Cooperative Learning Classroom Instruction that Works Chapter 7: Cooperative Learning

1. Cooperative LearningClassroom Instruction that WorksChapter 7: Cooperative Learning Robert J. Marzano

2. Research & Theory on Cooperative Learning • One of the most popular instructional strategies in education • 1867 W.T. Harris • St. Louis, MO • Allow for rapid student promotion in elementary grades

4. Five Defining Elements

5. Defining Elements • Positive Interdependence A sense of sink or swim together • Face-to-face interaction = Helping each other learn, applauding success and efforts). • Individual and Group Accountability = Each of us has to contribute to the group achieving its goals. • Interpersonal & Small Group Skills= Communication, trust, leadership, decision making, and conflict resolution. • Group Processing = Reflecting on how well the team is functioning and how to function even better.

6. Textbox

7. 3 Guidelines for Cooperative Learning • Organizing groups based on ability levels should be done sparingly. • Homogenous Grouping Vs. • Heterogeneous

8. 2. Cooperative groups should be kept rather small in size.

9. 3. Cooperative learning should be applied consistently and systematically, but not overused. • Misused: tasks given to group are not well structured • Overused: students not given enough time for independent practice

10. Using a Variety of Criteria for Grouping Student • Ideas for grouping: • Alpha • Computer numbers • Colors • Deck of cards

11. … in conclusion Of all classroom grouping strategies, cooperative learning may be the most flexible and powerful. As the examples in this chapter illustrate, teachers can use cooperative learning in a variety of ways in many different situations.