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Introduction to Cooperative Learning
Maria Garvey The Second Level Support Service is funded by the Department of Education and Science under the National Development Plan
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Cooperative Learning Structures in elements which make groups work
Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning (Johnson, Johnson, & Holubec 1998) Structures in elements which make groups work Structures out elements which cause groups to fail
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Individual Responsibility
Two Responsibilities Individual Responsibility Make sure you learn something interesting and useful today Group Responsibility Make sure your group learns something interesting and useful today
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In a classroom there is a place for…
Individual Learning – I am in this alone Competitive Learning – I swim you sink Cooperative Learning – We sink or swim together Variety is the spice of life Individualistic Individuals work alone to accomplish learning goals unrelated to those of others around you – good for rote learning and much of our assessment is individualistic and we have to practice this Competition Individuals work against each other, it’s the old hide your copy. It motivates only 10% of students but again is needed at times. Cooperative Learning Individuals work together to achieve shared goal, to maximise their own and each others learning
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Cooperation We Sink or Swim Together
Students share the same learning goals and work together to achieve them They work in small often heterogeneous groups What benefits one benefits all All strive for each other’s success Joint success is celebrated Rewards are viewed as unlimited Evaluation is by comparing performance to a preset criteria
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Competition: I swim you sink
Individuals work against each other to achieve a goal only one or a few can attain Each student works alone Students want to outshine each other What benefits self deprives others Students celebrate their own success and others failure Rewards are limited Students are ranked from best to worst
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Individualism: I am in this alone
Each student works alone Each strives for own success What benefits self does not effect others Each celebrates their own success Rewards are viewed as unlimited Evaluation is by comparing performance to a preset criteria
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Forming Groups The Birthday Game
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Forming Groups Other Methods
Random Count off Birthday Game Literature cards – characters from same book Maths problems – same answers EU countries and capitals Students self select Teacher assigns students on basis of ability, learning interests, learning style etc Sociogram
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Activity 1 Do this on your own – no talking
You have 2 minutes to count the total no of squares There is a prize for the first correct answer Time up!! Write in the no of squares you found and answer the questions on the sheet
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Activity 2 Individually
You have 2 minutes to count the total no of triangles There is an ‘A’ for everybody who gets 90% of the number Time up!! Write in the no of triangles you found and answer the questions on the sheet
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Activity 3 Do this as a team
You have 2 minutes to count the total no of triangles Time up!! Write in the no of triangles you found and answer the questions on the sheet
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Think – Pair – Share Reflections on group work
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Read and Explain in Pairs
Silent Individual Reading Two Roles: Summariser; Clarifier / Accuracy checker Material in Short Snappy paragraphs Suitable for tasks based on Information This is paired reading – whole load of variations It is suitable on work based on extracting information The material needs to be in Short, clear paragraphs
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Value of Cooperation We work alone when we do not have the skills to collaborate Collaboration is inherently more complex than individualistic or competitive work For successful group-work we must teach pupils teamwork, interpersonal, collaborative skills
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Cooperative Learning Cooperative Learning is where students work together in small groups where they maximise their own and each others learning. Note: not ALL groups are cooperative groups. It takes time, skills and structure to form cooperative groups Formal Cooperative groups last for particular length of time, chapter or section of course work Note: not ALL groups are cooperative groups. It takes time, skills and structure to form cooperative groups
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Characteristics of a Traditional Group
Dominant Members Disengaged Members Inappropriate group size and resources Homogeneity of skills and ability
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Research Results Higher Achievement Increased retention
Greater use of Higher Level reasoning Better attitudes towards school Better attitudes towards teachers Higher self esteem Greater social support
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Research Results cont. More positive psychological adjustment
More on-task behaviour Greater collaborative skills Increased perspective taking Greater intrinsic motivation More positive heterogenous relationships
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Read and Explain Pairs Basic Elements of Cooperative Learning
Using attached word document Both read the first paragraph Person A is the summariser Person B is the accuracy checker The summariser summarises in own words the content of the paragraph to partner The accuracy checker listens carefully, corrects any misstatements and adds anything left out. Then he or she tells how this information relates to something they already know Both move to the next paragraph and reverse roles
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Cooperative Learning: Basic Elements
Positive Interdependence Promotive Interaction Individual and group accountability Interpersonal and small group skills Group Processing This is a rather simplistic view of Cooperative Learning. Positive Interdependence members responsible not only for their own learning but for the groups learning, shared resources, assigned roles, Promotive Interaction Students help each other – they explain and teach and ensure noise level is kept to a minimum, knee to knee Individual and group accountability Students may be assessed individually or as a group Interpersonal and small group skills Skills need to be taught – leadership, decision making, trust building, communications and conflict management skills listening, Group Processing Students reflecting how to improve the group and teacher reports – three things that helped the group to be successful
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Group Processing What was good about working together?
