
skills they were to have learned.
• This year I have them an hour for technology, and an hour for math
technology where we incorporate math into our lessons. They are still a little
behind on what they should know compared to the other grades.
• I strongly believe that students need to work together and learn to work with
different types of people in different situations. They need to learn to rely on
each other for help instead of using the teacher all of the time. Cooperative
learning teaches decision-making, communication, and so much more. It’s
life! I plan to teach this 5th grade class cooperative learning strategies to help
with their understanding of the content in their computer class, along with
learning to work together.

15. Question
Will involving Cooperative Learning
strategies help 5th grade students
succeed and manage behaviors in
their technology classes?

16. Sub-Questions
• What strategies do they already use on their
own?
• After students are in CL groups:
– Do they work more efficiently?
– Do they comprehend the content better?
– What’s their behavior toward each other and
the teacher?
– Are their assignments more complete and of
better quality?

17. Permission Slip
September 25, 2004
Dear Parents,
I am working on my Master’s degree and taking a class in which I am to research
an area of my teaching I would like to improve or take a closer look at. I have
chosen to look at how the 5th grade technology class works together to help each
other accomplish tasks. During this time I will also be teaching cooperative
learning strategies to help them learn skills such as: decision-making,
communication, self-help skills, encouragement of team members, and much more.
The project is in the early stages of development, so there will be many changes to
my plans throughout the project. One of the things I am doing is periodically
videotaping the class working so I can look back and see how they worked
together, what language they use when working together, and determine how I can
help them work better. From time to time I may be interviewing and tape
recording students, taking notes and possibly photographs. I also plan to use
student work to help determine if the cooperative learning strategies have improved
the quality and completeness of the children’s work.
At this point I can’t be sure what will be used for the final presentation, but I would
very much appreciate having your permission to use quotes given by your child or
photographs of your child working in the classroom. Please sign the bottom of this
slip and return it to me.

18. Permission Slip Continued
If you would like to discuss this further, please call me at school before or
after school, or between 11:45-12:30 to set up an appointment ~
871-4581.
Thank you,
Miss Gierman
I grant permission for the use of the material as described above.
Child’s name: _____________________________
Parent or guardian’s signature: _____________________________
Date: ___________________

19. Data Collection
• During this first phase I will survey students to find out who they seek help from, whether they
feel confident with the content being taught, and what they think would help them succeed in
the class.
• I will do my best to use a notebook during class to write down observations. If this is not
completed during class time, I will use my prep time and/or after school hours to recap the
happenings of class.
– I may use a possible system as used in our book to remind myself what type of
language was used by students in particular groups/partnerships. The code will
be as follows:b
• D: directing, telling what to do
• H: asking for help
• WH: help on work being done
• S: social
• TH: asked the teacher (me) for help
• O: asked someone outside of their group for help
• I will videotape various groups/pairs of students during work time.
• I will take photographs of students working.
• Towards the end of the data collection period, I will survey or interview students to find out
their views about cooperative learning and how it is working or not working for them. (This
interview/survey questions will be drawn up later based on the observations).
• I will collect student work to check for completeness and understanding of technology content.

20. Data Analysis
• I watched the video tapes at home where it is quiet and I could focus
on listening while relaxing. I took notes while watching the tapes and
transcribed conversations.
• I read my teacher notebook after the second computer class of the
week, and made sense of any scribbles of notes that I took and make
them more detailed if needed.
• The photographs provided a still visual of my students working (or not
working) in their cooperative learning groups--I could not get the
photos to work with this presentation though :(
• The students’ completed assignments helped me to evaluate whether
groups were making sure everyone was succeeding and understanding
the content, and whether assignment completion has improved.

21. Support
• Linda-the paraprofessional that works in my
classroom occasionally
• Nancy Stilson-I will talk with her
occasionally to brainstorm strategies.
• My mother to help me brainstorm ideas and
to keep me sane.
• Connie-the 5th grade teacher to share ideas
that work and do not work in our
classrooms and to encourage each other
throughout the process.

22. What Happened?
Stage 1
• When I first introduced Cooperative Learning to my 5
graders and told them they would be working with a partner,
they’re eyes lit up. I let them choose their own partners this
time.
• It was interesting to see who was being chosen for partners.
– Some chose friends, but then others surprised me (choosing someone
they didn’t usually hang out with, and then others having a hard time
because they’re friend had already been chosen).
• At this point, there was still a lot of asking me for help, and I
redirected them to their partner before I answered. I found
then, that many partners did not KNOW the answer!
– For example: Matthew, a previous student who wasn’t up to speed on
the computer, was paired up with a new student who had little
experience.
– There was a LOT of social talking going on at this time as well.

23. What Happened?
Stage 2
• I chose the partners! (moaning and groaning)
• Some students were disappointed with their partners.
• Students were researching insects and doing an individual assignment,
but were to use their partners for help before they came to me.
• Most students were working well together, but not all
– Ashley T. and Kenzie, who were not partners engaged in much
talking.
– Some students were goofing around and laughing instead of
working.
– Some students were skipping directions instead of following each
step.
After some guidance from me, students were on task. I even noticed
one student giving guidance for another task to someone without
me asking!

24. The Survey
(and common answers)
• What did you think about completing assignments
together? (It was sometimes hard to agree and make a
decision).
• Did you like working individually or with a
partner or group? (Most liked completing individual
assignments, but benefited from their “Help Partner”).
• Once we switched to “Help Partners,” was it easier
to get help than waiting for me?(A LOT easier)
• What would you change to make this method of
learning better? (Many felt that choosing their own help
partners would be a nice change).

25. Results So Far...
• Students on-task most of the time
• Students understand the material better
• Students are in their seats more
• I’m not running from one side of the room to
the other going crazy trying to help people. I
can walk around the class and check students
work more thoroughly.
• Assignments are far more complete and
correct!
• Students are learning to work with others and

26. The Future
This method of using
“Help Partners” will continue
throughout the year and in years to
come. The strategies will be
revamped and modified as needed.

27. References
• Brent, R., & Felder, R. (2001). Effective strategies for cooperative learning. J.
Cooperation and
• Collaboration in College Teaching. 10(2), 69-75. Retrieved September 17,
2004 from http://www.ncsu.edu/felder-public/cooperative-Learning.html
• Cooperative learning. SEDL-SCIMAST Classroom Compass. (Fall 1998, V1,
n 2).
• Retrieved September 18, 2004 from
http://www.sedl.org/scimath/compass/v01n02/
• Felder, R. (1994). Cooperative learning in technical courses: procedures,
pitfalls, and payoffs.
• (ERIC Document Reproduction Service Report ED 377038). Retrieved
September 13, 2004 from
http://www.ncsu.edu/felder-public/Papers/Coopreport.html
• General-Purpose Learning Strategies: Group and Cooperative Learning.
Muskingum College
• Center for Advancement of Learning. Retrieved September 14, 2004 from
• http://muskingum.edu/~cal/database/group.html

28. References Continued
• Johnson, D., & Johnson, R. (n.d.). Retrieved September
18, 2004 from the University of Minnesota, The
Cooperative Learning Center Web site:
• http://www.co-operation.org/pages/cl.html
• Joubert, T. (n.d). Roles and social interaction. Retrieved
September 18, 2004 from
• http://hagar.up.ac.za/catts/learner/cooplrn/c1.html
• Stilson, N. Personal Communication, September 12 and
17, 2004.
• Wong, H., & Wong, R. (1998). The first days of school.
Mountain View, CA: Harry K. Wong
• Publications, Inc. 245-267.