The document discusses cooperative learning and its benefits for inclusion in the classroom. Cooperative learning involves structuring students into small groups where they work together to achieve shared learning goals and help each other master assignments. When implemented properly with features like positive interdependence, individual accountability, and interpersonal skills, cooperative learning can increase academic achievement for all students, including those with disabilities.
4. Collaboration occurs “through structured
interaction in small groups. It involves
students cooperating to achieve a shared
outcome.” (Deppler et al., 2011, p. 183)
9. “Although cooperation is a very important ability
for students to master, many of life‟s activities
are based on individual effort. Therefore,
students have to learn to be self-reliant as well
as learn how to cooperate.(Killen, 2009,p.219). ”
10. “ Some students do not like to learn
cooperatively; they prefer to work alone. These
are Internals- students who prefer to apply their
intelligence to things or ideas in isolation from
other people. It is important to realize that such
students do not necessarily lack ability and that
they are not necessarily trying to be disruptive
through their lack of cooperation.
These learners may be anxious working in groups.”
(Killen, 2009,p.219).
11. “The values and practices of cultural,
socioeconomic and educational
worlds that some students
experienced prior to being involved in
cooperative learning may create
conflict.”
( Killen, 2009,p.219).
15. Cooperative learning can change students’ views about
learning. It helps them to move from seeing learning as
individual memorization of facts to seeing it as a collective
construction of understanding.
By encouraging students to explore and discuss their
understandings, cooperative learning helps them develop a
deep understanding of course content (Killen, 2009).
16. 3. It encourages students to think about their learning processes,
identify the limitations of their knowledge and learn to seek.
It is particularly suited to large problem-solving tasks and search
projects in which there is more work to be carried out than one
person can reasonably be expected to do in the available time, or
where more than one person is needed to manipulate equipment,
perform experiments or collect and analyze data (Killen, 2009).
17. Cooperation teaches students to be
less reliant on the teacher and more
reliant on their own ability to think,
to seek information from other
sources and to learn from other
students (Killen, 2009).
18. • .
• .
When compared with lecture and discussion
activities, cooperative learning can lead to students
being frustrated less often, getting confused less
often, feeling more intellectually challenged,
feeling more actively involved in learning and
looking forward to class more often (Killen, 2009).
21. Cooperative learning ensures that all students are
socially integrated into networks of positive peer
relationships. This can lead to reductions in
antisocial behavior such as bullying.
Killen, 2009
24. Tom’s story
• Tom is in his second year of high school. He has an
intellectual disability, and although he could participate in
most activities, he had difficulties organizing his routines,
such as locating the books he needed for each class and
understanding instructions. It was not long before his
teachers realized that unless they acted, he would always
be late for lessons and unfortunately, the target of peer
ridicule and jokes.
• Tom was sociable and well liked by his peers because of his
easy-going manner, so his teachers arranged for him to be
included in various cooperative learning groups that they
established in their classes.
(Gillies, 2007, p. 3)
26. • This enabled Tom to work in small
supportive groups in which he could take
risks with his learning that he would find
too intimidating in a larger class. His peers
encouraged his participation and ensured,
like others in his groups, that he
undertook specific roles. These included
helping organize resources, act as the
media manager for a PowerPoint
presentation of a group‟s work, present his
ideas on a topic through different media,
and work with his peers to bring the
project or activity they were working on
to fruition.
• The opportunity to make meaningful
contributions enhanced Tom‟s self-
confidence and increased his status among
his peers as they realized he was able to
make worthwhile contributions to his
group.
28. 1. Achievement
2. Social skill
development
3. Peer
acceptance
Putnam,2009; Killen,2009
29. 1. Achievement
Cooperative learning (as compared
with individualistic and competitive
learning) increases the academic
achievement and social acceptance of
students with disabilities (Putnam,2009).
30. Cooperative learning for students
with moderate and severe disabilities
is also positive: greater academic
gains comparable to competitive and
individualistic situations, greater
interpersonal attraction, and higher
levels of socially interactive
behaviors. (Putnam, 1998)
31. Selecting challenging, multilevel tasks that promote learning and
growth at different levels is a key to success in cooperative
learning and inclusive education.
Cooperative tasks provide opportunities for all students to work
at their own levels while still pursuing a common goal (Killen,2009).
