Cooperative Learning

Cooperative Learning ESU 6 Blue River Cohort January 4, 2012 Mitzi Hoback and Suzanne Whisler

“Some of us are more effective than others of us. But none of us is more effective than all of us!” ~Johnson, Johnson, Holubec, and Roy Add Coke Video

Marzano’s Research-Based Conclusions About Cooperative Learning • Sixth highest statistical effect size involves educators’ use of cooperative learning. • Cooperative learning is NOTjust putting students into small groups. • Cooperative learning CANgreatly enhance student participation, motivation, engagement, and deepen processing of curriculum content.

Benefits of Cooperative Learning Higher achievement Increased retention Greater use of higher level reasoning Greater intrinsic motivation More positive heterogeneous relationships Better attitudes toward school Better attitudes toward teachers High self-esteem Greater social support More on-task behavior Greater collaborative skills Johnson, Johnson, Holubex (1993)

David Sousa: “How the Brain Learns” Average Retention Rate after 24 hours 5% Lecture (Tell) 10% Reading 20% Audiovisual Demonstration 30% Discussion Group 50% Practice by Doing 75% Teach Others: Immediate Use of Learning 90%

What Cooperative Learning IS: Structured and well organized Students working together to achieve a common goal Students learn and use social skills Students are held accountable Students work “eye-to-eye and knee-to-knee”

Cooperative Learning is NOT: Students are randomly put into groups Students give up individuality Free ride for some and extra work for others Low-achieving students gain at the expense of high-achieving students

What Does the Research Tell Us About the Power of Cooperative Learning? • David and Roger Johnson (1999): Five defining elements— • positive interdependence • face-to-faceinteraction • individual and group accountability • interpersonal and small group skills • group processing

Element #1 Positive InterdependenceWe Instead of Me • Sink or swim together • Each group member’s efforts are required and indispensable for group success • Each group member has a unique contribution to make to the joint effort because of his/her resource and/or role and task responsibilities • The groups need to know they have to be concerned with each other’s learning

Ways to Structure Positive Interdependence • Assign the group a clear, measurable task • Assign a role to each member of the group • Checker Reporter Recorder Encourager Time Keeper Praiser Quiet Captain Materials Monitor • Limit the resources given to a group • Jigsaw materials so that each member has part of a set of materials • Have each member make a separate contribution to a joint project

Element #2 Face-to-Face Interaction Individual’s encourage & facilitate each other’s efforts to complete tasks Teach one’s knowledge to each other Checking for understanding Discussing concepts being learned Working eye-to-eye and knee-to-knee

Element #3 Individual & Group Accountability • Keep the size of the group small • 2 – 4 • Assign individual work after the completion of group work • Randomly examine students orally by calling on one student to present his/her group’s work • Random pick up of assignments • Observing each group • Have students put their initials by a problem they completed

Element #4 Interpersonal & Small-Group Skills • Social skills must be taught! • Specify how you want the students to behave while they work • Name specific observable, describable behaviors • Use quiet voice • Stay with your group • Listen to each other • Contribute ideas • Use eye contact Sounds Like Looks Like

Teach Social Skills

Pairs Compare Find a partner at your table Make a list of social skills you want students to use in cooperative learning groups Find another pair (not at your table) and compare your lists.

Element #4 Group Processing Group members discuss how well they are achieving their goals and maintaining effective working relationships Describe what member actions are helpful and not helpful Make decisions about what behaviors to continue or change Don’t skip this part!

Process Group Work

Cooperative Learning Rubric

Management Hints • Move around the room observing the cooperative learning groups • Establish a place ahead of time for each group to meet • Set up the group team members • Make small groups • Use timers • Use music • Use nonverbal signals

Cliché Picture Puzzles • Task: • Name as many cliches as you can. Be sure to explain the cliché you name to your group members. • Cooperative: • Everyone in the group must agree • Everyone must be able to explain • Every one should participate • Positive Interdependence: • Resource – One cliché sheet per group • Role: - Encourager, Recorder, Checker, • Environment – Each group has a specific area in which to meet • Individual Accountability • Take turns and put your initial by the cliché you name. One member of the group will be called on to explain the group’s answer • Expected Behaviors • Use 12” voice – Encourage each other – Ask questions

Other Cooperative Learning Strategies Jigsaw Inside-Outside Circle Numbered Heads Together One Stray Carousel Feedback

Ways to Select Group Leaders Birthday closest to today Person with the most pets Longest/shortest hair Tallest/shortest Vowels/consonants in names Most pockets Number of buttons Point to someone

“Alone we can do so little—together we can do so much.” Helen Keller

Four Corners If you are the youngest child, move to the northwest corner of the room. If you are the oldest child, move to the southwest corner of the room. If you are a middle child, move to the northeast corner of the room. If you are an only child, move to the southeast corner of the room. In your groups discuss ways you can use cooperative learning in your classroom.

Quick Write The Quick Write is a literacy strategy that is designed to give students the opportunity to reflect on their learning. This writing assignment can be used at the beginning, middle, or end of a lesson and takes only about thirty seconds to several minutes. Students are supposed to let their thoughts flow without mechanics or revisions. Short, open-ended statements are usually given. What are the implications of using Cooperative Learning in your classroom and what Cooperative Learning strategies will you use?

Cooperative Learning