Cooperative LearningCooperative Learning

An OverviewAn Overview

DefinitionDefinition

What it ISWhat it IS What it IS NOTWhat it IS NOT Based on theory and work of Johnson and Based on theory and work of Johnson and

JohnsonJohnson

Cooperative Learning is…Cooperative Learning is…

Applied Social PsychologyApplied Social Psychology Intentional structuring of learning goals Intentional structuring of learning goals

– to promote Positive Interdependenceto promote Positive Interdependence

– Intentional structuring of learning goals so that students Intentional structuring of learning goals so that students are encouraged to engage in Promotive Interactionare encouraged to engage in Promotive Interaction

Promotive Interaction is more likely to occur when Promotive Interaction is more likely to occur when there are 5 key elements intentionally structured there are 5 key elements intentionally structured and monitored throughout the lesson.and monitored throughout the lesson.

Learning Goals can be structured 3 Learning Goals can be structured 3 different ways:different ways:

CooperativelyCooperatively

CompetitivelyCompetitively

IndividualisticallyIndividualistically

Competitive Learning GoalsCompetitive Learning Goals

One person can obtain her One person can obtain her goal if and only if the other goal if and only if the other fail to obtain theirsfail to obtain theirs

Negative Correlation Negative Correlation Among Goal AttainmentsAmong Goal Attainments

Negative InterdependenceNegative Interdependence ““If I swim, you sink; If you If I swim, you sink; If you

swim I sink.”swim I sink.” Individual GoalsIndividual Goals Comparative (Norm Comparative (Norm

referenced) evaluationreferenced) evaluation Winners are rewardedWinners are rewarded

Individualistic Learning goalsIndividualistic Learning goals

Each person’s goal attainment Each person’s goal attainment is unrelated to the goal is unrelated to the goal attainments of othersattainments of others

No correlation among goal No correlation among goal attainmentsattainments

No InterdependenceNo Interdependence ““We are each in this alone.”We are each in this alone.” Individual GoalsIndividual Goals Evaluation is criterion Evaluation is criterion

referenced and may be limiting.referenced and may be limiting. Rewarded for own product.Rewarded for own product.

Cooperative LearningCooperative Learning

When one person achieves his When one person achieves his goal, ALL others achieve their goal, ALL others achieve their goalsgoals

Positive correlation among goal Positive correlation among goal attainmentsattainments

Positive InterdependencePositive Interdependence ““We sink or swim together.”We sink or swim together.” Group GoalGroup Goal Evaluation is criterion Evaluation is criterion

referenced and encouraging.referenced and encouraging. Rewarded for group product.Rewarded for group product.

Interaction PatternsInteraction Patterns

PROMOTIVE: Encouraging PROMOTIVE: Encouraging and facilitating each other’s and facilitating each other’s efforts to achieveefforts to achieve

OPPOSITIONAL: OPPOSITIONAL: Discouraging and obstructing Discouraging and obstructing each other’s efforts to each other’s efforts to achieve.achieve.

NO INTERACTION.NO INTERACTION.

Research FindingsResearch Findings

1.1. Achievement and retentionAchievement and retention

2.2. Critical thinking and higher-level reasoningCritical thinking and higher-level reasoning

3.3. Differentiated views of othersDifferentiated views of others

4.4. Accurate understanding of others’ Accurate understanding of others’ perspectivesperspectives

5.5. Liking for classmatesLiking for classmates

Research Findings, cont.Research Findings, cont.

6.6. Liking for teacherLiking for teacher

7.7. Positive expectations toward future Positive expectations toward future interactionsinteractions

8.8. Liking for subject areasLiking for subject areas

9.9. Social SkillsSocial Skills

10.10. Psychological healthPsychological health

11.11. Self-esteemSelf-esteem

5 Key Elements5 Key Elementsofof

Effective Cooperative Learning Effective Cooperative Learning GroupsGroups

Positive InterdependencePositive Interdependence Individual AccountabilityIndividual Accountability Face-To-Face InteractionFace-To-Face Interaction Direct Instruction of Social SkillsDirect Instruction of Social Skills ProcessingProcessing

Positive InterdependencePositive Interdependence Message from teacherMessage from teacher Fates are tied togetherFates are tied together In your interest to help / be helpedIn your interest to help / be helped Encourages helping each otherEncourages helping each other

Without Positive Interdependence there may be no motivation to cooperate.Without Positive Interdependence there may be no motivation to cooperate.

One set of answers from One set of answers from the groupthe group

One worksheetOne worksheet Jigsaw materials Jigsaw materials

(information)(information) One set of materials / tools One set of materials / tools

to shareto share Bonus pointsBonus points Same grade for everyoneSame grade for everyone Different colored pensDifferent colored pens

Individual AccountabilityIndividual Accountability

The message the teacher The message the teacher gives to the students that gives to the students that tells them:tells them:

1. You must do your fair 1. You must do your fair share of the work.share of the work.

2.2. You must master the You must master the material being learned.material being learned.

3.3. You will be held You will be held accountable for your accountable for your share of the work and share of the work and mastering the learning.mastering the learning.