32. 2. Social skill
development
Cooperative learning provides an
ideal context for social skill
development. It is through
interpersonal interactions that
students observe, perform, and
receive feedback on social behaviors,
which makes cooperative learning
particularly beneficial for students
with learning and behavior problems
(Putnam,2009).
34. Over forty research found that attitudes towards
students with disabilities were more positive in
classrooms using cooperative learning (Johnson & Johnson,1989).
35. It provides opportunities for learners to see that their
individual differences in abilities, backgrounds, cultures and
experiences are valued and respected, and can be
accommodated in learning tasks and contexts.
• It helps students to learn respect for one another’s
strength and limitations and to accept these differences.
This is very important in culturally diverse classrooms
and in classrooms that include students with disabilities.
Putnam,2009; Killen,2009
36. Thanks, TaeHee.
I, finally, understand why
cooperation is important
for inclusion.
But could you explain its
key features, Nicole?
38. The Australian Government considers that all people with
disabilities have the right to participate as fully as possible in
community life and is committed to increasing fair access to
education and training for all groups.
Australian Government’s Disability Standards for Education Policy 2005 (C) Commonwealth Government Barton ACT
39. One way to ensure equality in
education is to promote
co-operative learning.
43. Positive interdependence
Individual accountability
Face-to-face promotive
interaction
Interpersonal & small group
skills
Group processing
Johnson and Johnson, ?
http://www.realscience.org.uk/makeitb/
cooperative-learning.html
46. First, 2 words on group size.
• Group should not be too large or too
small. It is suggested that students
work in groups of four or five
(Beihler/Snowman).
• Group must contain variety.
47. Positive interdependence / Group goals
• Each student plays a part in obtaining the major goal.
• Reward students.
• Promote resource interdependence.
• Task or sequence interdependence (Felder and Brent).
49. Face to face promotive interaction
• Students are shown how to help each other overcome
problems.
• This can be done through peer tutoring, exchanges of
information, temporary assistance from the teacher,
challenging of feedback given by others, feedback and
encouraging one another. (Beihler/Snowman)
50. Individual accountability
• Students need to be accountable for their
contributions to ensure they are not „sponging‟ off
others.
• This could be demonstrated by each member having a
set task (Warning! Don‟t delegate into isolated parts).
51. Social skills
• Positive interdependence and promotive interaction are not likely to occur if
students do not know how to make the most of their face-to-face interactions.
• Students have to be taught such basic skills as leadership, decision making, trust
building, clear communication, and conflict management.
• It can destroy group cohesion and productivity if it results in students stubbornly
clinging to a position or referring to each other as "stubborn," "dumb," or "nerdy”.
(Beihler and Snowman)
52. Group processing
• Group should work together on tasks.
• Need specific time set aside to work together.
• Teacher to choose skills and outcomes.
• Groups need feedback, time for reflection, and
celebration when outcome is achieved successfully.
54. Equal opportunities for success
• Students will not participate fully if they
feel that they will not be as successful or
welcomed into the group as others.
• Teacher needs to ensure that everyone is
participating.
55. Team competition
• Hardly ever used appropriately.
• When competition occurs between well-matched competitors,
is done in the absence of a norm-referenced grading system,
and is not used too frequently, it can be an effective way to
motivate students to cooperate with each other.
(Beihler/Snowman)
57. 1. Avoid grading on a curve.
2. Avoid tasks that can be
easily delegated.
3. Avoid group grades.
4. Avoid long term unmanaged
projects.
5. Avoid mid-term start
58. 1. Avoid grading
on a curve.
• “Traditional norm-referenced
grading…defeats the purpose of cooperative
strategies and focuses on having students
compete against one another for scarce
commodities”.
• Use “a criterion-referenced grading
procedure based on actual performance of
individual mastery of course content and
understanding”.
(Whimbey and Lockhead)
59. 2. Avoid tasks that can
be easily delegated.
• Task gets broken up and
students end up working
individually.
• Leads to unhappiness about
how the work has been divided.
• Examples: essays and writing
tasks.
60. Why tasks should not be
delegated
“When the rational way to complete a task is to „delegate‟ the work to individual
members, that is exactly what will happen. Delegating commonly occurs in two
situations. One situation is when the assignments are too easy (i.e., group interaction
isn‟t needed). In this case, one member will simply act on behalf of the group. The
other situation occurs when the task requires a great deal of writing. Since writing is
inherently an individual activity, the only real group activity will be deciding how to
divide up the work. When group members work independently, cohesiveness is reduced
for at least two reasons. The first reason is that some members always feel like they are
having to do more than their fair share (and in most cases, they probably are correct).
