When Can We Use Cooperative Learning

Ch. 7 Cooperative Learning

Guinevere Palmer; Rachel Peters; and Rebecca Streetman (The Academy of Georgia)

Cooperative Learning

Cooperative Learning is a educational activity methodology.

Think well-nigh the way you adopt to learn. Exercise you like to bounciness ideas off other people and engage in conversation and debate, or do you lot prefer to learn past yourself and seek help only when needed?

Our students demand to be engaged in learning in a variety of means, but collaborative learning has been identified as a necessary skill for success in the 21st century and as well an essential component of deep learning.

Cooperative learning involves students working together to accomplish shared goals, and information technology is this sense of interdependence that motivate group members to aid and back up each other. When students work cooperatively they learn to listen to what others have to say, give and receive help, reconcile differences, and resolve issues democratically.

However, placing students in small groups and telling them to work together does non guarantee that they will work cooperatively. Groups need to exist structured to ensure that members will work interdependently if they are to reap the academic and social benefits widely attributed to this approach to learning.

The role the instructor plays in establishing cooperative learning in the classroom is critically important for its success. This involves being aware of how to construction cooperative learning in groups, including their size and composition the type of task set; expectations for student behavior; private and grouping responsibilities; and the instructor's role in monitoring both the process and the outcomes of the grouping experience.

(Robyn Gillies,UQx:LEARNxDeep Learning through Transformative Pedagogy (2017). University of Queensland, Commonwealth of australia.

Scenario

To play a narrated PowerPoint presentation that summarizes the content in this page view this video

Cooperative Learning Presentation (xiii:05 minutes)

If you would like to see a transcript of the audio, click here to download script as a word document. This summary was created by Angie Furney, Allyson Richardson, and Hilary Ritt (2006).

Mrs. Solomon teaches a 9th class Careers course. The form consists of a mixture of ESOL students with limited English language proficiency skills, "average" students, and honors students. At that place are also several students with special needs including learning disabilities and attending deficit disorders.

Mrs. Solomon is concerned because there are a loftier number of students currently failing her course. She has noted that, while the high achieving students tend to score well on Multiple/Choice and Truthful/False questions, none of the students do well on application and scenario-type questions. Frequent absences, along with an apparent lack of motivation among students are also abundant in Mrs. Solomon's class. In add-on, she has noticed a high number of arguments amidst the students.

In an attempt to better manage her class, she assigned seats. She has determined that the seating arrangement has just escalated the arguments. Mrs. Solomon would similar to find a manner to overcome the difficulties inside her classroom and also exist able to instill these students with the skills necessary to become productive contributors to the workforce.

She has tried a number of pedagogy methodologies. Her outset endeavor was to lecture just as her teachers had done when she was in school. She found that the students were bored and oft fell asleep. While nigh students performed boilerplate on objective tests, she had no way of measuring whether the students were grasping the concepts well enough to transfer that knowledge to real-globe applications.

Any attempts at class discussions during the lecture tended to yield fiddling or no response from the students. Students that did show interest were notably confused. She likewise found that some of the students were disrespectful to her during the lectures.

She also decided to endeavor to make her classroom more pupil-centered by turning to a estimator-based curriculum. She read that students tend to retain more data when a computer is incorporated into the lessons, and so she thought information technology would be worth a endeavour. She found an interactive CD to supplement the textbook and allowed students time during each unit to work from the CD. Although the computer managed to pique the interest of more students than the lecture did, she constitute that a big number of students were off task.

They would rush through the assignment, if they did it at all, so that they could play games and/or get on the internet. She too felt that the use of the computer without any other forms of instruction prevented students from interacting with 1 another; thus, the estimator-based learning activities were non promoting the interpersonal skills needed for successful employment.

Every bit a last resort, Mrs. Solomon decided to try group work. Because of the already escalating tension due to class dynamics, she was reluctant to assign a awe-inspiring task on the start endeavour. Instead, she opted for a bones assignment and allowed the students to pick their own groups. She wanted to test their problem-solving and communication skills without interference from an authority figure, so Mrs. Solomon gave the students their assignment and waited at her desk for the students to come to her with questions.

When she became alarmed at the dissonance level in the classroom, she finally decided to walk effectually the room to observe the groups. She was disturbed to find a number of students off-task. Several groups did non fifty-fifty try the project, and spent their fourth dimension initiating disharmonize with the other groups. Every bit the social problems amongst the students escalated, the students' exam grades continued to exist below average. The loftier-achieving students grouped together while the ESOL and special education students were left together with no leadership in the group.

Mrs. Solomon was devastated because she felt that she had lost control of her classroom. Feeling frustrated and defeated, she finally decided to seek aid from another teacher in her department that was known for her outstanding teaching abilities. The other teacher suggested she try cooperative learning.

Definition and Groundwork

Cooperative learning is defined as students working together to "attain group goals that cannot be obtained by working alone or competitively" (Johnson, Johnson, & Holubec, 1986).
The main purpose of cooperative learning is to actively involve students in the learning procedure; a level of student empowerment which is non possible in a lecture format. The underlying premise is founded in constructivist epistemology.
Information technology is a process which requires knowledge to be discovered by students and transformed into concepts to which the students tin relate. The cognition is then reconstructed and expanded through new learning experiences.
Learning takes identify through dialog amid students in a social setting.

Cooperative learning is a methodology that employs a variety of learning activities to meliorate students' understanding of a subject past using a structured arroyo which involves a serial of steps, requiring students to create, analyze and apply concepts (Kagan, 1990). Cooperative learning utilizes ideas of Vygotsky, Piaget, and Kohlberg in that both the private and the social setting are active dynamics in the learning process every bit students attempt to imitate real-life learning.

