SlideShare une entreprise Scribd logo
1  sur  89
Cooperative
learning for
  Inclusion
Part I:
 Definition
Limitations
  Benefits
What is
Cooperative
 Learning?
Collaboration occurs “through structured
interaction in small groups. It involves
students cooperating to achieve a shared
outcome.” (Deppler et al., 2011, p. 183)
Cooperative Learning
Aha!!

Cooperative
learning, when
properly
implemented, can
be an essential
approach for the
inclusive classroom.
YES,
Chris!
However,
I’ve heard that
  cooperative
  learning has
     limits!
“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). ”
“ 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).
“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).
YES,

You might be right.
However,
 cooperative learning
has a lot more benefits
   than limitations.
Self-esteem

         REALLY??
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).
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).
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).
• .
• .



      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).
Cooperative learning emphasizes democratic
thought and practice as a desirable way for people
to interact. (Killen, 2009)
WAIT
ONE MORE.
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
Cooperative Learning
Yes, we can!
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)
What
happened
 to Tom?
•   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.
Tom‟s case is
 not unique.
1. Achievement

   2. Social skill
   development

        3. Peer
        acceptance


                     Putnam,2009; Killen,2009
1. Achievement




Cooperative learning (as compared
with individualistic and competitive
learning) increases the academic
achievement and social acceptance of
students with disabilities (Putnam,2009).
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)
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).
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).
3. Peer
acceptance
Over forty research found that attitudes towards
students with disabilities were more positive in
classrooms using cooperative learning (Johnson & Johnson,1989).
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
Thanks, TaeHee.
I, finally, understand why
cooperation is important
       for inclusion.

But could you explain its
 key features, Nicole?
Part 2:
Key features
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
One way to ensure equality in
  education is to promote
   co-operative learning.
What are the
key features of
 cooperative
   learning?
Everybody likes a
  piece of pie.
Positive
interdependence
 Individual
 accountability
     Equal
     participation

         Simultaneous
         interaction

                        Kagan, 2012
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
(The Foundation Colatiion, Date unknown)
Self-esteem
          PLEASE
         EXPLAIN!
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.
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).
9 ways to structure positive
                                            interdependence

1.     Positive goal interdependence
2.     Positive reward interdependence
3.     Positive resource interdependence
4.     Positive role interdependence
5.     Positive identity interdependence
6.     Positive environmental interdependence
7.     Positive fantasy interdependence
8.     Positive task interdependence
9.     Positive outside enemy interdependence

Anon. chart found at PDST Co-Operative Learning Website https://sites.google.com/a/pdst.ie/cooperative-learning/reading
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)
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).
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)
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.
WAIT…
  2 MORE
IMPORTANT
  POINTS!
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.
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)
Cooperative Learning
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
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)
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.
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)
3. Avoid group grades.




• Tempts some students to rely
  on others whom they feel will
  score higher than themselves
• Decreases individual
  accountability
• Rewards freeloaders
4. Avoid long term
 unmanaged projects.




• These do not teach students
  time management skills.
• Students waste time.
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.
Part 3:
Use in a regular
  classroom
What’s at least
 one way of
  classifying
 cooperative
   learning?
Cooperative
learning can be
  informal or
    formal.
"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.
•   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).
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)
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)
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
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).
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).
(The Foundation Colatiion, Date unknown)
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).
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).
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).
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)
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)
What‟s this
RoundRobin
  thing?
• “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).
1. Goal


   2. Strategy


          3. Benefits
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.
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).
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).
Cooperative Learning
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).
Thank
 you
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

Contenu connexe

Tendances

Cooperative learning for slideshare
Cooperative learning for slideshareCooperative learning for slideshare
Cooperative learning for slideshareTrenna Brooks
 
Cooperative Learning
Cooperative LearningCooperative Learning
Cooperative LearningJelai Anger
 
Integrating The Skills
Integrating The SkillsIntegrating The Skills
Integrating The Skillsasuma
 
Inductive teaching
Inductive teachingInductive teaching
Inductive teachingpointer99
 
Community Language Learning
Community Language LearningCommunity Language Learning
Community Language LearningLala Amalia
 
Cooperative learning in school education teaching techniques and strategies f...
Cooperative learning in school education teaching techniques and strategies f...Cooperative learning in school education teaching techniques and strategies f...
Cooperative learning in school education teaching techniques and strategies f...Rajeev Ranjan
 
