1. Cooperative Learning
An Overview

2. Definition What it IS What it IS NOT
Based on theory and work of Johnson and Johnson

3. Cooperative Learning is…
Applied Social Psychology
Intentional structuring of learning goals
to promote Positive Interdependence
Intentional structuring of learning goals so that students are encouraged to engage in Promotive Interaction
Promotive Interaction is more likely to occur when there are 5 key elements intentionally structured and monitored throughout the lesson.

4. Learning Goals can be structured 3 different ways:
Cooperatively
Competitively
Individualistically

5. Competitive Learning Goals
One person can obtain her goal if and only if the other fail to obtain theirs
Negative Correlation Among Goal Attainments
Negative Interdependence
“If I swim, you sink; If you swim I sink.”
Individual Goals
Comparative (Norm referenced) evaluation
Winners are rewarded

6. Individualistic Learning goals
Each person’s goal attainment is unrelated to the goal attainments of others
No correlation among goal attainments
No Interdependence
“We are each in this alone.”
Individual Goals
Evaluation is criterion referenced and may be limiting.
Rewarded for own product.

7. Cooperative Learning
When one person achieves his goal, ALL others achieve their goals
Positive correlation among goal attainments
Positive Interdependence
“We sink or swim together.”
Group Goal
Evaluation is criterion referenced and encouraging.
Rewarded for group product.

8. Interaction Patterns
OPPOSITIONAL: Discouraging and obstructing each other’s efforts to achieve.
PROMOTIVE: Encouraging and facilitating each other’s efforts to achieve
NO INTERACTION.

9. Research Findings Achievement and retention
Critical thinking and higher-level reasoning
Differentiated views of others
Accurate understanding of others’ perspectives
Liking for classmates

10. Research Findings, cont.
Liking for teacher
Positive expectations toward future interactions
Liking for subject areas
Social Skills
Psychological health
Self-esteem

11. 5 Key Elements of Effective Cooperative Learning Groups
Positive Interdependence
Individual Accountability
Face-To-Face Interaction
Direct Instruction of Social Skills
Processing

12. Positive Interdependence
Message from teacher
Fates are tied together
In your interest to help / be helped
Encourages helping each other
Without Positive Interdependence there may be no motivation to cooperate.
One set of answers from the group
One worksheet
Jigsaw materials (information)
One set of materials / tools to share
Bonus points
Same grade for everyone
Different colored pens

13. Individual Accountability
The message the teacher gives to the students that tells them:
1. You must do your fair share of the work.
You must master the material being learned.
You will be held accountable for your share of the work and mastering the learning.
Using signatures
Individual Tests
Different Colored Pens
Spot Checking as Students Work
Randomly Calling on Students

14. Face-To-Face Interaction
The message that students:
have a group,
need to work with their group,
need to stay with their group,
Work synchronously
Sit at round tables so they can easily see and hear one another.
Designated areas on the floor (islands)
Space between the groups so the teacher can move between groups.
“Stay with your group.”

15. Direct Instruction of Social Skills
Intentionally teaching social skills like any other skill.
Structure regular opportunities for students to learn, practice and be evaluated on social skills until they become automatic.
Establishing a need for the social skill
Positively framing rules as skills
Include Social Skills in each lesson
T-chart (looks like / sounds like)
Role Play what “listening” is and is not.
Discuss how it feels to be listened to / ignored.
Ask students to think of a time when they were listened to. How did it feel?

16. Processing Thumbs up or Thumbs down Rate yourself
What did someone in your group do / say that let you know you were being listened to?
Observer gives data (feedback); Discuss
Write an goal for improving / maintaining the high quality of listening for tomorrow’s work.
Name 3 things your group did well in working together.
Name 1 thing your group could do even better next time.
Intentionally structured time
Reflect on how well we worked together / used our social skills (social skills)
Reflect on how well we completed our work (academic)
Review data,
Make a goal for next time

18. Cooperative Learning Lesson Plan Components
Lesson Objective
Group Size
Seating Arrangement (face-to-face)
Assignment of Roles
Materials
Social Skills (directly taught)
Statement of Task (positive interdependence)
Evaluation (individual accountability; include social skills)
Processing (reflection, how well we worked together, how well we mastered learning)

19. Formulating Objectives & Making Decisions
Specify Instructional Objectives
Decide on Size of Group
Assign Students to Groups
Arrange the Room
Plan Instructional Materials to Promote Interdependence
Assign Roles to Ensure Interdependence / Support Learning Social Skills

20. Structuring Task & Interdependence
Explain the Academic Task
Structure Positive Goal Interdependence
Structure Individual Accountability
Structure Inter-group Cooperation
Explain Criteria for Success
Specify Desired Behaviors

21. Monitoring & Processing
Monitor Students’ Behavior
Provide Task Assistance
Intervene to Teach Collaborative Skills
Provide Closure to Lesson
Evaluate Quality and Quantity of Student’s Learning
Assess How Well The Group Functioned
Set Goals

22. WHAT CHILDREN CAN DO TOGETHER TODAY, THEY CAN DO ALONE TOMORROW.
Vygotsky, 1965