Cooperativelearningfinal 090805124529-phpapp02

Improving Academic
Performance Using
Cooperative Learning
Instructional Strategies EPI 0002:
Professor Dominique Charlotteaux
August 9, 2009
Group 02 Members:
Susan Convery Foltz
Elizabeth Cyzeska
Carrie Sneed
Yvonne Berrios

Individual commitment to a group
effort — that is what makes a
team work, a company work, a
society work, a civilization work.
(Vince Lombardi, football coach
for the NFL)

Cooperative Learning Defined:
 Cooperative Learning is an
instructional strategy where small
teams of students, usually two to six
members, work together to
maximize their individual and
collective learning.
 After team members are organized
into these small groups and receive
instruction from their teacher,
students within the team cooperate
with one another and work through
the assignment until each team
member successfully understands
and completes it.
 Ultimately the shared goals are
accomplished individually by each
team member, and collectively by
the group as a whole.

What Does a Cooperative Model
Look Like?
 Students work cooperatively compared with traditional models
where individuals are only looking out for themselves.
 Team members are responsible for their own individual learning
as well as for their teammates learning.
 Teams are made up of high, medium and low academic
achieving students.
 Teams are heterogeneous in gender, race, culture and
socioeconomic status.
 Team members contribute their knowledge, experience, skills
and resources to the group.
 Team members cooperate and collaborate.
 Team members benefit from the contributions of the individual
team members.
 Team members acquire new skills and knowledge.
 Rewards are oriented towards individual and group.

Five Elements of Cooperative
Learning:
1. Positive Interdependence
 tasks and goals are clearly defined
 efforts of each team member benefits the individual as well
as the group
 commitment is made to both personal as well as group
success
2. Individual and Group Accountability
 each team member must contribute to the group as a whole
 each team member is accountable for helping the group reach
its goals
3. Interpersonal and Small-Group Skills - Each team member
must:
 be motivated
 provide effective leadership
 be able to make decisions
 be able to build trust
 be able to communicate
 be able to mange conflict

Five Elements of Cooperative
Learning Continued:
4. Face to Face Promotive Interaction - Students
 Promote one another's success by sharing resources
 Encourage, help, and applaud each other's efforts
 Support one another academically and personally
 Explain how to solve problems
 Teach each other
 Check for one another's understanding
 Discuss concepts being learned
 Connect present with past learning
 Foster the groups mutual goal
5. Group Processing (Reflection) - Students
 Communicate openly, freely, respectfully discussing their
concerns
 Maintain effective working relationships
 Describe what member actions are helpful/unhelpful
 Make decisions about behaviors to
continue/change/discontinue
 Process status of goal achievement and accomplishments

Essentials of Effective
Cooperative Learning Groups:
Participation
 Each team member should contribute their
time and energy
 Each team member should participate in
the decision making process
Trust
 Each team member should trust that other
team members will be contributing to the
group
Communication
 Each team member should listen
respectfully and attentively to other team
members
 Each team member should contribute ideas
 Each team member should ask questions
when clarification is needed
 Each team member should give
constructive feedback

What children can do together
today, they can do alone
tomorrow.
(Let Vygotsky, 1962)

Theoretical Support and
Research on
and it’s Effects

Research:
 There are more than 900 research studies which validate
the effectiveness of cooperative learning over competitive
and individualistic efforts.
 These studies have been conducted by many different
researchers in settings around the world. Research
participants have varied widely as to cultural background,
economic class, age and gender and a wide variety of
research tasks and dependent variables have been used.
 Over and over again the research reveals that students
completing cooperative learning group tasks tend to have
higher academic test scores, higher self-esteem, greater
numbers of positive social skills, fewer stereotypes of
individuals of other races or ethnic groups, and greater
comprehension of the content and skills they are studying.

The Classroom as Societal
Mirror:
 Research on cooperative learning
began in the late 1890s when
Triplett (1898) in the United States
and Mayer (1903) in Germany
conducted a series of research
studies on the factors associated
with competitive performance.
 They were followed, in 1916, by
John Dewey whose book
“Democracy and Education” was
one of the first to argue that the
classroom should mirror the larger
society and be a laboratory for real
life learning.

