#21 Overview of Cooperative Learning by Quincy Spurlin

Objectives:

The learner will be able to:
1. identify the components of cooperative learning
2. plan a lesson for his or her class using cooperative learning.

Techniques:

Require students to bring their class roles and lesson plans to seminar so that they use them to plan a lesson.

Talk to the students about cooperative learning using the information handouts. Next, using one of the cooperative methods, group them and give them a task - the goal will be to choose one members' class, assign his or her students to groups based on the principles of cooperative learning and plan a lesson using one method. Each group will present their grouping, the reasons for these groupings and the lesson plan.

Handouts:

Information sheet

Assessment:

Informal - from their presentations

References:

(1990) Educational Leadership, 47 (4). (This entire issue focuses on cooperative learning.)

Overview of Cooperative Learning

COOPERATIVE LEARNING:

a way of learning in which interdependent, heterogeneous groups of students work together to achieve a common goal

COMPONENTS OF COOPERATIVE LEARNING:

1. cooperative goal structure - students work together to attain a shared learning goal. The participation of each member is vital to the accomplishment of the task.
2. interdependence - the success of each member depends on the success of others. Each is encouraged to interact and develop a sense of responsibility to group members.
3. heterogenous teams - groups reflect a mixture of achievement levels, gender, ethnic groups, and language ability.
4. tasks are highly structured - each group clear, detailed instructions that allow students to divide the work up into components for individuals to be responsible for.
5. individual accountability - each member must achieve or master the content or skills. Group members work together to see that all members learn.
6. success for all - each group's final score for the activity depends on the growth evidenced by each member (individual improvement score systems). Students are compared against themselves and not others allowing for the experience-poor students to experience success individually and to contribute points to the group score.
7. team rewards - in addition to recognition of individuals' achievement, groups that exceed standard are rewarded through privileges, prizes, public displays of their work and achievement, etc.

Overview of Selected Structures

Teambuilding

Structure	Brief Description	Functions, Academic & Social Teambuilding
Roundrobin	Each student in turn shares something with his or her teammates.	Expressing ideas and opinions, creation of stories. Equal participation, getting acquainted with teammates.

Classbuilding

Structure	Brief Description	Functions, Academic & Social Teambuilding
Corners	Each student moves to a corner of the room representing a teacher-determined alternative. Students discuss within corners, then listen to and paraphrase ideas from other corners.	Seeing alternative hypotheses, values, problem-solving approaches. Knowing and respecting different points of view, meeting classmates.

Communication Building

Structure	Brief Description	Functions, Academic & Social Teambuilding
Match Mine	Students attempt to match the arrangement of objects on a grid of another student using oral communication only.	Vocabulary development. Communication skills, role-taking ability.

Mastery

Structure	Brief Description	Functions, Academic & Social Teambuilding
Numbered Heads Together	The teacher asks a question, students consult to make sure everyone knows the answer, then one student is called upon to answer.	Review, checking for knowledge, comprehension. Tutoring
Color-Coded Co-op Cards	Students memorize facts using a flash card game. The game is structured so that there is a maximum probability of success at each step, moving from short-term to long-term memory. Scoring is based on improvement.	Memorizing facts. Helping, praising.
Pairs Check	Students work in pairs within groups of four. Within pairs students alternate - one solves a problem while the other coaches. After every two problems the pair checks to see if they have the same answers as the other pair.	Practicing skills. Helping, praising.

Concept Development

Structure	Brief Description	Functions, Academic & Social Teambuilding
Three-Step Interview	Students interview each other in pairs, first one way, then the other. Students each share with the group information they learned in the interview.	Sharing personal information such as hypotheses, reactions to a poem, conclusions from a unit. Participation, listening.
Think-Pair-Share	Students think to themselves on a topic provided by the teacher; they pair up with another student to discuss it; they then share their thoughts with the class.	Generating and revising hypotheses, inductive reasoning, deductive reasoning, application. Participation, involvement.
Team Word-Webbing	Students write simultaneously on a piece of chart paper, drawing main concepts, supporting elements, and bridges representing the relation of ideas in a concept.	Analysis of concepts into components, understanding multiple relations among ideas, differentiating concepts. Role-taking.

Multifunctional

Structure	Brief Description	Functions, Academic & Social Teambuilding
Roundtable	Each student in turn writes one answer as a paper and a pencil are passed around the group. With Simultaneous Roundtable more than one pencil and paper are used at once.	Assessing prior knowledge, practicing skills, recalling information, creating cooperative art. Team-building, participation of all.
Inside-Outside Circle	Students stand in pairs in two concentric circles. The inside circle faces out; the outside circle faces in. Students use flash cards or respond to teacher questions as they rotate to each new partner.	Checking for understanding, review, processing, helping. Tutoring, sharing, meeting classmates.
Partners	Students work in pairs to create or master content. They consult with partners from other teams. They then share their products or understanding with the other partner pair in their team.	Mastery and presentation of new material, concept development. Presentation and communication skills.
Jigsaw	Each student on the team becomes an "expert" on one topic by working with members from other teams assigned the corresponding expert topic. Upon returning to their teams, each one in turn teaches the group; and students are all assessed on all aspects of the topic.	Acquisition and presentation of new material, review, informed debate. Interdependence, status equalization.
Co-op	Students work in groups to produce a particular group product to share with the whole class; each student makes a particular contribution to the group.	Learning and sharing complex material, often with multiple sources; evaluation; application; analysis; synthesis. Conflict resolution, presentation skills.