cooperative learning guidebook

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ii | Send any comments about this guidebook or Method to: comments@cypq.orgii | Send any comments about this guidebook or Method to: comments@cypq.org

�e David P. Weikart Center for Youth Program Quality,

� � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � ! � � � � � � � � � � � � � � � � � � � � � � " � � � � � � � � � � � � � � � " � � � � � � � � � � � " � # � � � $ � � $ � " � � � � � � � � � � � � $ � � " � � � � % � � " � � & � � � � � � � � � � � � & � � � � � � � � � � � � � � � � " � � & � � � � � � � " � � � � � � ' ( � � ) � � * � � � + � � � � �� � � � � � � ! � � � � � � ! � � � � � � � � � � � � � , � � � � ! � � � % � � " � � & ' ) � � � � � � � � � � � � � ! � � � � � � � � � " � � � � � � � � � � �� � � � � � � � � � � � � � � � � � � � � � � " " � � � � � � ! � � � � � � � � � � � � � � � - � � ! � � � . � � " � � & � � � � � � � � � � � � � �� � � � � � � � � � � � � � & � � � � � � � � � � � � � � � ! � � � % � � " � � & � � & � � � � � � � ! � � � � '� � � � � � � � ) � � * / � � � � � � � � � � � � � � � � � � � � ! � � � � � � � � * � � ! � � � & � � � � ' ) � � � � � � & � � # � " � � � �� � � � � � � � � � � � � � � � � � � � � $ � � $ � � � � � " � � � � � � � ! � � � � � � � � � � � � � � � � � � � � � � � � � # � � " " � � � � * � " " � �� � 0 � � � � � � � � � � � � � " � � � � � � � * � � � � � � � � ! � � � � � # � * � � � � � � � � � � � � � � � � � � � � � � � � � � �� � � � � ) � � * / � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � # � � " � � ! � � � � � � � � � � � � � � � � " � � � � � � �& � � � � '1 2 3 4 5 6 7 8 2 6 4 9 : 3 4 5 ; 4 < = ; = > ? ? ? @ A B : C @ 2 6 D @

Bringing together over !"y years of experience and the latest research,

E F G H I F J F J H K H L M N O P K L Q F R S T U UV R L J W P F J Q X K Y F Z [ G H J V \ ] F H ^ [ R K _ F M K F R ` L R a L W K Y V R L b R [ c d W [ e H K X N [ J H G H I H L M L ` f Y F g L R W c ` L R a L W K Y h M G F I K c F M K \Ravi Ramaswami, Anna Gersh, Gina McGovern, & Tom Akiva

i S T U U f Y F g L R W c ` L R a L W K Y h M G F I K c F M K \ j e e E H b Y K I R F I F R G F J \ V [ R K I L ` K Y H I R F k L R K c [ X Q F l W L K F JL R W I F J [ I e L M b [ I K Y F [ W K Y L R I [ M J K Y F g L R W c ` L R a L W K Y h M G F I K c F M K [ R F R F P L b M H m F J \ n L k [ R K L ` K Y H Ik W Q e H P [ K H L M c [ X Q F R F k R L J W P F J L R K R [ M I c H K K F J ` L R P L c c F R P H [ e k W R k L I F I o H K Y L W K k R H L R k F R c H I I H L M` R L c K Y F g L R W c ` L R a L W K Y h M G F I K c F M K \g L R ` W R K Y F R H M ` L R c [ K H L M L R K L R F l W F I K k F R c H I I H L M I N k e F [ I F P L M K [ P K K Y F Z [ G H J V \ ] F H ^ [ R K _ F M K F R` L R a L W K Y V R L b R [ c d W [ e H K X [ K U S p V F [ R e q K R F F K N q W H K F r T U N a k I H e [ M K H N s H P Y H b [ M p t U u v \V Y L M F w v x p \ u r U \ r u T T \ y c [ H e w H M ` L z P X k l \ L R b \ ] F Q w o o o \ P X k l \ L R b

( � � & � � � � � � � " � � � � � � � � � � � � � � � � � � � # � � � � � � � � � � ! � � � � � � � ! � � � " " & � � � " � � � � � � � � � � � � � � � { � ! � | � � � � | � � � � � ) � � * � � � � � � � ( � � � � } � � � � � � � ~ � � � � � " � � � � � � " " � � � �� � � � � � � � � � � � � � � � | ' � � � � � " � � � ~ � � � � � { � ! � | � � � � � � � � � � � � � � � " � � � � � � � � � � � � � � * � � �" � � � � � � ! � � � � � � � � � � � " � � � � � � � � � � � � � � � � � � � � � � � � | � � � " � � � � � � � � � � � � ! � � � & � � � � � � * � � � ' ( � � � � � � * � � � � � � ! � � � � � � � { � ! � | � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � # &� � � � � � � - ' ) � � * � � � + � � � � � � � � � � � � � - � � ! � � � . � � " � � & � � � � � ! � � � � � � � � � � � � � � � � � � � & � � � � � � � " � � � � � � � � � � � " � � � � � � � � � � � � � � � � � � " & � � � � � � � � ) � � * / � � � � � � � � � � � '( � � � � � � � � � � � � � � � � ! � � � � � � � * � � � � � � � � � � � � � � � � � � � � " � � � # & � � � & � � � � " � � � ! � � � � - ') � � * � � � � � � � � " � � � � � " � � � � � � � ) � � � � � � � � * & - � � � � � � � * � � � � � � � � � � � � � � ) � " � � � $ � � " � � � � � �� � � � � � ( � � � � � � � � ( � � � * � � � � � " � � � � ) � " � � � $ � � " � � � � � � � � � � / � � � � � � � � � � � � � { � � � � � / � � &{ � � � � � � � + � � � " � � { � � � � � � � + � � � " � � | � � � � � / � � � � � � � � � � � � � � � � & � � � � � � '( � � ) � � * � � � + � � � � � � � " � " � � " � * � � � � � � � * � � � � � � * � � � � � � � � � � � � � � � � � � � � � � ! � � � � � !� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � # � � � ) � � � � � � � � � � � � � � � � � � � � � � � � � � � � ! � � � � � ! � � �� � � � � � " � � � � � � � � � � � � � � ! � � � " � � � � � ) � � * / � � � � � � � � � � � � � � � � � { � ! � | � � � � � � � � � � � � � "� � � � � � � � � � � � � � � � � � � � � � � � ! � � � " � � � � � � � � ! � � � , � � � � � '

