Cooperative Learning Research-Based Strategies for Increasing Student Achievement Compiled from: Classroom Instruction That Works! By: Robert J. Marzano,

Cooperative Learning

Research-Based Strategies for Increasing Student Achievement

Compiled from:Classroom Instruction That Works!By: Robert J. Marzano, Debra J. Pickering & Jane E. PollockClassroom Instruction That Works!Facilitator’s ManualBy: McRELClassroom Instruction That Works!Participant’s ManualBy: McREL

Outcomes

Students will:

learn the elements of cooperative learning

Learn what is takes for students to work successfully in cooperative groups

Identify ways to implement Cooperative Learning strategies into the classroom

Discussion Question

Table Talk Activity:

Think about your own experiences with cooperative learning as both a learner and as a teacher. Discuss with your table mates the pros and cons of using this strategy. Record your responses on chart paper.

Category Ave. Effect Size (ES)

Percentile Gain

No. of ESs

Identifying Similarities and Differences

1.61 45 31

Summarizing & Note Taking 1.0 34 179

Reinforcing Effort and Providing Recognition

.80 29 21

Homework & Practice .77 28 134

Nonlinguistic representations

.75 27 246

Cooperative Learning

.73 27 122

Setting Objectives & Providing Feedback

.61 23 408

Generating & Testing Hypotheses

.61 23 63

Questions, Cues, and Advance Organizers

.59 22 1,251

Four Planning Questions for Instruction

What knowledge will students learn?

Which strategies will

provide evidence that students have learned that knowledge?

Which strategies will help students

practice, review, and apply that

knowledge?

Which strategies will help students acquire and

integrate that knowledge?

Four Planning Questions for InstructionWhat knowledge

will students learn?

Which strategies will provide

evidence that students have learned that knowledge?

Which strategies will help students

practice, review, and apply that

knowledge?

Which strategies will help students acquire and

integrate that knowledge?

Cooperative Learning

Generalizations from the Research on Cooperative Learning

1. Organizing groups based on ability levels should be done sparingly.

2. Cooperative learning groups should be rather small in size.

3. Cooperative learning should be used consistently and systemically, but should not be overused.

Recommendations for Classroom Practice:Cooperative Learning

1. Use a variety of criteria to group students.

2. Use informal, formal and base groups.

3. Keep the groups to a manageable size.

4. Combine cooperative learning with other classroom structures.

Recommendation # 1

Use a variety of criteria to group students.

Recommendation # 2

Use informal, formal and base groups.

FORMAL GROUPS:Basic Components of Cooperative

Learning 1. Positive Interdependence

Sense of “sink or swim” together2. Face-to-Face Promotive

interaction Helping each other learn, applauding efforts and success

3. Individual and group accountability Each of us has to contribute to the group achieving its goal

4. Interpersonal and small group skills Communication, trust, leadership, decision making, conflict resolution

5. Group processing Reflecting on how well the team is

functioning and how to function even better

Rubric for Effective Interpersonal Skills

4 I actively help the group work together. I join group activities without being asked. I say what I think in a way that respects what others feel and know.

3 I join group activities without being asked. I say what I think in a way that respects what others feel and know.

2 I only join group activities when someone asks. Sometimes I say what I think in a way that hurts others’ feelings.

1 I do not join group activities, even when someone asks me. Or, I say what I think in a way that hurts others’ feelings.

Recommendation # 3

Keep the groups to a manageable size.

Recommendation # 4

Combine cooperative learning with other classroom structures.

TABLE ACTIVITY

How does the list of pros and cons about using cooperative learning that the group generated at the beginning reflect the generalizations from research and the recommended classroom practices?

Key Point # 1

Cooperative Learning is a flexible and powerful instructional strategy that should be used consistently and systematically, but it should not be overused.

Key Point # 2

Teachers should ensure that the tasks they assign to formal cooperative learning groups address the five components of cooperative learning:

1. Positive interdependence2. Face-to-face promotive

interaction3. Individual and group

accountability4. Interpersonal and small group

skills5. Group Processing

Key Point # 3

• Teachers should use a variety of criteria for grouping students and a variety of grouping structures (i.e., informal, formal and base groups).

Key Point # 4

To ensure that cooperative learning is not misused or overused, teachers should:

provide students with well structured cooperative tasks

continually monitor how well students are working in cooperative groups

what effects cooperative learning activities are having students’ learning

what feedback needs to be given to help students throughout the entire process, especially those who are not working well in their groups.