Cooperative Learning is the Most Effective Method for Learning Science Con Position.

Cooperative Learning is the Most Effective Method for

Learning Science

Con Position

Cooperative Learning-A Definition

• Bursuk and Friend (2006)-Cooperative learning: positive interdependence, face to face interactions, individual accountability, and interpersonal skills.

• “Students work together in small groups toward a common goal”

» Central Queensland University, Australia» Host of Online Collaborative Learning International

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Cooperative Learning is NOT the most effective

• Pseudoscience• Brain Research• Experts vs Novices• Other Methods are Just

as Good• Multiple Intelligences• Metacognition• Pitfalls• Notes• Moses Effect

Brain Research

• Phillips (2005)– Students need chunking as well as big picture– Making information relevant

How People LearnExperts vs. Novices

• Experts needed when extensive breadth of knowledge– Contextualize

• Experts needed when problem solving is required– Metacognition

Alternative: Model-Based Inquiry

• How Students Learn: Science in the Classroom (2005)– Genetics Unit

• Background: Mendel• Own Pedigree• Understanding of Inheritance Patterns

How are cooperative learning groups different from traditional groups?

• Grouping

• Team-building

• Interdependence

• Teacher monitoring

• Leadership

• Group reports

Are there instances, when cooperative learning groups can be useful?

• Cooperative learning can be useful for elementary students for the following reasons.

Are cooperative learning groups the best way to reinforce the development of thinking

skills in science subjects?• What are the goals of education?

• What should be the role of teachers in the classroom?

• When we give tests to students, do we give the test to the group or to the individual student? Why?

Pseudoscience!

• Johnson (2008) indicates that starting with zealous ideas of supremacy followed by filtered research is a no-no.

• Why would we be here if there were a single best learning strategy?

• SciencePercieved reality determines belief

Multiple Intelligences

• What would Howard Gardner say about this claim?

“…I am convinced that all seven of the intelligences have equal claim to priority.” “I think of the intelligences as raw, biological potentials…” (1993, p.6)

Cooperative learning alone is multiple intelligence deficient.

CL Best? Students don’t think so!

• End of semester anonymous survey

• “Doing things by our self and looking at changes and effects helps me learn.”

• Conclusion: Differentiate and/or balance

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StudentWantMore

StudentsWantLess

Hands On

CooperativeLearning

Powerpoints

Other/StatusQuo

Field Work

Nicenet

Metacognition, Prior Knowledge, Inquiry

• The tenets of learning according to How Students Learn Science in the Classroom

• Group work is not THE approach to supporting the development of metacognitive skills.

• Group dynamics can yield hazards

• “Some students may dominate the discussion and the group decisions, while others may participate little if at all.”

• Solution: more individual approaches (Bransford, J.D., & Donovan, M.S., 2005)

Metacognition, Prior Knowledge, Inquiry

MetacognitionInquiry

Prior Knowledge

Teacher modelingHands-on learning

LectureAuthentic assessmentCooperative Learning

Individual workDiscussion

Pitfalls

• Academic outcomes of cooperative learning for students with disabilities vary (as cited in McMaster & Fuchs, 2002 by Bursuk and Friend 2006).

• CL is hard to implement properly.

• According to Bursuk and Friend (2006), cooperative learning: positive interdependence, face to face interactions, individual accountability, and interpersonal skills.

Pitfalls

• Interdependence according to Covey (1989): “as we become independent-proactive, centered in correct principles, value driven and able to organize and execute around the priorities in our life with integrity…”(p187).

• Independence ≠ My students

Interdependence

Independence

Quotes by Dr. Rivas

“The goal is differentiation, the idea is to reach different types of learners.” February 21, 2007

“Teachers tend to do what is easiest or what they are used to

doing.” February 7, 2007

Moses Effect

• VERY WIDELY USED

• Positive results are only found in research if the cooperative learning is formal.

• Unfortunately, the varieties of cooperative learning most widely used are informal and lack the fundamental elements that can make cooperative learning effective. (Slavin 2003).

Research shows that cooperative learning is great.

Conclusion