1. Theory and practice of cooperative learning Cirila Peklaj Department of Psychology Faculty of Arts, University of Ljubljana

3. 20.273 square km; 2 million inhabitants; 98,65/km

4. WHAT WHY HOW

5. Deutsch (1949) – theory of cooperation Goal structures in a group (classroom): cooperative – goals are positively related competitive – goals are negatively related individual – goals are not related

6. Socio-psychological processes that enables cooperation in group 1. substitutability 2. catexis 3. openness to influence promotive interaction

7. 1.Work in pairs (10 minutes) : Which cooperative methods do you already know? What experiences do you have with cooperative learning (learning in groups)? Positive and negative? Which dilemmas do you have about cooperative learning? 2. Plenary discussion.

8. Cooperative groupsTraditional groups cognitive, social, affective goals cognitive goals positive interdependencepositive interdependence is not present individual accountabilityindividual accountability is not clear heterogeneoushomogeneous changing leadership roles appointed leader social skills teachingexistence of social skills is assumed directedness to content and process directedness to content

9. Cooperative learning: learning in small groups, in which positive interdependence between group members exist while they are in direct interaction trying to achieve shared goals and at the same time they maintain individual accountability

10. Why should I learn together with others,

11. …if I can learn alone?

12. INTERACTION cognitive, affective, metacognitive social Task structure Group goals Content (math problem solving, writing, learning a new content..) Individual differences (abilities, cognitive style…) Follow up activities Task dependent outcomes Transferable outcomes CAMS model (Dansereau, 1991, O‘Donnell, Dansereau, 1992).

13. Research results positive effects  Cognitive (metacognitive)  Affective-motivational  Social processes

14. Meta-analysesKnowledge  Johnson et.al. (1981) – cooperative : individualistic learning (108, 42, 6);  Slavin (1983) – cooperative : individualistic learning (29, 15, 2);

15. Roseth, C., Johnson, D.W., Johnson, R.T. (2008) Cooperative : competitive : individualistic learning EG : CG, upper primary school, research in last 30 years, 148 studies, 593 effect sizes Achievement Social relations: Coop : Com +0,46 +0,48 Coop: Indivd. +0,55 +0,42 Path analysis results: Relations improvement for 1 unit 0,63 unit achievement improvement

16. 1.Individual work (3 minutes): What are the reasons on cognitive level of students’ functioning for better achievement results in cooperative than individualistic learning? 2. Work in pairs (3 minutes): Exchange your ideas, think also about other possibilities. 3. Plenary discussion (10 minutes): Collecting arguments.

17. Cognitive use of different learning strategies repetition explanation on appropriate level conflict of ideas different perspectives – creativity promotion

18. Piaget – constructivist approach to development development = maturation + child’s own activity children actively construct their own cognitive structure (assimilation, accommodation – equilibration) cognitive conflict is a impetus for child development

19. Vigotski – importance of socio-cultural influences in development higher cognitive functions have social origins zone of proximal development: 1. the difference between actual and potential development exist, 2. child can achieve more if he learns with more able peer or adult than learning alone 3. child gradually achieve control over his own learning.

20. Affective - motivational processes development of intrinsic motivation experience of learning success increase in learning self-esteem and self- efficacy lower levels of anxiety.

21. Social processes cooperative and communicative skills development increased preparedness to collaborate with others more positive attitudes toward children with special needs

22. Key elements of successful cooperative learning (Kagan, 1994) 1.Learning in groups – face to face promotive interaction. 2.Positive interdependence. 3.Individual accountability. 4. Cooperative skills. 5. Cooperative structures.

23. 1.Work in groups - interaction group size, group size, heterogeneity – homogeneity heterogeneity – homogeneity (abilities, gender, race), (abilities, gender, race), duration of group work. duration of group work.

24. Group development or team building getting to know group members, group identity development, experiencing group support, appreciating differences, experiencing synergy.

25. Interview in three steps 1. Group members form pairs and get roles (interviewer, interviewee). 2. Interview conducting. 3. Changing roles in pair and conducting of interview. 4. Round table (each participant reports on interesting things he learnt about partner).

26. Questions: How have you got your name? Is there a certain event in your family connected with your name? What name would you choose if you could? What is your nick name? How have you got it?

27. Group work (15 minutes): 1. Interview in pairs (5 min). 2. Changing roles (5 min). 3. Round table about interesting things (5 min).

