1. Cooperative Learning is the Most Effective Method for Learning Science Con Position

2. Cooperative Learning-A Definition Bursuk and Friend (2006)-Cooperative learning: positive interdependence, face to face interactions, individual accountability, and interpersonal skills. “Students work together in small groups toward a common goal” »Central Queensland University, Australia »Host of Online Collaborative Learning International Site

3. Cooperative Learning is NOT the most effective Pseudoscience Brain Research Experts vs Novices Other Methods are Just as Good Multiple Intelligences Metacognition Pitfalls Notes Moses Effect

4. Brain Research Phillips (2005) –Students need chunking as well as big picture –Making information relevant

5. How People Learn Experts vs. Novices Experts needed when extensive breadth of knowledge –Contextualize Experts needed when problem solving is required –Metacognition

6. Alternative: Model-Based Inquiry How Students Learn: Science in the Classroom (2005) –Genetics Unit Background: Mendel Own Pedigree Understanding of Inheritance Patterns

7. How are cooperative learning groups different from traditional groups? Grouping Team-building Interdependence Teacher monitoring Leadership Group reports

8. Are there instances, when cooperative learning groups can be useful? Cooperative learning can be useful for elementary students for the following reasons.

9. Are cooperative learning groups the best way to reinforce the development of thinking skills in science subjects? What are the goals of education? What should be the role of teachers in the classroom? When we give tests to students, do we give the test to the group or to the individual student? Why?

10. Pseudoscience! Johnson (2008) indicates that starting with zealous ideas of supremacy followed by filtered research is a no-no. Why would we be here if there were a single best learning strategy? Science Percieved reality determines belief

11. Multiple Intelligences What would Howard Gardner say about this claim? “…I am convinced that all seven of the intelligences have equal claim to priority.” “I think of the intelligences as raw, biological potentials…” (1993, p.6) Cooperative learning alone is multiple intelligence deficient.

12. 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

13. Metacognition, Prior Knowledge, Inquiry The tenets of learning according to How Students Learn Science in the Classroom Group work is not THE approach to supporting the development of metacognitive skills. Group dynamics can yield hazards “Some students may dominate the discussion and the group decisions, while others may participate little if at all.” Solution: more individual approaches (Bransford, J.D., & Donovan, M.S., 2005)

14. Metacognition, Prior Knowledge, Inquiry Teacher modeling Hands-on learning Lecture Authentic assessment Cooperative Learning Individual work Discussion Prior Knowledge Inquiry Metacognition

15. Pitfalls Academic outcomes of cooperative learning for students with disabilities vary (as cited in McMaster & Fuchs, 2002 by Bursuk and Friend 2006). CL is hard to implement properly. According to Bursuk and Friend (2006), cooperative learning: positive interdependence, face to face interactions, individual accountability, and interpersonal skills.

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

17. 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

18. Moses Effect VERY WIDELY USED Positive results are only found in research if the cooperative learning is formal. Unfortunately, the varieties of cooperative learning most widely used are informal and lack the fundamental elements that can make cooperative learning effective. (Slavin 2003). Research shows that cooperative learning is great.

19. Conclusion