Benefits of Cooperative Learning in the Classroom
Benefits of Cooperative Learning in the ClassroomBenefits of Cooperative Learning in the Classroom
Benefits of Cooperative Learning in the ClassroomDr. Aries Cobb
 
Flipped classroom
Flipped classroomFlipped classroom
Flipped classroomGrei Grei
 
Observing learning and teaching in the second language classroom
  Observing learning and teaching in the second language classroom  Observing learning and teaching in the second language classroom
Observing learning and teaching in the second language classroomAlobaidi77
 
Differentiating Instruction
Differentiating InstructionDifferentiating Instruction
Differentiating Instructionsheisirenebkm
 
C.b. learning theory power point presentation constructivism
C.b. learning theory power point presentation constructivismC.b. learning theory power point presentation constructivism
C.b. learning theory power point presentation constructivismCristyn72012
 
122623701 teaching-listening
122623701 teaching-listening122623701 teaching-listening
122623701 teaching-listeningDidit Yudhis
 
CLL community language learning
CLL community language learningCLL community language learning
CLL community language learningenglishpts
 
Lecture notes 3
Lecture notes 3Lecture notes 3
Lecture notes 3An Nguyen
 
Teaching across proficiency levels Alejandra Lopez
Teaching across proficiency levels Alejandra LopezTeaching across proficiency levels Alejandra Lopez
Teaching across proficiency levels Alejandra LopezAlejandra López
 
Grammar-translation method-Reflection
Grammar-translation method-ReflectionGrammar-translation method-Reflection
Grammar-translation method-ReflectionFiona Lee
 

Tendances (20)

Cooperative learning for slideshare
Cooperative learning for slideshareCooperative learning for slideshare
Cooperative learning for slideshare
 
Differentiated Instruction in the Math Classroom
Differentiated Instruction in the Math ClassroomDifferentiated Instruction in the Math Classroom
Differentiated Instruction in the Math Classroom
 
Cooperative Learning
Cooperative LearningCooperative Learning
Cooperative Learning
 
Integrating The Skills
Integrating The SkillsIntegrating The Skills
Integrating The Skills
 
Cooperative Learning
Cooperative LearningCooperative Learning
Cooperative Learning
 
Inductive teaching
Inductive teachingInductive teaching
Inductive teaching
 
Community Language Learning
Community Language LearningCommunity Language Learning
Community Language Learning
 
Cooperative learning in school education teaching techniques and strategies f...
Cooperative learning in school education teaching techniques and strategies f...Cooperative learning in school education teaching techniques and strategies f...
Cooperative learning in school education teaching techniques and strategies f...
 
Teacher Collaboration
Teacher CollaborationTeacher Collaboration
Teacher Collaboration
 
Benefits of Cooperative Learning in the Classroom
Benefits of Cooperative Learning in the ClassroomBenefits of Cooperative Learning in the Classroom
Benefits of Cooperative Learning in the Classroom
 
Flipped classroom
Flipped classroomFlipped classroom
Flipped classroom
 
Observing learning and teaching in the second language classroom
  Observing learning and teaching in the second language classroom  Observing learning and teaching in the second language classroom
Observing learning and teaching in the second language classroom
 
Differentiating Instruction
Differentiating InstructionDifferentiating Instruction
Differentiating Instruction
 
C.b. learning theory power point presentation constructivism
C.b. learning theory power point presentation constructivismC.b. learning theory power point presentation constructivism
C.b. learning theory power point presentation constructivism
 
Jigsaw Strategy
Jigsaw StrategyJigsaw Strategy
Jigsaw Strategy
 
122623701 teaching-listening
122623701 teaching-listening122623701 teaching-listening
122623701 teaching-listening
 
CLL community language learning
CLL community language learningCLL community language learning
CLL community language learning
 
Lecture notes 3
Lecture notes 3Lecture notes 3
Lecture notes 3
 
Teaching across proficiency levels Alejandra Lopez
Teaching across proficiency levels Alejandra LopezTeaching across proficiency levels Alejandra Lopez
Teaching across proficiency levels Alejandra Lopez
 
Grammar-translation method-Reflection
Grammar-translation method-ReflectionGrammar-translation method-Reflection
Grammar-translation method-Reflection
 

