9 co operative learning

8/14/2019 9 Co Operative Learning

1/30

Cooperative Learning


2/30

The best answer to the question,What is the most effectivemethod of teaching? is that itdepends on the goal, the student,the content, and the teacher. Butthe next best answer is, Studentsteaching other students.

(Wilbert McKeachie)


3/30

CooperativeLearning

Definingconditions

Structures &

benefits

Formingteams

Positiveinterdepende

nce

Individualaccountabili

ty

Conflictmanageme

nt

Overcoming

resistance


4/30


5/30

Cooperative LearningStudents work ingroups on structuredlearning tasks under conditions that meet five criteria:


6/30

CL Criteria

Positiveinterdependence

Individual accountability

Face-to-faceinteraction

Appropriate use of interpersonal skills

Regular self-assessment of group functioning


7/30

Cooperative learning is not students sitting around a table studying

together group projects with one or two students doingall the work

Cooperative learning implemented

properly minimizes or eliminates theproblems that invariably occur in poorlyimplemented group work.


8/30

Overview

What is cooperative learning? CL structures Benefits Implementation tips


9/30

Team Homework

Assignments done by teams

Only names of participants on final product One grade per team, adjusted for individual

performance For problem sets, solutions outlined

individually, completed by team. Option: Individual outlines and group solutionturned in


10/30

Team Projects

Project (design, lab, classpresentation) done by

teams Specialized trainingprovided for individuals(Jigsaw)

One grade per team,adjusted for individualperformance


11/30

JIGSAW (For projects with clearlyidentifiable subtasks)

Form home teams.

Form expert groups, providespecialized training

Regroup in home teams, completeassignment


12/30

Peer Feedback

Individuals or project teams help each other

brainstorming ideas critiquing first drafts proofreading final product

Collect and grade critiques to help studentsimprove critical thinking skills


13/30

Structured Controversy

Topic with well-documentedpositions and complexity (ethical,safety, environmental issues)

Structured debate in pairs or groups of 4 Groups have goals to

(1) reach consensus on theissue, (2) master all the materialrelevant to each side asmeasured by a test, and (3) write

a group report.


14/30

Testing

Pairs Testing. Studentstake test in pairs assignedby the instructor.

Individual TestPair (or Group) Test. Students take test

individually Same test is given to pairs

or groups


15/30


16/30

Exercise

Thousands of research studies haveshown that CL, properly implemented,offers a number of benefits to students &instructors.

Speculate on what the benefits are .


17/30

CL Benefits

student-faculty and student-student interaction

information retention and grades higher-level thinking skills attitudes toward subject, motivation to

learn it

Improved


18/30

teamwork, interpersonal skills communication skills understanding of professional environment

self-esteem, level of anxiety (less emphasison competition)

race, gender relations (maybe)


19/30

PLUS , far fewer (andbetter) papers to mark


20/30

Why It Works

Active/interactive learning. Individuals get stuck, give up. Groups

keep going. Students see & learn alternative

strategies.

Students, like professors,learn best what they teach.


21/30

Overview What is cooperative learning? Formal CL activities Benefits Implementation tips


22/30

Forming CL Teams 3-4 person teams for most

applications Form formal CL teams yourself.

Criteria:Mixed ability levels

Common blocks of time to meet outsideclass

Early in the curriculum, dont let at riskunderrepresented populations (e.g. womenin engineering) be outnumbered in groups.


23/30

To get ability heterogeneity within each team:Option 1: Form groups using grades inpre-requisite courses or on collegeentrance examinations. (First-day survey)

Option 2: Form practice groups randomly.After first test (2-3 weeks), re-form groupsusing test results.


24/30

First-day survey. Ask students for - Gender (optional)- Ethnicity (optional)- Grades in selected courses

- Times not available during week for groupworkForm groups following given guidelines basedon survey responses.


25/30

(Option for homework teams) Re-formteams once during the course.

(Option for project teams)Announce project topics, uselottery system to let studentssign up for preferred topics.

Note: Self-selected teams are better thanno teams at all.


26/30

Assign different roles (coordinator,

checker, recorder, monitor,...) androtate roles.

Use Jigsaw

Give bonus on test (2-3 points) togroups in which the team average is(say) 80 or higher.

Promote positive interdependence


27/30

Primarily individual testing Call randomly on team

members to present or

explain results Peer ratings of team citizenship Last resort options

Require individual accountability


28/30

Periodic self-assessment

of team performance Are we meeting our goals and

expectations?

What are we doing well? What needs improvement? What (if anything) will we do differently

next time?


29/30


30/30

Ce le b r a te S u c c e s s

9 co operative learning

Documents