The highest and best form of
efficiency is the spontaneous
cooperation of a free people.
(Woodrow Wilson)

Research Who’s Who:
 The leading researchers of cooperative
learning include Robert Slavin, Roger & David
Johnson and Spencer Kagan, all of whom
have slightly different approaches and
emphases.
 Johnson & Johnson focus on developing a
specific structure that can be incorporated
within a variety of curriculums with an
emphasis on integrating social skills with
academic tasks.
 Kagan’s work focuses on the use of many
different structures to help facilitate active
learning, team building and group skills.
 Slavin’s work utilizes methods from both
Johnson & Johnson and Kagan, and has
resulted in the development of specific
learning structures.

The Models:
 While the basic principles of cooperative learning do not change, there
are "structures" which have been studied extensively:
Cooperative Learning Methods Time Period Researcher
Learning Together Mid 1960’s Johnson & Johnson
TGT (Teams-Games-
Tournament)
Early 1970’s Devries & Edwards
Group Investigation Mid 1970s Sharan & Sharan
Constructive Academic
Controversy
Mid 1970’s Johnson & Johnson
Jigsaw Late 1970’s Aaronson & Associates
STAD (Student Teams
Achievement Divisions)
Late 1970’s Slavin & Associates
TAI (Team Assisted
Individualization)
Early 1980’s Slavin & Associates
Structures
Mid 1980’s Kagan
Complex Instruction Early 1980’s Cohen
CIRC (Cooperative Integrative
Reading and
Composition)
Late 1980’s Stevens, Slavin & Associates

Schlomo Sharan:
 Schlomo Sharan used cooperative learning as a tool for addressing
social imbalances. Sharan and his colleagues at Tel Aviv University
utilized cooperative learning to counteract racial prejudice between
Jewish groups in Israel following the collapse of the Soviet Union. His
research clearly showed that instructional methods influence students’
cooperative and competitive behaviour provided these three conditions
were met:
1. Unmediated interethnic contact
2. Occurs under conditions of equal status between member of
the various groups
3. The setting officially sanctions interethnic cooperation
Sharan found that cooperative learning experiences allowed students to
understand how a situation appears to another person and how that
person is reacting cognitively and emotionally to the situation.
Cooperative learning reduces egocentrism and opens the student’s
viewpoint to the extent that they may be unaware of other points of view
and the limitations of their own perspective.

Roger & David Johnson:
 The research of David and Roger
Johnson, and their colleagues,
provides the foundation for how
cooperative learning is structured in
most of today’s classrooms. Their
research shows that merely
because students work in small
groups does not mean they are
cooperating to ensure their own
learning and the learning of all
others in the group.
 Additional research concludes that
the more students care about each
other, the harder they will work to
achieve mutual learning goals.
Long-term and persistent efforts to
achieve do not come from the head;
they come from the heart.

Cooperative learning simultaneously
models interdependence and provides
students with the experiences they
need to understand the nature of
cooperation
(Roger & David Johnson)

Johnson, Johnson, Holubec
and Roy:
According to Johnson, Johnson,
Holubec and Roy the
Cornerstones of Cooperative
Learning are:
1. Positive Interdependence (Sink
or Swim together)
2. Promotive Interaction (Face to
Face)
3. Individual and Group
Accountability
4. Teaching the required
Interpersonal and Small Group
Skills
5. Group Processing (Reflection)

Elements of Cooperative
Learning:
 Johnson & Johnson have
identified four specific
elements which seem to
be important for
maximizing achievement,
including:
1. Cooperative task
structures,
2. Cooperative incentive
structures,
3. Individual accountability
4. Heterogeneous grouping

Robert Slavin:
Robert Slavin’s research comparing cooperative learning with traditional
instructional methods attributes the widespread positive effects that
are typically found among studies of cooperative learning to one or
more of the following explanations:
 Motivational Effect: in several studies students in cooperative-
learning groups felt more strongly than students in other learning
programs that their groupmates wanted them to come to school every
day and work hard in class. Students in cooperative-learning groups
were more likely to attribute success to hard work and ability than to
luck
 Cognitive Development Effect: collaboration promotes cognitive
growth because students model for each other more advanced ways
of thinking than any would demonstrate individually.
 Cognitive Elaboration Effect: new information that is elaborated
(restructured and related to existing knowledge) is more easily
retrieved from memory. A particularly effective means of elaboration is
explaining something to someone else.

