ESU 6 BLUE RIVER COHORT

JANUARY 4, 2012

Cooperative Learning

Mitzi Hoback and Suzanne Whisler

“Some of us are more effective than others of us. But none of us is more effective than all of us!”

~Johnson, Johnson, Holubec, and Roy

Add Coke Video

Marzano’s Research-Based Conclusions About Cooperative Learning

Sixth highest statistical effect size involves educators’ use of cooperative learning.

Cooperative learning is NOT just putting students into small groups.

Cooperative learning CAN greatly enhance student participation, motivation, engagement, and deepen processing of curriculum content.

Benefits of Cooperative Learning

Higher achievementIncreased retentionGreater use of higher level reasoningGreater intrinsic motivationMore positive heterogeneous relationshipsBetter attitudes toward schoolBetter attitudes toward teachersHigh self-esteemGreater social supportMore on-task behaviorGreater collaborative skills

Johnson, Johnson, Holubex (1993)

David Sousa: “How the Brain Learns”

Teach Others: Immediate Use of Learning

Practice by Doing

Discussion Group

Demonstration

Audiovisual

Reading

Lecture (Tell) 5%

10%

20%

30%

50%

75%

90%

Average Retention Rate after 24 hours

What Cooperative Learning IS:

Structured and well organized

Students working together to achieve a common goal

Students learn and use social skills

Students are held accountable

Students work “eye-to-eye and knee-to-knee”

Cooperative Learning is NOT:

Students are randomly put into groups

Students give up individuality

Free ride for some and extra work for others

Low-achieving students gain at the expense of high-achieving students

What Does the Research Tell Us About the Power of Cooperative Learning?

David and Roger Johnson (1999): Five defining elements—

1 positive interdependence

2 face-to-face interaction

3 individual and group accountability

4 interpersonal and small group skills

5 group processing

Element #1 Positive InterdependenceWe Instead of Me

Sink or swim together

Each group member’s efforts are required and indispensable for group success

Each group member has a unique contribution to make to the joint effort because of his/her resource and/or role and task responsibilities

The groups need to know they have to be concerned with each other’s learning

Ways to Structure Positive Interdependence

Assign the group a clear, measurable taskAssign a role to each member of the group

Checker Reporter Recorder Encourager

Time Keeper Praiser Quiet Captain Materials Monitor

Limit the resources given to a groupJigsaw materials so that each member has

part of a set of materialsHave each member make a separate

contribution to a joint project

Element #2 Face-to-Face Interaction

Individual’s encourage & facilitate each other’s efforts to complete tasks

Teach one’s knowledge to each other

Checking for understanding

Discussing concepts being learned

Working eye-to-eye and knee-to-knee

Element #3 Individual & Group Accountability

Keep the size of the group small 2 – 4

Assign individual work after the completion of group work

Randomly examine students orally by calling on one student to present his/her group’s work

Random pick up of assignmentsObserving each groupHave students put their initials by a problem

they completed

Element #4 Interpersonal & Small-Group Skills

Social skills must be taught!Specify how you want the students to behave

while they workName specific observable, describable

behaviors Use quiet voice Stay with your group Listen to each other Contribute ideas Use eye contact

Looks Like Sounds Like

Teach Social Skills

Pairs Compare

Find a partner at your table

Make a list of social skills you want students to use in cooperative learning groups

Find another pair (not at your table) and compare your lists.

Group members discuss how well they are achieving their goals and maintaining effective working relationships

Describe what member actions are helpful and not helpful

Make decisions about what behaviors to continue or change

Don’t skip this part!

Element #4 Group Processing

Process Group Work

Cooperative Learning Rubric

Management Hints

Move around the room observing the cooperative learning groups

Establish a place ahead of time for each group to meet

Set up the group team members Make small groups

Use timersUse musicUse nonverbal signals

Cliché Picture Puzzles Task:

Name as many cliches as you can. Be sure to explain the cliché you name to your group members.

Cooperative: Everyone in the group must agree Everyone must be able to explain Every one should participate

Positive Interdependence: Resource – One cliché sheet per group Role: - Encourager, Recorder, Checker, Environment – Each group has a specific area in which to meet

Individual Accountability Take turns and put your initial by the cliché you name. One

member of the group will be called on to explain the group’s answer

Expected Behaviors Use 12” voice – Encourage each other – Ask questions

Other Cooperative Learning Strategies

Jigsaw

Inside-Outside Circle

Numbered Heads Together

One Stray

Carousel Feedback

Ways to Select Group Leaders

Birthday closest to today

Person with the most pets

Longest/shortest hair

Tallest/shortest

Vowels/consonants in names

Most pockets

Number of buttons

Point to someone

“Alone we can do so little—together we can do so much.”

Helen Keller

Four Corners

If you are the youngest child, move to the northwest corner of the room.

If you are the oldest child, move to the southwest corner of the room.

If you are a middle child, move to the northeast corner of the room.

If you are an only child, move to the southeast corner of the room.

In your groups discuss ways you can use cooperative learning in your classroom.

Quick Write

The Quick Write is a literacy strategy that is designed to give students the opportunity to reflect on their learning. This writing assignment can be used at the beginning, middle, or end of a lesson and takes only about thirty seconds to several minutes. Students are supposed to let their thoughts flow without mechanics or revisions. Short, open-ended statements are usually given.

What are the implications of using Cooperative Learning in your classroom and what Cooperative Learning strategies will you use?