Chapter 8

1. Chapter 8 Cooperative Learning in Social Studies

2. Looking Ahead • Why might critics fear an emphasis on teamwork? • What are the two types of grouping that this chapter will focus on?

3. Can You? • identify the differences and similarities between cooperative groups and collaborative groups? • explain how cooperative and collaborative groups benefit students learning and enhances your instruction? • describe how technology can be used to enhance cooperative and collaborative group projects? • think of activities and assessments that utilize cooperative and collaborative groups in the secondary social studies classroom?

4. Do You? • know the social factors in cooperative learning groups? • know different grouping strategies? • know what is meant by the term “active learning?” • understand different ways to implement cooperative and collaborative group activities in the social studies classroom?

5. Focus Activity • Think back about your experiences in the classroom as a middle and high school student. • What types of group activities did you complete? Do you have any memorable experiences? • What were the positive and negative aspects of working with others? • How might your experiences with cooperative group work as a student influence your perceptions of this method as a classroom teacher?

6. Social Factors in Cooperative Learning Groups • What is “positive interdependence” and why is it important to know think about when planning cooperative learning groups? • What factors would you consider in forming cooperative learning groups in your classroom?

7. Different Approaches to Grouping • What are the five grouping approaches discussed in the textbook? • Special Interest Groups • Ability Level Groups • Special Skill Development Groups • Randomly Generated Groups • Self-selected Groups • What are the pros and cons to each approach?

8. Cooperative and Collaborative Learning and Curricular Goals • Why do so many teacher believe that “group work” is the same thing as cooperative or collaborative work? • What are the similarities and differences between cooperative and collaborative learning groups? • What are the basic traits of cooperative learning? • What is considered one of the most important benefit to cooperative learning? Do you agree or disagree. Why?

9. Organizing Cooperative and Collaborative Learning Groups • Although there are several ways to organize cooperative and collaborative groups, which two did the textbook describe? • Competitive • Interdependence • What are the pros and cons?

10. Student Roles in Cooperative Learning • How does cooperative and collaborative learning bring a role shift from what they may experience in many traditional classrooms? Explain. • What are permanent cooperative base groups? • What are the advantages to using base groups?

11. “Minds-on” Learning Inquiry • Why is cooperative learning considered a “minds-on” learning? • Can you identify any more information–gathering and synthesizing processes in addition to what the textbook has provided?

12. Projects and Problem-Centered Group Activities • What are the benefits to using problem-based learning? • Are there any pitfalls to using problem-based learning? Explain. • How does a teacher facilitate problem-based learning?

13. Cooperative Centers • What are cooperative centers and why might they work well for secondary students? • What are the advantages and pitfalls to utilizing cooperative centers?

14. Cooperative Learning and Technology • According to the textbook, what is a contributing factor to the absence, or at least to the shortage, of technology as a presence in many contemporary social studies classroom activities? • What are the four basic areas where technology can facilitate how teachers work with groups and make the group work even more appealing? • research; • record keeping and assessment; • communication; and • presentation.

15. Looking Back • Cooperative and collaborative learning groups are very different from traditional groups used by teachers in the past • Collaborative and cooperative groups give the students ownership of the learning • Groups allow all students to make use of the facilities of the classroom better • Technology advances have changed the complexion of group work

16. Extension • You are at the mid-point of the third nine weeks at CHS. Today is Friday and you have set up a class display of students’ projects for parents, teachers, and administrators to view. During first period, Dr. Russell, the principal of CHS, stops in to see the projects. Pleased and impressed, he praises your efforts and explains that he is going to contact the local newspaper, in hopes that the newspaper will do a story about your dynamic teaching and the high–quality work CHS students are producing. He requests that you provide him with written details of the activity by the end of the day. Thankful and excited, you agree.

17. Extension • Develop an engaging cooperative learning activity that incorporates the use of primary resources and/or technology (6–12 level and topic of your choice). • The activity should include a rationale for using cooperative learning, standards, detailed instructions for student roles within each group, and a method for assessing student learning (product, project, presentation, etc.). • Share your products with peers and/or instructor.

18. Self-Test • What social factors need to be considered in cooperative learning? • What are some of the different approaches to grouping? • How can cooperative learning groups benefit secondary students? • How does cooperative grouping promote active learning? • Describe problem–centered group activities? • In what ways does technology enhance cooperative learning activities?

19. Resources • Johnson. D., and Johnson, R. (1998). Learning together and alone: Cooperation, competition, and individualism. 5th Ed. Boston: Allyn and Bacon. • Morton, T. (1996). Cooperative learning and social studies: Towards excellence and equity. San Juan Capistrano, CA.: Kagan Cooperative Learning. • Schul, J. (2011). Revisiting an old friend: The practice and promise for cooperative learning in the twenty-first century. The Social Studies, 102, 88–93. • Slavin, R. (1995). Cooperative learning: Theory, research, and practice. 2nd Ed. Boston: Allyn and Bacon. • Stahl, R., Vansickle, R., and Stahl, N. (2009). Cooperative Learning in the Social Studies Classroom. 2nd Ed. National Council for the Social Studies.