Spencer Kagan:
 Spencer Kagan has developed more than
100 structures to incorporate the basic
principles of cooperative learning. He has
trained more than 20,000 teachers in
cooperative learning through workshops
and conferences. "We are very clear with
teachers that they should make
cooperative learning part of any lesson,"
Kagan says. "Ours is an integrated
approach rather than a replacement
approach."
 For example, Kagan instructs teachers to
use a "Timed Pair Share" structure. In this
exercise, the teacher divides the class into
pairs of students and poses a question.
Within each pair, Student A talks about his
or her answer for one minute, then
Student B does the same.

Research Results:
 Cooperative Learning is one of
the best researched of all
teaching strategies. The results
show that students who have
opportunities to work
collaboratively, learn faster and
more efficiently, have greater
retention, and feel more positive
about the learning experience.
 Needless to say, students
cannot just be put into a group
and assigned a project to
complete. There are very
specific methods to assure the
success of group work, and it is
essential that both teachers and
students are aware of them.

Teamwork represents a set of values that encourage
behaviors such as listening and constructively
responding to points of view expressed by others,
giving others the benefit of the doubt, providing
support to those who need it, and recognizing the
interests and achievements of others.
(Katzenbach & Smith)

in the Classroom

Planning for Cooperative
Learning:
 There are six key steps involved in
planning for cooperative learning:
1. Choose an approach
2. Choose appropriate content
3. Form student teams
4. Develop materials
5. Plan for orienting students to tasks and
roles
6. Plan for the use of time and space

Chose an Approach:
Student Teams Achievement Divisions (STAD)
 Students in heterogeneous groups of four to five members use study
devices to master academic material and then help each other learn the
material through tutoring, quizzing and team discussions.
Jigsaw
 Each member of a five or six member heterogeneous group is
responsible for mastering a portion of the material and then teaching that
part to the other team members.

Chose an Approach Cont.:
Group Investigation
 The most complex cooperative learning
approach and most difficult to implement.
 Students are involved in planning the
group topics as well as the ways in which
they will proceed with their investigations.
 Once students select topics for study,
they conduct in-depth investigations and
then prepare and present a report to the
whole class.
The Structural Approach
 The teacher poses a question to the entire
class and students provide answers by
raising their hands and are called on with
the goal of increasing student acquisition
of academic content and teaching social
skills.

Chose an Approach Cont.:
Think-Pair-Share
 The teacher poses a question to the entire class and the students spend
a moment thinking alone about their answer.
 The teacher asks the students to pair off with one classmate and
discuss their answers with their partner for four to five minutes.
 The teacher asks the pairs to share their answers with the entire class.
Numbered Heads Together
 The teacher has groups of three to five members number off so that
each member has a different number.
 The teacher asks either a very specific or very broad question,
depending on the subject matter.
 Students put their heads together to arrive at an answer and make sure
that everyone knows the answer.
 The teacher calls out a number and the students from each group with
that specific number share their answers with the entire class.

Choose Appropriate Content:
 Teachers must be sure to
choose content that will
spark and keep the interest
of the students.
 If the students do not find
the content interesting and
appropriately challenging,
they will quickly lose interest
and the cooperative
learning approach will fail.
 Research shows that the
more conceptual knowledge
is emphasized the more
successful cooperative
learning will be.

Form Student Teams:
 The formation of student teams will vary according to the goals and
objectives of the lesson as well as the diversity among racial,
ethical, gender and ability groups.
 Teacher-selected groups have been proven time and again to be
the best method of forming teams because it ensures a good mix
and avoids friends from working together, which neglects to achieve
the goal of improvement of social interactions among students who
do not know each other as well.

Develop Materials:
 Teachers usually provide verbal
information along with worksheets,
outlines and study guides during a
cooperative learning lesson.
 Good materials take time to develop
and must be both interesting and at
an appropriate reading level for the
students or they will no be able to
understand the lesson and will
quickly become uninterested and
give up.
 Teachers can reach out to librarians
and media specialists for assistance
in choosing exciting and appropriate
materials to implement into the
cooperative learning lesson.