Similaire à Cooperative Learning

Academic and Social Effects of Inclusion
Academic and Social Effects of InclusionAcademic and Social Effects of Inclusion
Academic and Social Effects of InclusionChristina Sookdeo
 
Essay On Cooperative Learning ( Johnson And Johnson, 2006)
Essay On Cooperative Learning ( Johnson And Johnson, 2006)Essay On Cooperative Learning ( Johnson And Johnson, 2006)
Essay On Cooperative Learning ( Johnson And Johnson, 2006)Diana Walker
 
Inclusion and Diversity: Social Skills
Inclusion and Diversity: Social SkillsInclusion and Diversity: Social Skills
Inclusion and Diversity: Social SkillsJoseph Nagy
 
Disadvantages Of Cooperative Learning
Disadvantages Of Cooperative LearningDisadvantages Of Cooperative Learning
Disadvantages Of Cooperative LearningLucy Castillo
 
Collaborative vs. cooperative learning
Collaborative vs. cooperative learningCollaborative vs. cooperative learning
Collaborative vs. cooperative learningLermaPendon
 
Rivera a week6dbcooperativelearningpp
Rivera a week6dbcooperativelearningppRivera a week6dbcooperativelearningpp
Rivera a week6dbcooperativelearningppariveraarivera
 
Differentiating Within An Inclusive Classroom
Differentiating Within An Inclusive ClassroomDifferentiating Within An Inclusive Classroom
Differentiating Within An Inclusive ClassroomDawn Henderson
 
Lesson 13 cooperative learning with computer
Lesson 13  cooperative learning with computerLesson 13  cooperative learning with computer
Lesson 13 cooperative learning with computerJoan Nicolas
 
Collaborative Learning As A Teacher Student Relationship
Collaborative Learning As A Teacher Student RelationshipCollaborative Learning As A Teacher Student Relationship
Collaborative Learning As A Teacher Student RelationshipElena
 
3.25 - collaboration pd.pptx
3.25 - collaboration pd.pptx3.25 - collaboration pd.pptx
3.25 - collaboration pd.pptxjerryjun1
 
The Jigsaw Classroom Is A Cooperative Learning Teaching
The Jigsaw Classroom Is A Cooperative Learning TeachingThe Jigsaw Classroom Is A Cooperative Learning Teaching
The Jigsaw Classroom Is A Cooperative Learning TeachingBrenda Zerr
 
Cooperative Learning with the Computer
Cooperative Learning with the ComputerCooperative Learning with the Computer
Cooperative Learning with the Computerim_here6
 
Whatis collaborativelearning
Whatis collaborativelearningWhatis collaborativelearning
Whatis collaborativelearningkshahzad360
 
Inclusive Classrooms
Inclusive ClassroomsInclusive Classrooms
Inclusive Classroomsguest4852bda
 

Similaire à Cooperative Learning (20)

Academic and Social Effects of Inclusion
Academic and Social Effects of InclusionAcademic and Social Effects of Inclusion
Academic and Social Effects of Inclusion
 
Essay On Cooperative Learning ( Johnson And Johnson, 2006)
Essay On Cooperative Learning ( Johnson And Johnson, 2006)Essay On Cooperative Learning ( Johnson And Johnson, 2006)
Essay On Cooperative Learning ( Johnson And Johnson, 2006)
 
Inclusion and Diversity: Social Skills
Inclusion and Diversity: Social SkillsInclusion and Diversity: Social Skills
Inclusion and Diversity: Social Skills
 
Disadvantages Of Cooperative Learning
Disadvantages Of Cooperative LearningDisadvantages Of Cooperative Learning
Disadvantages Of Cooperative Learning
 
Collaborative vs. cooperative learning
Collaborative vs. cooperative learningCollaborative vs. cooperative learning
Collaborative vs. cooperative learning
 
Rivera a week6dbcooperativelearningpp
Rivera a week6dbcooperativelearningppRivera a week6dbcooperativelearningpp
Rivera a week6dbcooperativelearningpp
 
FSIEDL8.pptx
FSIEDL8.pptxFSIEDL8.pptx
FSIEDL8.pptx
 
Differentiating Within An Inclusive Classroom
Differentiating Within An Inclusive ClassroomDifferentiating Within An Inclusive Classroom
Differentiating Within An Inclusive Classroom
 
