Cooperative & Collaborative Learning Ideas for Effective Classroom Practice Ideas for Effective Classroom Practice

Cooperative Learning in the Physics Classroom The presentation is based upon the model provided by Johnson, D., Johnson, R. & Holubec, E. (1988). Circles of Learning: Cooperation in the Classroom. Edina, MN: Interaction Book Company. The presentation is based upon the model provided by Johnson, D., Johnson, R. & Holubec, E. (1988). Circles of Learning: Cooperation in the Classroom. Edina, MN: Interaction Book Company. Several other models exist, but the above model is perhaps the most applicable to physics teaching. Several other models exist, but the above model is perhaps the most applicable to physics teaching.

Cooperative Learning v. Other forms of Learning Cooperative learning is just one form of classroom/student learning structure. Cooperative learning is just one form of classroom/student learning structure. Other forms include: Other forms include: –Individualized (criterion-based grading system) –Competitive (norm-based grading system) Cooperative learning is perhaps the most important of the three types of learning situations, yet it is the least used (<20% time). Cooperative learning is perhaps the most important of the three types of learning situations, yet it is the least used (<20% time). Collaborative learning cf. cooperative learning. Collaborative learning cf. cooperative learning.

Cooperative Learning: Definitions & Traits Cooperation -- working together to accomplish shared goals Cooperation -- working together to accomplish shared goals Cooperative Learning -- the instructional use of small groups wherein students work together to maximize their own and each other’s learning Cooperative Learning -- the instructional use of small groups wherein students work together to maximize their own and each other’s learning Common Elements: Common Elements: –shared learning goals -- desired future state in which the students demonstrate as a group and individually a mastery of the subject studied –goal structure -- specifies the ways in which students will interact with each other and the teacher during the instructional session

Not all group learning is cooperative learning. groups arguing over divisive conflicts and power struggles groups arguing over divisive conflicts and power struggles a member sits quietly, too shy to participate a member sits quietly, too shy to participate one member does the work, while the other members talk about sports one member does the work, while the other members talk about sports no one does the work because the one who normally works the hardest doesn’t want to be a sucker no one does the work because the one who normally works the hardest doesn’t want to be a sucker a more talented member may come up with all the answers, dictate to the group, or work separately, ignoring other group members a more talented member may come up with all the answers, dictate to the group, or work separately, ignoring other group members

Effective Cooperation does not occur by chance. does not occur by chance. occurs when the essential components structured within each cooperative lesson are ensured. occurs when the essential components structured within each cooperative lesson are ensured. can not be based on the assumption that all students possess good social and learning skills. can not be based on the assumption that all students possess good social and learning skills.

Learning Together: Essential Components

Positive Interdependence Students have two responsibilities: Students have two responsibilities: –learn the assigned material –ensure that all members of the group learn the material Each student should see his or her work as benefiting each student’s effort is essential Each student should see his or her work as benefiting each student’s effort is essential –each student makes unique contribution Interdependence occurs when students cannot succeed unless their group members also succeed. Interdependence occurs when students cannot succeed unless their group members also succeed. Structuring interdependence: common goal, joint rewards, divided resources, complimentary roles Structuring interdependence: common goal, joint rewards, divided resources, complimentary roles

Individual Accountability Teacher must assess how much effort each member is contributing to the group’s work. Teacher must assess how much effort each member is contributing to the group’s work. Teacher must provide feedback to groups and individual students. Teacher must provide feedback to groups and individual students. Teacher must help groups avoid redundant efforts by members. Teacher must help groups avoid redundant efforts by members. Teacher must ensure that every member is responsible for the final outcome. Teacher must ensure that every member is responsible for the final outcome.

Group Processing n.b: At the end of the process, students reflect to determine which member actions were helpful and which were harmful. n.b: At the end of the process, students reflect to determine which member actions were helpful and which were harmful. Students then make decisions about which actions to continue, change, or delete. Students then make decisions about which actions to continue, change, or delete. Such processing allows groups to: Such processing allows groups to: –focus on maintaining good working relationships. –learn cooperative skills. –provide feedback on member participation. –think at a metacognitive level as well as cognitive level. –celebrate success of the group.

Social Skills Students must get to know and trust one another. Students must get to know and trust one another. Students must communicate accurately and unambiguously. Students must communicate accurately and unambiguously. Students must accept and support each other. Students must accept and support each other. Students must resolve conflicts constructively. Students must resolve conflicts constructively.

Face-to-Face Interaction Interaction occurs as a result of the positive interdependence. Interaction occurs as a result of the positive interdependence. To maximize opportunity for success: To maximize opportunity for success: –keep groups small (2 - 6 students) –keep groups heterogeneous –assist students with guidelines for interaction: –acceptance, support, trust, respect –exchange of information –motivation

What’s the difference? Cooperative Group Traditional Group Positive interdependence No interdependence Individual accountability No individual accountability Heterogeneous membership Homogeneous membership Shared leadership One appointed leader Responsible to each other Responsibly only for self Task & maintenance emphasized Only task emphasized Social skills directly taught Skills assumed or ignored Teacher observes & intervenes Teacher ignores groups Group processing occurs No group processing Mutual assistance Competitive

The Advisability of Using Cooperative & Collaborative Learning Works well with inquiry and constructivist approaches. Works well with inquiry and constructivist approaches. Supports multiculturalism efforts. Supports multiculturalism efforts. Promotes social development. Promotes social development. Assists with classroom discipline. Assists with classroom discipline. Provides for more than one “teacher.” Provides for more than one “teacher.”

Cooperative & Collaborative Learning Cooperative/collaborative learning has the best and largest empirical base of any educational innovation. Cooperative/collaborative learning has the best and largest empirical base of any educational innovation. Cooperative processes have been shown to advance higher-level conceptual learning. Cooperative processes have been shown to advance higher-level conceptual learning. Cooperative/collaborative learning at the high school level is well worth exploring. Cooperative/collaborative learning at the high school level is well worth exploring. A fad (top down) or a trend (bottom up)? A fad (top down) or a trend (bottom up)?

A Working Example of C. L. View the UHS videotape relating to C. L. View the UHS videotape relating to C. L. Read the article, Nondirected Research Projects in Physics Coursework, The Physics Teacher, Vol. 34, March 1996, pp Read the article, Nondirected Research Projects in Physics Coursework, The Physics Teacher, Vol. 34, March 1996, pp Each student is free to write responses to questions provided under Cooperative Learning Lesson Analysis hyperlinked through Cooperative Learning in course syllabus. Each student is free to write responses to questions provided under Cooperative Learning Lesson Analysis hyperlinked through Cooperative Learning in course syllabus.