Cooperative Learning is Cooperative Learning is the the Most EffectiveMost Effective Method Method

for Learning Sciencefor Learning Science

Con PositionCon Position

Cooperative Learning is NOT the Cooperative Learning is NOT the most effectivemost effective

PseudosciencePseudoscience Brain ResearchBrain Research Experts vs NovicesExperts vs Novices Other Methods are Other Methods are

Just as GoodJust as Good Multiple IntelligencesMultiple Intelligences MetacognitionMetacognition PitfallsPitfalls NotesNotes Moses EffectMoses Effect

How are cooperative learning groups different How are cooperative learning groups different from traditional groups?from traditional groups?

GroupingGrouping Team-buildingTeam-building InterdependenceInterdependence Teacher monitoringTeacher monitoring Leadership Leadership Group reportsGroup reports

Are there instances, when cooperative learning Are there instances, when cooperative learning groups can be useful?groups can be useful?

Cooperative learning can be useful Cooperative learning can be useful for elementary students for the for elementary students for the following reasons.following reasons.

Are cooperative learning groups the best Are cooperative learning groups the best way to reinforce the development of thinking way to reinforce the development of thinking

skills in science subjects?skills in science subjects? What are the goals of education? What are the goals of education? What should be the role of teachers What should be the role of teachers

in the classroom?in the classroom? When we give tests to students, do When we give tests to students, do

we give the test to the group or to we give the test to the group or to the individual student? Why?the individual student? Why?

Cooperative Learning-A DefinitionCooperative Learning-A Definition

Bursuk and Friend (2006)-Cooperative Bursuk and Friend (2006)-Cooperative learning: positive interdependence, face to learning: positive interdependence, face to face interactions, individual accountability, face interactions, individual accountability, and interpersonal skills. and interpersonal skills.

““Students work together in small groups Students work together in small groups toward a common goal”toward a common goal”

Central Queensland University, AustraliaCentral Queensland University, Australia Host of Online Collaborative Learning International Host of Online Collaborative Learning International

SiteSite

Brain ResearchBrain Research

Phillips (2005)Phillips (2005)• Students need chunking as well as big Students need chunking as well as big

picturepicture• Making information relevantMaking information relevant

How People LearnHow People LearnExperts vs. NovicesExperts vs. Novices

Experts needed when extensive Experts needed when extensive breadth of knowledgebreadth of knowledge• ContextualizeContextualize

Experts needed when problem Experts needed when problem solving is requiredsolving is required• MetacognitionMetacognition

Pseudoscience!Pseudoscience!

Johnson (2008) indicates that starting with Johnson (2008) indicates that starting with zealous ideas of supremacy followed by zealous ideas of supremacy followed by filtered research is a no-no.filtered research is a no-no.

Why would we be here if there were a Why would we be here if there were a single best learning strategy?single best learning strategy?

ScienceScience

Perceived reality determines beliefPerceived reality determines belief

Multiple IntelligencesMultiple Intelligences What would Howard What would Howard

Gardner say about this Gardner say about this claim? claim?

“…“…I am convinced that all I am convinced that all seven of the intelligences seven of the intelligences have equal claim to have equal claim to priority.” “I think of the priority.” “I think of the intelligences as raw, intelligences as raw, biological potentials…” biological potentials…” (1993, p.6) (1993, p.6)

Cooperative learning alone is Cooperative learning alone is multiple intelligence multiple intelligence deficient.deficient.

CL Best? Students don’t think so!

• End of semester anonymous survey

• “Doing things by our self and looking at changes and effects helps me learn.”

• Conclusion: Differentiate and/or balance

0

5

10

15

20

25

30

StudentWantMore

StudentsWantLess

Hands On

CooperativeLearning

Powerpoints

Other/StatusQuo

Field Work

Nicenet

Metacognition, Prior Knowledge, Inquiry (Bransford & Metacognition, Prior Knowledge, Inquiry (Bransford &

Donovan, 2005)Donovan, 2005) The tenets of learning according to The tenets of learning according to How Students How Students

Learn Science in the ClassroomLearn Science in the Classroom

Group work is not THE approach to supporting the Group work is not THE approach to supporting the development of metacognitive skills. development of metacognitive skills.

Group dynamics can yield hazardsGroup dynamics can yield hazards

““Some students may dominate the discussion and Some students may dominate the discussion and the group decisions, while others may participate the group decisions, while others may participate little if at all.” little if at all.”

Solution: more individual approachesSolution: more individual approaches

Metacognition, Prior Knowledge, Metacognition, Prior Knowledge, InquiryInquiry

MetacognitionInquiry

Prior Knowledge

Teacher modelingHands-on learning

LectureAuthentic assessmentCooperative Learning

Individual workDiscussion

PitfallsPitfalls Academic outcomes of Academic outcomes of

cooperative learning for cooperative learning for students with disabilities students with disabilities vary (as cited in McMaster vary (as cited in McMaster & Fuchs, 2002 by Bursuk & Fuchs, 2002 by Bursuk and Friend 2006).and Friend 2006).

CL is hard to implement CL is hard to implement properly.properly.

According to Bursuk and According to Bursuk and Friend (2006), cooperative Friend (2006), cooperative learning: positive learning: positive interdependence, face to interdependence, face to face interactions, face interactions, individual accountability, individual accountability, and interpersonal skills. and interpersonal skills.

PitfallsPitfalls

Independence according to Independence according to Covey (1989): “as we Covey (1989): “as we become independent-become independent-proactive, centered in proactive, centered in correct principles, value correct principles, value driven and able to organize driven and able to organize and execute around the and execute around the priorities in our life with priorities in our life with integrity…”(p187). integrity…”(p187).

Independence ≠ Independence ≠ My My students students

Interdependence

Independence

Quotes by Dr. Rivas Quotes by Dr. Rivas

“The goal is differentiation, the idea is to reach different types of learners.” February 21, 2007

“Teachers tend to do what is easiest or what they are used to

doing.” February 7, 2007

Moses EffectMoses Effect

VERY WIDELY USEDVERY WIDELY USED

Positive results are only found Positive results are only found in research if the cooperative in research if the cooperative learning is formal.learning is formal.

Unfortunately, the varieties of Unfortunately, the varieties of cooperative learning most cooperative learning most widely used are informal and widely used are informal and lack the fundamental lack the fundamental elements that can make elements that can make cooperative learning effective. cooperative learning effective. (Slavin 2003). (Slavin 2003).

Research shows that cooperative learning is great.

Cooperative Learning is NOT the Cooperative Learning is NOT the most effectivemost effective

PseudosciencePseudoscience Brain ResearchBrain Research Experts vs NovicesExperts vs Novices Other Methods are Other Methods are

Just as GoodJust as Good Multiple IntelligencesMultiple Intelligences MetacognitionMetacognition PitfallsPitfalls NotesNotes Moses EffectMoses Effect

Alternative: Model-Based InquiryAlternative: Model-Based Inquiry

How Students Learn: Science in the How Students Learn: Science in the Classroom (2005)Classroom (2005)• Genetics UnitGenetics Unit

Background: MendelBackground: Mendel Own PedigreeOwn Pedigree Understanding of Inheritance PatternsUnderstanding of Inheritance Patterns

ConclusionConclusion