1. Needs Assessment: No clicking necessary…

2. Mr. Marsh’s Algebra and Statistics classes are part of a grand adventure Do students perform better on summative assessments after learning in cooperative groups? All we need to do is rearrange the desks, right? Right? Perhaps it takes more than that to make a learning group work. There is a need… The goal, Train students to work effectively in cooperative groups.

3. The benefits of cooperative learning are only bestowed upon those who fully engage in the strategy. Creating a situation where students have resource and academic independence is only a beginning. Students cannot be expected to know how to operate effectively within a group without training. When all members know how to behave as a learning team the full potential of group work can be realized.

4. A positive correlation has been made between the quality of group interaction and standardized achievement scores (Battistich, Solomon, & Delucchi, 1993). Giving content-related explanations is positively correlated with achievement (Webb, 1985). Scripted interaction resulted in students being on-task 94% of the time (Berg, 1993). Joint problem solving produced a significant positive correlation between frequency of joint problem solving and algebra achievement (Webb, 1985). In order for students to succeed in a cooperative setting they must learn how to cooperate.

5. Placing socially unskilled individuals in a group and telling them to cooperate does not guarantee that they will be able to do so effectively. They must be taught… Leadership Decision-making Trust-building Communication Conflict-management These skills demand the same level of attention as academic skills.

6. Resources include… Funding for cooperative skills curriculum Supplies to conduct skills training Professional development to bolster training techniques Environmental factors such as… Tables Chairs Presentation technology

7. As you tour the classroom please notice… Tables for face-to-face interaction, central projection screen, a bulletin board to honor achievements, document camera for instruction and sharing student work, wireless work station, non-traditional décor, water cooler, an absence of tired math posters, 30 wireless laptops, and subdued lighting

9. Battistich, V., Solomon, D., & Delucchi, K. (1993). Interaction processes and student outcomes in cooperative learning groups. The Elementary School Journal, 94 (1), 19-32. Berg, K. F. (1993). Structured cooperative learning and achievement in a high school mathematics class. Paper Presented at the Annual Meeting of the American Educational Research Association. Atlanta, GA. (Eric No. ED364408) Webb, N. M. (1985). Verbal interaction and learning in peer- directed groups. Theory into Practice, 24 (1), 32-39.