Where might you use this in your classroom? POSITIVE COMMENTS ONLY in the early stages I like the way you… X made a very good point about....etc.
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Reading Comprehension Triads
Dreams
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Reading Comprehension
TASK: Read Poem and answer the question. COOPERATIVE: - One set of answers from the group Everyone must agree Everyone must be able to explain the group’s answer
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Individual Accountability
One member will be randomly picked to explain the group’s answers CRITERIA FOR SUCCESS Acceptable answers on all questions
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EXPECTED BEHAVIOURS Checking for Understanding Encouraging everyone’s participation INTERGROUP COOPERATION When you finish compare your answers with those of another group
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Reader Read through material slowly, carefully, with expression, so group members never forget it for the rest of their lives.
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Recorder Write down all of group’s good ideas, make sure there are three good possible right answers, and circle the one the group decides is most appropriate
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Checker Require other group members to demonstrate comprehension and help diagnose problems in understanding
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Group Processing What was helpful about working together in this way?
This is paired reading – whole load of variations It is suitable on work based on extracting information The material needs to be in Short, clear paragraphs
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The Teacher’s Role Make Pre-Instructional Decisions
Explain Task and Cooperative Structure Monitor and Intervene Evaluate and Process
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Team Work Collaborative and co-operative learning Socialising effect
Relaxed and enjoyable Less able child supported unobtrusively Two or more minds are better than one Able children are stimulated by having to explain or recount Pupils can become more responsible for their own behaviour Encourages ownership and involvement of learning
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Social/Team/Group Skills
Listening Contributing ideas Using quiet voices Asking questions Encouraging Summarising Checking for Understanding Respecting each other
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Teaching Teamwork Skills
Using T Charts to teach teamwork skills Ask what the skill ‘Looks Like’ Ask what the skill ‘Sounds Like’
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Encouraging Looks like Sounds like
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Listening Looks like Sounds like
Type up into presentation on the day rather than use a flipchart Maria Foley…Mallow one group not listen but pretend, next group listen intently, last group don’t listen and let me know you are not. Then put up T Chart what does listening look like.
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Contributing Ideas Looks like Sounds like
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Summarising Looks like Sounds like
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Respecting Each Other Looks like Sounds like
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Graphic Organisers
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Structuring Positive Interdependence
Positive Goal Interdependence Positive Reward Interdependence Positive Resource Interdependence Positive Role Interdependence Positive Identity Interdependence Positive Environmental Interdependence Positive Fantasy Interdependence Positive Task Interdependence Positive Outside Enemy Interdependence
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What was good about working together?
Group Processing What was good about working together? I like the way you… X made a very good point about....etc. The Second Level Support Service is funded by the Department of Education and Science under the National Development Plan
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Jig-Saw Types of Cooperative Groups Base Groups Informal Groups
Make pre instructional Decisions Explain task and cooperative structure Monitor and intervene Evaluate and Process
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Types of Groups Base Groups – long term support groups meet twice weekly during the week Formal Groups – short term – time, section of work Informal groups – immediate
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Form groups of three Formal Informal Base
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Find a learning partner
Formal Formal Base Base Informal Informal
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Return to your original group
Formal Informal Base
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Please complete and return evaluation forms
Please complete and return evaluation forms The Second Level Support Service is funded by the Department of Education and Science under the National Development Plan
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