Using signaturesUsing signatures Individual TestsIndividual Tests Different Colored PensDifferent Colored Pens Spot Checking as Spot Checking as

Students WorkStudents Work Randomly Calling on Randomly Calling on

Students Students

Face-To-Face InteractionFace-To-Face Interaction

The message that The message that students: students:

have a group, have a group, need to work with their need to work with their

group, group, need to stay with their need to stay with their

group,group, Work synchronouslyWork synchronously

Sit at round tables so Sit at round tables so they can easily see they can easily see and hear one another.and hear one another.

Designated areas on Designated areas on the floor (islands)the floor (islands)

Space between the Space between the groups so the teacher groups so the teacher can move between can move between groups.groups.

““Stay with your group.”Stay with your group.”

Direct Instruction of Social SkillsDirect Instruction of Social Skills Intentionally teaching Intentionally teaching

social skills like any other social skills like any other skill. skill.

Structure regular Structure regular opportunities for students opportunities for students to learn, practice and be to learn, practice and be evaluated on social skills evaluated on social skills until they become until they become automatic.automatic.

Establishing a need for the Establishing a need for the social skillsocial skill

Positively framing rules as Positively framing rules as skillsskills

Include Social Skills in Include Social Skills in each lessoneach lesson

T-chart (looks like / sounds like)T-chart (looks like / sounds like) Role Play what “listening” is and Role Play what “listening” is and

is not.is not. Discuss how it feels to be Discuss how it feels to be

listened to / ignored.listened to / ignored. Ask students to think of a time Ask students to think of a time

when they were listened to. when they were listened to. How did it feel?How did it feel?

ProcessingProcessing

Intentionally structured Intentionally structured timetime

Reflect on how well we Reflect on how well we worked together / used our worked together / used our social skills (social skills)social skills (social skills)

Reflect on how well we Reflect on how well we completed our work completed our work (academic)(academic)

Review data, Review data, Make a goal for next timeMake a goal for next time

Thumbs up or Thumbs downThumbs up or Thumbs down Rate yourself Rate yourself What did someone in your What did someone in your

group do / say that let you group do / say that let you know you were being listened know you were being listened to?to?

Observer gives data Observer gives data (feedback); Discuss(feedback); Discuss

Write an goal for improving / Write an goal for improving / maintaining the high quality of maintaining the high quality of listening for tomorrow’s work.listening for tomorrow’s work.

Name 3 things your group did Name 3 things your group did well in working together.well in working together.

Name 1 thing your group Name 1 thing your group could do even better next could do even better next time.time.

Cooperative Learning Cooperative Learning Lesson Plan ComponentsLesson Plan Components

Lesson ObjectiveLesson Objective Group SizeGroup Size Seating Arrangement Seating Arrangement

(face-to-face)(face-to-face) Assignment of RolesAssignment of Roles MaterialsMaterials Social Skills (directly Social Skills (directly

taught)taught)

Statement of Task Statement of Task (positive (positive interdependence)interdependence)

Evaluation (individual Evaluation (individual accountability; include accountability; include social skills)social skills)

Processing (reflection, Processing (reflection, how well we worked how well we worked together, how well we together, how well we mastered learning)mastered learning)

Formulating Objectives & Formulating Objectives & Making DecisionsMaking Decisions

Specify Instructional Specify Instructional ObjectivesObjectives

Decide on Size of GroupDecide on Size of Group Assign Students to GroupsAssign Students to Groups Arrange the RoomArrange the Room Plan Instructional Materials Plan Instructional Materials

to Promote to Promote InterdependenceInterdependence

Assign Roles to Ensure Assign Roles to Ensure Interdependence / Support Interdependence / Support Learning Social SkillsLearning Social Skills

Structuring Task & InterdependenceStructuring Task & Interdependence

Explain the Academic Explain the Academic TaskTask

Structure Positive Goal Structure Positive Goal InterdependenceInterdependence

Structure Individual Structure Individual AccountabilityAccountability

Structure Inter-group Structure Inter-group CooperationCooperation

Explain Criteria for Explain Criteria for SuccessSuccess

Specify Desired BehaviorsSpecify Desired Behaviors

Monitoring & ProcessingMonitoring & Processing

Monitor Students’ BehaviorMonitor Students’ Behavior Provide Task AssistanceProvide Task Assistance Intervene to Teach Intervene to Teach

Collaborative SkillsCollaborative Skills Provide Closure to LessonProvide Closure to Lesson Evaluate Quality and Evaluate Quality and

Quantity of Student’s Quantity of Student’s LearningLearning

Assess How Well The Assess How Well The Group FunctionedGroup Functioned

Set GoalsSet Goals

WHAT WHAT CHILDREN CAN CHILDREN CAN DO TOGETHER DO TOGETHER TODAY, THEY TODAY, THEY CAN DO ALONE CAN DO ALONE TOMORROW.TOMORROW.

–Vygotsky, Vygotsky, 19651965