Structure Student
Interdependence:
 The nine ways in which positive interdependence can be structured are as
follows:
1. Goal interdependence-The group has a common goal and every member of the team is
expected to achieve it.
2. Incentive interdependence-Everyone receives the same reward but only if every member
of the team succeeds.
3. Resource interdependence-Resources, information, and material are limited so that
students are obliged to work together and cooperate in sharing available resources.
4. Sequence interdependence-The overall task is divided into a sequence of subtasks.
Individual group members perform their particular tasks as part of a predetermined order.
5. Role interdependence-Each group member is assigned a role with specific responsibilities.
Each role contributes to and supports the task's completion.
6. Identity interdependence-The group establishes a mutual identity through a name, flag,
logo, or symbol. These can be augmented by a group song or cheer.
7. Outside force interdependence-The group, as a whole, competes against other groups.
8. Simulation interdependence-The group members imagine that they are in a situation or
role where they must collaborate to be successful.
9. Environmental interdependence-The group members work together within a specified
physical space, such as a section of the classroom.
 Set up tasks which cannot be completed without input from each team member
 Reflect on the 9 positive interdependencies and how they can be incorporated
into the lesson
Avoid:
 Allowing one student to be carried by the others
 Allowing one student to do the work for the group
 Holding up one person or group as "best"
http://cooperativelearning.learnhub.com/lesson/216-5-basic-elements-of-cooperative-learning

Plan for Orienting Students to
Tasks and Roles:
 Students who are unfamiliar with the cooperative learning model will
need to be taught about the model and be clear on their roles as well as
the teacher’s expectations during this type of lesson.
 Students also need to be made aware that the reward structure will be
cooperatively based, not competitively based like most other class work.
 Help students develop social skills naturally or by specific teaching of
the required skills in the following areas:
 Leadership, Decision-making, Trust-building, Communication, Conflict-
management skills
 Provide opportunities for students to “naturally” use social skills in fun or high
interest topics
 Teach, model, chart, process (provide feedback), role play, and reinforce
social skills,
 Assign roles and skills and teach associated response modes and gambits.
Avoid:
 Placing students in situations before they have appropriate skills, e.g.,
placing them in conflict before they have conflict resolution skills

Establish Supportive
Mechanisms:
 Students need to do real work together in which
they promote each other's success by sharing
resources and helping, supporting, encouraging,
and applauding each other's efforts to achieve.
There are important cognitive activities and
interpersonal dynamics that can only occur when
students promote each other's learning. This
includes orally explaining how to solve problems,
teaching one's knowledge to others, checking for
understanding, discussing concepts being learned,
and connecting present with past learning. Each of
those activities can be structured into group task
directions and procedures. Doing so helps ensure
that cooperative learning groups are both an
academic support system (every student has
someone who is committed to helping him or her
learn) and a personal support system (every
student has someone who is committed to him or
her as a person). It is through promoting each
other's learning face-to-face that members become
personally committed to each other as well as to
their mutual goals.
http://cooperativelearning.learnhub.com/lesson/216-5-basic-elements-of-
cooperative-learning

Plan for the Use of Time and
Space:
 Most teachers underestimate the amount of time it
takes to conduct a successful cooperative learning
lesson. Research shows the minimum time for a
cooperative learning lesson to produce real
cognitive change to be at least 4 weeks.
 It is crucial to carefully plan for the additional time
that it will take students to interact with one another
during cooperative learning lessons.
 Reflection (group processing) is an essential part of
the cooperative learning process. By clarifying and
describing which actions and decisions were helpful
and unhelpful the group continues the learning
process and improves each members effectiveness
when contributing to a collaborative group.
 Cluster seating is a popular seating arrangement
for cooperative learning because it allows students
to sit in groups of four or six during their small
group discussions.

Conducting Cooperative
Learning Lessons:
Clarify Goals and Establish Set
 The teacher clearly defines the aim of the
cooperative learning lesson by explaining the
student’s specific roles and the specific
procedures that they are expected to follow.
Present Information
 Information can be presented verbally and/or
through text.
 It is crucial that the students are able to clearly
understand the information.
 The effective teacher will assist the students in
comprehending the information before moving
on with the lesson instead of assuming they will
be able to understand it.