Center for Youth

David P. Weikart

Program Quality

Acknowledgments

table of contents

Introduction 1

The Method 7

Extensions 17

In Your Program 27

Group Formers and Structures 35

Resources 65

2 | Send any comments about this guidebook or Method to: comments@cypq.org

cooperativelearning

Learning please see pages 66-71.

1. Motivation.

2. Retention of Facts.

3. Academic Achievement.

4. Intergroup Relations.

The David P. Weikart Center for Youth Program Quality is a division of the Forum for Youth Investment 3

5. Individual Control.

6. Effects on High-Achieving Students

7. Effects on Shy/Introverted Students.

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overviewWhat is Cooperative Learning?

Why is Cooperative Learning important?

The Method

The David P. Weikart Center for Youth Program Quality is a division of the Forum for Youth Investment 21

Cooperative Learning in School vs. Out-of-School Time

time programs.

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15 - 20 minutes

The Method (pages 8-15) 10 - 15 minutes

Positive Interdependence (page 18) 15 - 20 minutes

Across Age Groups & Content Areas

(pages 22-23) 15 - 20 minutes

Group Formers (pages 36-49) 10 - 15 minutes

Group Structures (pages 50-64) 15 - 20 minutes

Research Review (pages 66-71) 20 - 30 minutes

Using the Guidebook Bring Cooperative Learning ideas into your staff meetings by using the materials in this

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Group Formers

Table of Contents for Group Formers:

The David P. Weikart Center for Youth Program Quality is a division of the Forum for Youth Investment 39

Famous trios

time Less than five minutes for a group

smaller than 18. For larger groups, it

could take a little more than five

minutes just because of the number

of different groups.

materials famous trio cards

adaptations You can certainly do famous duos or

foursomes as well.

group formers

what Form groups of three using sets of cards.

how to do it 1. (Before activity) Decide how many different groups you need and for each group,

create a set of cards that reflects a famous trio.

2. As you begin the activity, distribute one card to each participant.

3. Explain, “Your card contains one member of a famous trio. Find the other two

members of your trio to form groups of three for the next activity.”

4. Go around and make sure that groups are forming correctly.

examples Some possible famous trios:

- Red light, yellow light, green light

- Earth, Wind, Fire

- Scarecrow, Tin man, Lion

- Executive branch, legislative branch, judicial branch

- Peanut butter, jelly, bread

- Huey, Dewey, Louis

Famous Trios

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Group Structures

creative!

Table of Contents for Group Structures:

The David P. Weikart Center for Youth Program Quality is a division of the Forum for Youth Investment 53

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Cooperative Learning: The Research

related to the Cooperative Learning method.

you because you see it differently.

I value that difference.

-Stephen Covey (2004)

a community of learning is

created in the classroom.

-P. J. Palmer (1993)

5 For more information on this and comparable lists of cooperative learning

principles, see Cohen, 1992; Balkcom, 1992; and Stevens & Slavin, 1995.

The David P. Weikart Center for Youth Program Quality is a division of the Forum for Youth Investment 67

Theoretical Foundations

Figure 1. Cooperative Learning Principles

Goal clarity

Facilitators have a set of academic and social goals

that they are able to clearly articulate to participants in

terms of specific roles (what each participant should do

to accomplish the goals), social emotional behaviors

(how participants are expected to perform those roles,

as well as behavior expectations), and learning

outcomes (the ultimate purpose of the task and a clear

idea of what the outcome should look like).

Individual

accountability &

positive

interdependence:

Each participant has an opportunity to make a

contribution to the ultimate goal and one participant

cannot accomplish the goal alone. Participants depend

upon one another to accomplish the shared goal.

Equal access to

information

Participants have equal opportunities to learn, with

equal access to necessary resources and equal time on

task.

Reflection

Participants have the opportunity to consider, as a

group, the cooperative learning process

From Johnson et al. (2000)

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Cooperative Learning

Active Learning,

Ask

Listen-Encourage

Voice and Choice

Cooperative Learning and the Active-Participatory Approach

Cooperative Learning and Other Youth Work Methods

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