What cooperative learning is Students working together to achieve shared goals to maximize their own and each other’s learning, promote positive social.

What cooperative learning is

Students working together to achieve shared goals to maximize their own and each other’s learning, promote positive social interaction and increase academic achievement

What cooperative learning is not

Students sitting quietly in straight rows listening to the teacher talk where the teacher assumes all of the responsibility for student learning.

Group projects where one student does all of the work outside the classroom.

Task structures – the way lessons are organized

Goal structures – amount of interdependence required of students

Reward structures – the way rewards are achieved

Students work in teams to master academic objectives

Teams are made up of high, average and low achievers

Teams include a racial, cultural and gender mix of students

Reward systems are oriented toward the group rather than the individual

Academic achievement Acceptance of diversity Social skill development

Higher achievement Increased retention Increased positive heterogeneous relationships Increased intrinsic motivation Higher self-esteem Increased social support More on-task behavior Better attitudes toward teachers Better attitudes toward school More integration of disabled students

Simplification of classroom management Encouragement of student responsibility Increased time-on-task Teaching more at a faster rate Assumption of the role of facilitator rather

than purveyor of knowledge

Dewey – democratic procedures Allport – equality in the classroom Slavin – competitive cooperative learning

approaches (STAD & Jigsaw) Johnson & Johnson – elements of

cooperative learning Sharan – group investigation approach Kagan – structural approach

Positive interdependence – students believe they are in it together

Individual accountability – every member has to be accountable for learning

Face-to-face interaction – students have to be able to interact

Interpersonal and small group skills – time needs to built into the lesson for teaching social skills

Group processing - time needs to be built into the lesson for groups to assess how well they are working together

Structure how to teach social skills by identifying social as well as academic goals

Decide on group size (2-6 members)

Determine grouping (homogeneous or heterogeneous)

Structure face-to-face interaction by determining the arrangement of desks or tables

Structure individual accountability by assigning roles and responsibilities and planning how to assess individual performance

Structure positive interdependence by giving one set of materials and asking for one product

Structure group processing by planning how groups will evaluate their abilities to work as a group

Leader Reader Scribe Presenter Materials handler Time Keeper Praiser

Reporter Timekeeper Organizer Questioner Summarizer Noise Monitor Encourager

Students Team Achievement Division Jigsaw Teams/ Games/ Tournament Group Investigation Structural Approach

Think-Pair-Share Numbered Heads Together Three-Step Interview

Teaching – Teacher presents the information to be learned

Teams – Students are place into heterogeneous groups

Reading – Students receive expert topics and read assigned material to locate information

Expert Group Discussion – Students with the same expert topics meet to discuss them in expert groups

Team Report – Experts return to their teams to teach their topics to their teammates

Test – Students take individual quizzes covering all topics

Team Recognition – Team scores are computed

Teaching – the teacher provides information to be learned

Team Study – students study together in teams using a structured approach

Test – students take individual quizzes Team Recognition – team scores are

calculated

Teaching – teacher provides the information to be learned

Team Study – students study together in heterogeneous groups

Tournament – students compete in homogeneous groups

Team Recognition – team scores are calculated

Step 1 – Students select specific subtopics within a general problem area.

Step 2 – Students and the teacher plan specific learning procedures, tasks and goals consistent with the subtopics of the problem

Step 3 – Students implement the plan Step 4 – Students analyze and evaluate

information obtained and plan how to summarize for the presentation

Step 5 – Groups present the topics studied Step 6 – Students and teacher evaluate each

group’s contribution to the work of the class as a whole

Step 1 – Students listen while teacher poses a questions

Step 2 – Students are given time to think of a response

Step 3 – Students are asked to pair with a neighbor and discuss their responses

Step 4 – Students are invited to share their responses with the class

* Time limits are set for each step

Step 1 – Individual team members are numbered one to four

Step 2 – After teaching a concept, the teacher asks a question and announces a time limit for discussion

Step 3 – Students put their heads together and process the question

Step 4 – The teacher calls as number and students with that number may be asked to respond to the question representing their teams.

Students are placed into two pairs in each group.

The teacher then poses a question Step 1 – A interviews B and C interviews

D Step 2 – B interviews A and D interviews

C Step 3 - A shares what he/she learned

from B in the interview followed by B, C & D in roundrobin fashion

Adjust the group size to suit the activity Accept a higher noise level in the

classroom Experiment with different group sizes and

patterns Provide rules for group work Promote involvement by all students with

student roles

Clarifying aims and establishing set Presenting information verbally or in text Organizing students into study groups Assisting team work and study Providing recognition and evaluating

group processing

Task interdependence Social skills

Sharing Participation skills

Group skills Team building

Communication skills

Compromising – coming to an agreement by meeting half-way or giving in to other group members

Encouraging - showing understanding and helping others feel a part of the group

Gate-keeping – giving everyone a chance to speak in the group, checking to see that no one is overlooked

Clarifying and Elaborating – interpreting information or building on information from another group member

Summarizing – recapitulating and pulling shared knowledge and information

Contributing Ideas – offering ideas or opinions Listening – paying attention to others when they are

speaking

A cooperative context must be established

Cooperative skills have to be directly taught

Group members determine whether the skills are learned and internalizef

The earlier students are taught social skills, the better

Choose an approach Choose appropriate content Form student teams Develop materials Plan for orienting students to tasks and

roles Plan for the use of time and space