Conducting Cooperative
Learning Lessons Cont.
Organize Students Into Learning Teams
 The transition from a whole class instructional setting into a small group cooperative learning
setting can be very difficult and can turn into mayhem if not planned carefully.
 It is best to verbally explain how you would like the students to transition and then physically
assist them in the process rather than tell them their group members and expect them to figure
out how to get into those groups.
Assist Teamwork and Study
 It is very important to find the appropriate amount of teacher involvement during cooperative
learning lessons. Many teachers consider themselves to be “facilitators”.
 Too much teacher involvement can detour students from taking initiative and demonstrating
working independently and can even interfere with the student’s social development.
 However, if the students seem unclear about the directions or are not understanding the
lesson, it is imperative that the teacher steps in so that they can accurately complete the
lesson.

Adapting Cooperative
Learning for Diverse Learners:
 Giving students with special needs
and varying backgrounds the
opportunity to work collaboratively to
achieve a team goal is perhaps the
most beneficial aspect of
cooperative learning.
 Students must first learn about one
another and be able to respect each
other’s differences before
completing a successful cooperative
learning lesson.
 Teachers should assist students in
understanding cultural norms of
various ethnic groups that many
effect group cooperation.
 Make all of the students aware of
the strengths and capabilities that
their classmates can bring to the
group, regardless of their ethnic
background or disabilities.

Teamwork is the ability to work together toward a common
vision. The ability to direct individual accomplishments
toward organizational objectives. It is the fuel that allows
common people to attain uncommon results
Andrew Carnegie
I will pay more for the ability to deal with people than any
other ability under the sun.
(John D. Rockefeller)

Assessing and
Evaluating Cooperative
Lessons

Assessing and Evaluating
Cooperative Learning:
 Cooperative Learning is a strategy
where students can work on
linguistic skills and academic skills
at the same time. In this strategy
the students work together in small
groups. The groups should be
mixed culturally and by achievement
level.
 Within cooperative learning
situations, students have two
responsibilities:
1. learn the assigned material, and
2. ensure that all members of the
group learn the assigned material.

Cooperative Learning Cont.:
 There are two levels of assessment and evaluation; individual
and group. Individual assessment is more frequent than group
assessment.
 The purpose of cooperative learning groups is to make each
member a stronger individual in his or her own right. Individual
accountability is the key to ensuring that all group members are,
in fact, strengthened by learning cooperatively. After participating
in a cooperative lesson, group members should be better
prepared to complete similar tasks.
 The assessment pattern for cooperative learning is where
students learn in a group, then individually demonstrate their
learning, finishing with a debriefing of the learning in a larger
group.

Seven Principles Of
Assessment And
Reporting:
1. Make an assessment and reporting plan.
2. Use cooperative learning groups and understand their
benefits in assessment, evaluation, and reporting.
3. Avoid the use of "pseudo" groups or traditional learning
groups in your assessment plan.
4. Ensure that learning groups are truly cooperative.
5. Make assessment practices an integrated whole by
implementing procedures before, during, and after
instruction.
6. Involve students, classmates, and parents, in reporting
assessment results.
7. Use cooperative learning groups to help individualize the
educational goals, learning processes, assessment
procedures, and reporting procedures for gifted and
disabled students.

Dialogue Journals
Flexible Grouping
Games
Group Projects
Jigsaw
Panel Discussions
Debate
Peer Pair
Reader’s Theater
Role Play
Think/Pair/Share
Examples of Assessing and Evaluating to
Implement in Your Classroom

Suggestions for Creating
Accountability
Do:
 Keep the size of the group small. The smaller the size of the group, the greater
the individual accountability may be
 Give an individual test to each student
 Randomly examine students orally by calling on one student to present his or her
group's work to the teacher (in the presence of the group) or to the entire class
 Observe each group and record the frequency with which each member
contributes to the group's work
 Color code contributions
 Process individual contributions
 Individuals initial team decisions
 Assign one student in each group the role of checker. The checker asks other
group members to explain the reasoning and rationale underlying group answers
 Have students teach what they learned to someone else
 Assign roles, especially gatekeeper
 Use structures like Jigsaw, Numbered Heads, Roundtable, Color-Coded Cards
 Base team scores on individual achievement
Avoid:
 Including group products, tests, discussions and decisions in which individual
contributions are not differentiated

The jigsaw is a great strategy to use in your classroom. To
use this strategy divide the students into groups. Each
group member is assigned a section or a part of the
material selected for study. Each student meets with the
members of other similar groups who have similar
assignments, forming a new group. This new group learns
their part together then plans how to teach this material to
members of their original groups.
Students later return to their original and teach their area of
expertise to the other group members. In this matter, a
topic or subject of great length can be covered and learned
in a fraction of the usual time. ESOL students can also
learn the material much more effectively since they also
must become teachers of the content they have learned for
the members of their original groups.
Jigsaw Example

Education is a social process.
Education is growth. Education is
not a preparation for life;
education is life itself.
(John Dewey)

Will Cooperative Learning
Improve Academic
Performance in Your
Classroom?