28. Group development getting to know group members, group identity development, experiencing group support, appreciating differences, experiencing synergy.

29. Individual work: 1.At each statement mark to which extent you agree or disagree with it. Group work (15 minutes): 1.Compare estimations of individual statements in the group. Discuss the similarities and differences and reasons for them. 2.Try to find out on which values the individual estimations are based. Which are the background values of group members? Which values are different, which are opposite? 3. At each statement try to find a common solution with which all the group members all the group members would agree. Try to combine different values and interests of group members. Plenary discussion (10 minutes) Presentation of values and common solutions.

30. Group work (5 minutes): Write some statements that can be used with adolescents in order to make them recognise their own values.

31. 2. Positive interdependence. interdependence of goals, marks (rewards), tasks, resources. interdependence of goals, marks (rewards), tasks, resources. 3. Individual accountability individual contributions in group should be recognisable. individual contributions in group should be recognisable.

32. 4. Social skills: communicative, promoting positive climate in group, for finishing the task. Social skills development: 1.learning by observation, 2.positive reinforcement, 3.direct teaching - training, 4.processing for skill acquisition.

33. Group discussion (10 minutes) 1.Have you had problems with following the rules? What kind of problems? 2. What was helpful in completing the task? 3. What prevent the group from achieving its goal? 4. What have you learnt from the task? 5. Formulate 3 rules for successful cooperation in group.

34. 5. Structures – steps in interaction, structured according to: goals, social skills, content.

35. Think – Pair – Share (Lyman, McTighe, 1988) 1.Teacher poses the question. 2. Students individually think of the response. 3. Students go to pairs and discuss their responses. 4. Students share their responses to whole group. Developing hypothesis, prognosing, application of learning content.

36. Interview in three steps 1. Group members form pairs and get roles (interviewer, interviewee). 2. Interview conducting. 3. Changing roles in pair and conducting of interwiev. 4. Round table (each participant reports on interesting things he learnt about partner). Concept development, learning of communicative skills, making connections between theory and practice

37. Group discussion 1.Teacher poses an open question and sets the time limits. 2.Students discuss the question. 3.Students report the answers. Concept development, promotion of analysis, synthesis, evaluation, creativity.

38. Cooperative cards - the sequence of steps 1.Pre-test (i.e. words, multiplication table) 2.Students create cooperative cars on items they have missed on the pre-test. 3.Students play the game with cards: (changing roles of teachers and student). 4. Post test.

39. Round 1: A: tutor shows and reeds both sides of cards B: tutor shows front, asks for back Round 2 - changing of roles A: tutor shows and reeds both sides of cards B: tutor shows back, asks for front At every round: IF RIGHT IF WRONG - give prise - give help - give card back - put card on the bottom to try again

40. EnglishSlovene day thank you please mother father bread food school I you animal apple to talk to walk teacher

41. EnglishSlovene daydan thank youhvala pleaseprosim mothermama fatheroče breadkruh foodhrana schoolšola Ijaz youti animalžival applejabolko to talkgovoriti to walkhoditi teacheručitelj

42. Fact or fiction 1.Teams make up or find either a believable fiction or an unbelievable fact. 2.Team announce statement to a class. 3. Each team consult and decide the statement is true or false. 4. Teams vote. 5. Teams get point based on how many other teams they fooled. Repetition before assessment

43. Send a problem 1.Students in groups formulate question for repetition. 2.They write questions on a paper. 3.They formulate the answers and write them on another paper. 4.They send the questions to other group. 5.Groups discuss and answer the questions. 6.Groups return their answers to group which composed the questions to assess it. 7. Groups can answer the questions in plenary. Group which pose the questions gives feedback.

44. Reflective journal: 1.What new things have you learnt today? How do they relate to you previous knowledge? 2.What was the most interesting thing? 3.What was most applicable and you will be able to use in you practice as a teacher? How? Optional: Task: Practical use of one cooperative structure (i.e. Cooperative cards, group discussion,…). 1. Planning: Decide on students and the content. 2. Learning activity 3. Evaluation of learning activity (what was successful, what went wrong and changes that could be made). Send to: Cirila Peklaj (cirila.peklaj@ff.uni-lj.si) (written in English)cirila.peklaj@ff.uni-lj.si