Lesson 13 cooperative learning with computer
Lesson 13  cooperative learning with computerLesson 13  cooperative learning with computer
Lesson 13 cooperative learning with computer
 
Collaborative Learning As A Teacher Student Relationship
Collaborative Learning As A Teacher Student RelationshipCollaborative Learning As A Teacher Student Relationship
Collaborative Learning As A Teacher Student Relationship
 
3.25 - collaboration pd.pptx
3.25 - collaboration pd.pptx3.25 - collaboration pd.pptx
3.25 - collaboration pd.pptx
 
Cooperative learning
Cooperative learningCooperative learning
Cooperative learning
 
Parents, Teachers, Schools, Communities
Parents, Teachers, Schools, CommunitiesParents, Teachers, Schools, Communities
Parents, Teachers, Schools, Communities
 
Shaiza
ShaizaShaiza
Shaiza
 
The Jigsaw Classroom Is A Cooperative Learning Teaching
The Jigsaw Classroom Is A Cooperative Learning TeachingThe Jigsaw Classroom Is A Cooperative Learning Teaching
The Jigsaw Classroom Is A Cooperative Learning Teaching
 
Cooperative Learning with the Computer
Cooperative Learning with the ComputerCooperative Learning with the Computer
Cooperative Learning with the Computer
 
Mi M Intro Pp
Mi M Intro PpMi M Intro Pp
Mi M Intro Pp
 
ACEI april 2010
ACEI april 2010ACEI april 2010
ACEI april 2010
 
Whatis collaborativelearning
Whatis collaborativelearningWhatis collaborativelearning
Whatis collaborativelearning
 
Inclusive Classrooms
Inclusive ClassroomsInclusive Classrooms
Inclusive Classrooms
 

Dernier

How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17Celine George
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICESayali Powar
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational PhilosophyShuvankar Madhu
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice documentXsasf Sfdfasd
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationMJDuyan
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxDr. Santhosh Kumar. N
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptxSandy Millin
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17Celine George
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.EnglishCEIPdeSigeiro
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?TechSoup
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfMohonDas
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsEugene Lysak
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE
 

Dernier (20)

How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17
 
Prelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quizPrelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quiz
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICE
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational Philosophy
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice document
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive Education
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptx
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdf
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George Wells
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024
 

Cooperative Learning

  • 4. Collaboration occurs “through structured interaction in small groups. It involves students cooperating to achieve a shared outcome.” (Deppler et al., 2011, p. 183)
  • 6. Aha!! Cooperative learning, when properly implemented, can be an essential approach for the inclusive classroom.
  • 8. However, I’ve heard that cooperative learning has limits!
  • 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).
  • 13. However, cooperative learning has a lot more benefits than limitations.
  • 14. Self-esteem REALLY??
  • 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).
  • 19. Cooperative learning emphasizes democratic thought and practice as a desirable way for people to interact. (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.
  • 27. Tom‟s case is not unique.
  • 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.
  • 40. What are the key features of cooperative learning?
  • 41. Everybody likes a piece of pie.
  • 42. Positive interdependence Individual accountability Equal participation Simultaneous interaction Kagan, 2012
  • 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
  • 44. (The Foundation Colatiion, Date unknown)
  • 45. Self-esteem PLEASE EXPLAIN!
  • 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).
  • 48. 9 ways to structure positive interdependence 1. Positive goal interdependence 2. Positive reward interdependence 3. Positive resource interdependence 4. Positive role interdependence 5. Positive identity interdependence 6. Positive environmental interdependence 7. Positive fantasy interdependence 8. Positive task interdependence 9. Positive outside enemy interdependence Anon. chart found at PDST Co-Operative Learning Website https://sites.google.com/a/pdst.ie/cooperative-learning/reading
  • 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.
  • 53. WAIT… 2 MORE IMPORTANT POINTS!
  • 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.
  • 64. Part 3: Use in a regular classroom
  • 65. What’s at least one way of classifying cooperative learning?
  • 66. Cooperative learning can be informal or formal.
  • 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).
  • 74. (The Foundation Colatiion, Date unknown)
  • 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).
  • 82. 1. Goal 2. Strategy 3. Benefits
  • 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

  1. First we are going to classify cooperative learning, so that we can figure out strategies for using it in a regular classroom.