The Strengths of
 The greatest strength of cooperative learning methods is
the wide range of positive outcomes that have been found
in the research. The research demonstrates that when the
classroom is structured in a way that allows students to
work cooperatively on learning tasks, students benefit
academically as well as socially.
 Cooperative learning methods are usually inexpensive and
easy to implement. Teachers need minimal training to use
these techniques. The widespread and growing use of
cooperative learning techniques demonstrates that, in
addition to their effectiveness, they are practical and
attractive to teachers

Weaknesses of Cooperative
Learning:
• A weakness of Cooperative Learning is that students do not learn
equally. Many believe that combining gifted students with lower
achievers does not sufficiently challenge gifted students.
• The main weakness of cooperative learning is when a teacher
implements it in an ineffective manner. Despite the strong interest in
cooperative learning, many practitioners are not implementing the
concept effectively. "Cooperative learning has become so standard that
sometimes it's honored in the breach," Robert Slavin notes.
"Everybody's heard of it, and they all had a course on it or some mention
of it in their preservice. So they just use it from time to time. It's not seen
as a big-deal innovation anymore. In some ways that undermines both
the quality of implementation and the likelihood that people really
understand what they're doing." In the hands of poorly trained teachers,
cooperative learning can dissolve into little more than loud, chaotic
classrooms. "If you stop with just putting the students in a group,"
Johnson warns, you may not get the positive effects of cooperative
learning.

Real teams don't emerge unless individuals on them take
risks involving conflict, trust, interdependence and hard
work.
(Katzenbach & Smith)
Just because you put students in groups doesn't mean they'll
work as a team.
(Norm Green)

Future Outlook of
Cooperative learning is here to stay. Because it is
based on a profound and strategic theory and there
is substantial research validating its effectiveness,
there probably will never be a time in the future
when cooperative learning is not used extensively
within educational programs.

All for one and one for all.
Alexandre Dumas

•Johnson, D. W., & Johnson, R. T. (1996). The role of cooperative learning in
assessing and communicating student learning.
•Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1993). Cooperation in the
classroom
•Slavin, Robert E. Cooperative Learning: Student Teams. What Research Says to
the Teacher. Second Edition
•Arends, R. (2009). Learning to Teach (7th ed.). Boston, MA: McGraw Hill
• Ormrod, J.E. (2004) Educational Psychology (5th
ed.) Upper Saddle River, ND:
Pearson Prentice Hall
•Bossert, S.T. (1988). Cooperative Activities in the Classroom, Review of
Educational Research
•Kagan, S. (1994). Cooperative Learning. San Clement, DA: Kagan Publishing
•www.KaganOnline.com.
References & Resources:

References & Resources
Cont.:
 Heterogenous grouping as an element of cooperative learning in an
elementary education science course School Science and Mathematics,
Dec 1995 by Watson, Scott B, Marshall, James E ·
 http://www.edletter.org/past/issues/2000-mj/cooperative.shtml
 http://college.cengage.com/education/pbl/tc/coop.html
 http://www.co-operation.org/pages/overviewpaper.html
 http://www.ericdigests.org/1995-1/elements.htm
 http://www.co-operation.org/pages/cl-methods.html
 http://www.med.wright.edu/aa/facdev/_Files/PDFfiles/BeyondSmallGrou
ps.pdf
 http://www.co-operation.org/pages/SIT.html
 http://www.indiana.edu/~safeschl/cooperative_learning.pdf
 http://www.newhorizons.org/strategies/cooperative/front_cooperati
ve.htm
 http://cooperativelearning.learnhub.com/lesson/216-5-basic-
elements-of-cooperative-learning
 http://www.thirteen.org/edonline/concept2class/coopcollab/index.html

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