The other reason is that, depending on the group‟s performance, the top students are
likely to resent having to choose between carrying their less able or less motivated peers
or risk getting a low grade.”(Michaelsen, Fink and Knight)
61. 3. Avoid group grades.
• Tempts some students to rely
on others whom they feel will
score higher than themselves
• Decreases individual
accountability
• Rewards freeloaders
62. 4. Avoid long term
unmanaged projects.
• These do not teach students
time management skills.
• Students waste time.
63. 5. Avoid mid term start.
• Students do not like changes
to the “rules of the game”
once they have expectations of
how the course works.
• Start co-operative tasks at the
beginning of the term.
67. "One way to ensure equality in education is to
promote cooperative learning.” (Nicole Elliott, previous slide!)
Which of the following statements supports this?
A. Students should be divided by ability for
cooperative learning.
B. Cooperative learning is as difficult to achieve as
equality.
C. Cooperative learning can be used as a strategy
for inclusion.
68. • Informal coopertive learning
groups are formed suddenly, without
careful planning, for a brief task, and
are then dispersed (Wankat and
Oreovicz, 1994).
• “Such groups are useful in the
middle of a lecture, to assign students
a task such as solving a problem,
answering a complicated question, or
developing a question for the
lecturer” (Ajayi & Ajayi, 2009, p.129).
69. Benefits of informal cooperative
learning groups:
• Engender a more cooperative class
atmosphere.
• A perfect break for when students‟
attention falters.
• Gives students an opportunity to
practice team work.
• A good way for teacher to begin
experimenting with cooperative
learning.
(Ajayi & Ajayi, 2009)
70. Informal cooperative learning
strategy
• Following a 15 minute discussion, teacher posts up a
multiple choice question. Students discuss an answer
with neighboring students. After 1-2 minutes, students
lift a flashcard corresponding to the answer.
• Benefits:
• Facilitates active learning, 100% participation and
collaborative learning, even in large classes.
• Students can immediately assess their understanding.
• Teacher can instantly assess student understanding.
(Ajayi & Ajayi, 2009)
71. The definition of formal cooperative
learning is implied in the definition of
informal cooperative learning.
Informal cooperative Formal cooperative
learning learning
(Wankat & Oreovic,
1994)
Formed without careful Formed with careful
planning planning
For a short term task For a longer term task
Created suddenly and Has a longer life span
then broken up
72. Formal cooperative learning,
therefore implies a sense of
structure:
• “Through a simple sequence of
steps we could structure the
interaction of students toward
specific outcomes” because
“unstructured interaction in a
group, especially a heterogeneous
group, almost always leads to
unequal participation” (Kagan,
2003, para 14).
• In other words, the outcome we
would like to achieve is that of
equal participation, therefore we
need to structure for that
outcome (Kagan, 2003).
73. Implementing specific strategies and
steps helps create a safe, accepting,
respecting environment in which all
students, even those with learning
challenges, feel confident to share
knowledge (Jones & Sterling, 2011).
75. Team formation
• “Cooperative learning groups should be heterogeneous
in gender, race, economic status, and ability in order
to take advantage of the benefits associated with
group diversity” (Dyson & Grienski, 2001).
• Start with pairs because they
• Are simpler to manage (Dyson & Grienski, 2001).
• Facilitate enhanced communication, maximum participation
and more possibility for practicing social skills (Dyson &
Grienski, 2001).
• Transition effortlessly into larger groups (Johnson, Johnson,
& Holubec, 1998).
76. Positive interdependence / Group goals
• “Positive interdependence occurs when each group
member learns to depend on the rest of the group as
they all work together to complete a task” (Dyson &
Grienski, 2001).
• Clearly define roles of group members, ensure that
all group members participate so that everybody can
contribute to learning process. This way everybody
feels valued, even those who need to develop their
interpersonal skills. This is one of the key reasons
that cooperative learning works well in an
inclusive classroom (Van Dyke, Stallings, & Colley,
1995).
77. Individual accountability
“Because individual student learning is a desired result
of cooperative learning, it is essential that individual
students demonstrate what they have learned as a result
of participating in cooperative activities” (Dyson &
Grienski, 2001).
78. Face to face promotive interaction
• Teachers need to verbalize, model and reinforce the social
skills needed to achieve a goal.
