Cooperative learning

Cooperative learning

• 1.
  Cooperative Learning An Overview
• 2.
  Definition  What it IS  What it IS NOT  Based on theory and work of Johnson and Johnson
• 3.
  Cooperative Learning is… Applied Social Psychology  Intentional structuring of learning goals – to promote Positive Interdependence – Intentional structuring of learning goals so that students are encouraged to engage in Promotive Interaction  Promotive Interaction is more likely to occur when there are 5 key elements intentionally structured and monitored throughout the lesson.
• 4.
  Learning Goals canbe structured 3 different ways:  Cooperatively  Competitively  Individualistically
• 5.
  Competitive Learning Goals One person can obtain her goal if and only if the other fail to obtain theirs  Negative Correlation Among Goal Attainments  Negative Interdependence  “If I swim, you sink; If you swim I sink.”  Individual Goals  Comparative (Norm referenced) evaluation  Winners are rewarded
• 6.
  Individualistic Learning goals  Each person’s goal attainment is unrelated to the goal attainments of others  No correlation among goal attainments  No Interdependence  “We are each in this alone.”  Individual Goals  Evaluation is criterion referenced and may be limiting.  Rewarded for own product.
• 7.
  Cooperative Learning  Whenone person achieves his goal, ALL others achieve their goals  Positive correlation among goal attainments  Positive Interdependence  “We sink or swim together.”  Group Goal  Evaluation is criterion referenced and encouraging.  Rewarded for group product.
• 8.
  Interaction Patterns OPPOSITIONAL: PROMOTIVE: Encouraging Discouraging and obstructing and facilitating each other’s each other’s efforts to efforts to achieve achieve. NO INTERACTION.
• 9.
  Research Findings 1. Achievementand retention 2. Critical thinking and higher-level reasoning 3. Differentiated views of others 4. Accurate understanding of others’ perspectives 5. Liking for classmates
• 10.
  Research Findings, cont. 6.Liking for teacher 7. Positive expectations toward future interactions 8. Liking for subject areas 9. Social Skills 10. Psychological health 11. Self-esteem
• 11.
  5 Key Elements of Effective Cooperative Learning Groups  Positive Interdependence  Individual Accountability  Face-To-Face Interaction  Direct Instruction of Social Skills  Processing
• 12.
  Positive Interdependence  Message from teacher  Fates are tied together  In your interest to help / be helped  One set of answers from  Encourages helping each other the group  One worksheet  Jigsaw materials (information)  One set of materials / tools to share  Bonus points  Same grade for everyone  Different colored pens Without Positive Interdependence there may be no motivation to cooperate.
• 13.
  Individual Accountability  The message the teacher  Using signatures gives to the students that  Individual Tests tells them:  Different Colored Pens 1. You must do your fair  Spot Checking as share of the work. Students Work 2. You must master the  Randomly Calling on material being learned. Students 3. You will be held accountable for your share of the work and mastering the learning.
• 14.
  Face-To-Face Interaction  Themessage that  Sit at round tables so students: they can easily see  have a group, and hear one another.  need to work with their  Designated areas on group, the floor (islands)  need to stay with their  Space between the group, groups so the teacher  Work synchronously can move between groups.  “Stay with your group.”
• 15.
  Direct Instruction ofSocial Skills  Intentionally teaching social skills like any other skill.  T-chart (looks like / sounds like)  Structure regular  Role Play what “listening” is and is not. opportunities for students  Discuss how it feels to be to learn, practice and be listened to / ignored. evaluated on social skills  Ask students to think of a time until they become when they were listened to. automatic. How did it feel?  Establishing a need for the social skill  Positively framing rules as skills  Include Social Skills in each lesson
• 16.
  Processing  Thumbs up or Thumbs down  Rate yourself  Intentionally structured  What did someone in your time group do / say that let you  Reflect on how well we know you were being listened worked together / used our to? social skills (social skills)  Observer gives data  Reflect on how well we (feedback); Discuss completed our work  Write an goal for improving / (academic) maintaining the high quality of  Review data, listening for tomorrow’s work.  Make a goal for next time  Name 3 things your group did well in working together.  Name 1 thing your group could do even better next time.
• 18.
  Cooperative Learning Lesson Plan Components  Lesson Objective  Statement of Task  Group Size (positive interdependence)  Seating Arrangement (face-to-face)  Evaluation (individual  Assignment of Roles accountability; include social skills)  Materials  Processing (reflection,  Social Skills (directly how well we worked taught) together, how well we mastered learning)
• 19.
  Formulating Objectives & Making Decisions  Specify Instructional Objectives  Decide on Size of Group  Assign Students to Groups  Arrange the Room  Plan Instructional Materials to Promote Interdependence  Assign Roles to Ensure Interdependence / Support Learning Social Skills
• 20.
  Structuring Task &Interdependence  Explain the Academic Task  Structure Positive Goal Interdependence  Structure Individual Accountability  Structure Inter-group Cooperation  Explain Criteria for Success  Specify Desired Behaviors
• 21.
  Monitoring & Processing Monitor Students’ Behavior  Provide Task Assistance  Intervene to Teach Collaborative Skills  Provide Closure to Lesson  Evaluate Quality and Quantity of Student’s Learning  Assess How Well The Group Functioned  Set Goals
• 22.
   WHAT CHILDREN CAN DO TOGETHER TODAY, THEY CAN DO ALONE TOMORROW. – Vygotsky, 1965