• Which of the following did I just model?
• Listen?
• Provide feedback?
• Resolve conflict?
• Encourage others?
• Take turns?
• Express enjoyment in success?
(Dyson & Grienski, 2001)
79. Group processing
• The time allotted, after a learning task, to discuss whether members are
achieving goals and maintaining successful working relationships.
• Benefits of group processing:
• Students can express themselves.
• Teacher can provide relevant and specific feedback.
• Helps ensure accountability.
(Dyson & Grienski, 2001)
81. • “RoundRobin is a simple, time-
honored way of structuring
interaction” (Kagan, 2003, para 5).
• “This RoundRobin structure
dramatically alters the
participation and learning among
students compared to unstructured
group discussion. Structures allow
us to create desired outcomes. Or,
put another way, we structure for
the outcomes we desire” (Kagan,
2003, para 14).
83. 1. Goal
To assess comprehension of a specific
concept using groups of 4
(Jones & Sterling, 2011).
Groups should be heterogeneous in
nature (recall the concept of team
formation). Remember to clearly
define roles of each member so that
positive interdependence can occur.
84. 2. Strategy
Teacher or student poses a question. Everyone in group
gets a chance to answer question. Use a manipulative for
visual aid. Teacher can choose struggling student to be
the last in the round robin, so that they have a chance to
learn from others, or to be the first, so that re-teaching
can occur if necessary (Jones & Sterling, 2011).
These are all ways of having everyone contribute to the
learning process, working together to complete a task
(positive interdependence).
Think about the concept of positive social interaction
skills throughout the process. That is, verbalize, model
and reinforce social skills (Dyson & Grienski, 2001).
85. 3. Benefits
All students get a chance to participate in active learning
(Jones & Sterling, 2011). Ensure individual accountability
after the activity (e.g. summarize points discussed).
87. Troubleshooting
Students with special needs may not feel comfortable sharing
answers at first, so you may need to use RoundRobin on a
“fun” exercise so that students develop confidence before
having to deal with real problem (Jones & Sterling, 2011).
89. References
Ajayi, I. A., & Ajayi, O. B. (2009). Cooperative Learning Strategies for Effective Teaching and Learning Science Courses in Large Classes. In A. Cartelli,
& M. Palma (Eds.), Encyclopedia of Information Communication Technology (pp. 127-131). doi:10.4018/978-1-59904-845-1.ch017
Australian Government’s Disability Standards for Education Policy (2005) (C) Commonwealth Government Barton ACT
Biehler/Snowman, PSYCHOLOGY APPLIED TO TEACHING, 8/e, (1997), Houghton Mifflin Co. (Chapters 4 & 11). As viewed online at
http://college.cengage.com/education/pbl/tc/coop.html
Brent, R and Field, R (1994) Positive Interdependence, Individual Accountability, Promotive Interaction: Three Pillars of Cooperative Learning as
accessed at http://www.uwstout.edu/soe/profdev/resources/upload/acl_piiapi.pdf
Dyson, B., & Grineski, S. (2001). Using cooperative learning structures in physical education. Journal of Physical Education, Recreation & Dance,
72(2), 28-31.
Foundation Coalition (date unknown). Positive Interdependence, Individual Accountability, Promotive Interaction: Three Pillars of Cooperative
Learning. Retrieved from http://www.uwstout.edu/soe/profdev/resources/upload/acl_piiapi.pdf
Gillies, R, M (2007). Cooperative learning: Integrating theory and practice. Thousand Oaks, CA : Sage Publications
Johnson, D., Johnson, R. & Holubec, E. (1998).Cooperation in the classroom. Boston: Allyn and Bacon.
Johnson, D. & Johnson, R. (2003) Assessing students in groups: Promoting group responsibility and individual accountability. Thousand Oaks, CA:Sage
Johnson, D. & Johnson, R. (1989) Cooperation and competition: Theory and Research. Edina, MN: Interaction Books.
Jones, T. & Sterling, D.R. (2011). Cooperative learning in an inclusive science classroom. Science Scope 35(3), 24-28.
Kagan, S. (2003). A brief history of Kagan structures. Retrieved from http://www.kaganonline.com/free_articles/dr_spencer_kagan/ASK20.php
Notes de l'éditeur
First we are going to classify cooperative learning, so that we can figure out strategies for using it in a regular classroom.