Past combining teamwork and individual accountability, students work toward acquiring both noesis and social skills. It is a teaching strategy which allows students to work together in small groups with individuals of diverse talents, abilities and backgrounds to accomplish a common goal. Each individual team member is responsible for learning the fabric and also for helping the other members of the team learn.

Students work until each group member successfully understands and completes the assignment, thus creating an "temper of achievement" (Panitz, 1996). As a consequence, they frame new concepts past basing their conclusions on prior knowledge. This process results in a deeper understanding of the material and more potential to retain the cloth.

Theoretical Framework for Cooperative Learning

There are ii major theoretical perspectives associated with cooperative learning: motivational and cognitive (Swortzel, 1997). Start, because students perceive that their success or failure is dependent upon their ability to work together as a group, students are likely to encourage each other to exercise whatever helps the group succeed. They are likewise more probable to help each other with the task(southward) at manus. Therefore, cooperative learning increases student motivation to practice academic work (Johnson, Johnson, & Holubec, 1986).

The other theory is that cooperative learning helps students acquire critical thinking skills. Considering cooperative learning creates a situation in which students must explain and discuss various perspectives, a greater understanding of the material is obtained. Elaborative thinking is promoted because students give and receive explanations more than frequently (Johnson, Johnson, & Holubec, 1986).

The utilize of cooperative learning (CL) besides helps students clarify concepts and ideas through discussion and fence. Considering the level of discussion within groups is significantly greater than in instructor led discussions, students receive immediate feedback, thus advancing the level of word. It is through this process of interacting with students of differing viewpoints that cerebral growth is stimulated. Emphasis is placed on learning how to cooperate in order to detect the best possible solution to a trouble. Co-ordinate to the constructivist arroyo, when students formulate their own solutions in this manner, they are truly thinking critically (Davis, Mahler & Noddings, 1990).

Collaborative vs. Cooperative Learning

Collaborative and cooperative learning are and then closely related that the two terms are often used interchangeably. Withal, permit's take a moment to address the similarities and differences in the 2. Both learning theories assign specific tasks, both use groups, and both require the students to share and compare their findings. In both cases, discovery approaches are used to teach interpersonal skills and student talks are stressed equally a means for working things out.

Collaborative learning has British roots and is based on the findings of English instructors who explored ways to aid students have a more active part in their learning. It is a teaching methodology in which "students team together to explore a significant question or a meaningful project" (Disney).

Cooperative learning, which will be the focus of this affiliate, was commencement used in America and tin can be traced back to John Dewey's philosophy of the social nature of learning. It is a "specific kind of collaborative learning" (Disney). In this setting, non simply is the grouping assessed equally a whole, but students are also individually answerable for their work.

A climate such equally that created by cooperative learning will aid Mrs. Solomon to meliorate manage her classroom and help to continue the students on task. By following the guidelines presented in this chapter, Mrs. Solomon will be able to help her students use cooperative learning to acquire the noesis necessary to reach the objectives of the course.

Implementation of Cooperative Learning

concept map

There are three phases of the implementation of cooperative learning.

The first phase is the pre-implementation stage, which includes: specifying instructional objectives, determining group sizes and assigning students to groups, arranging room, planning instructional materials to promote interdependence, assigning group roles, assigning tasks, explaining the criteria for success, structuring positive interdependence and accountability, and specifying desired behaviors.
The 2d phase is implementation which includes: monitoring beliefs, intervening if needed, profitable with needs, and praise.
The third phase is mail service-implementation which includes: providing closure through summarization, evaluating students' learning, and reflecting on what happened.

Pre-Implementation

After deciding to implement cooperative learning, the biggest challenge volition be planning and readying the classroom and students for CL. Co-ordinate to Johnson, Johnson, and Smith (1991), there are several tasks that an instructor must reach before implementing cooperative learning in the classroom. This department will detail those responsibilities.

Specify Instructional Objectives (academic and social) of CL– The instructor must explain why she is using CL, depict its benefits, and the results typically found from using CL. To aid in this explanation, the instructor might produce and distribute a handout that describes collaborative learning.

Determine Group Size and Assign Students to Groups– Group size can range from ii to four students, depending on the CL chore. These groups can be homogeneous or heterogeneous. Groups tin can exist formed past putting students together who share mutual strengths, interests, etc, or they tin can be randomly assigned. One time the groups are assigned, though, they should not be changed too oftentimes; students demand time to develop a cohesive group and work together for a while before moving to a different group.

Adapt room– Instructors should optimize the space in their classroom and so that students/groups can interact and move about the room hands. Information technology is essential that a group's seats face 1 another. Further, research tools should be made easily bachelor either in the classroom or in another room near the classroom (come across, Resource-based Learning chapter for a more detailed give-and-take of this).

Plan instructional materials to promote interdependence– The instructional methods and materials that an instructor chooses must permit each private to contribute to the group'south success in a unique and meaningful style. Without these unique contributions, a group's construction and cohesion will exist put in jeopardy.

Assign group roles– There is some debate about whether or not the instructor should play a role in this decision. Whether or non an teacher chooses to assign roles inside a group, they should brand sure there is a distinct role for each educatee. As well, the instructor should choose or aid the students in choosing roles that use their strengths and ameliorate their areas of weakness. Instructors should besides oversee that students don't choose the aforementioned role over and over again. Some of the roles that could exist chosen or assigned include facilitator, timekeeper, recorder, checker (for understanding), summarizer, elaborator (on prior noesis or word points), inquiry-runner (gets materials), and wild card (does anything else that needs to be washed).

Assign task– When picking an assessment job (production to be produced), the teacher should choose one standard to address and lucifer it to the learning approach. The cooperative learning group'due south chore should be interesting, challenging, and motivating. Information technology should likewise be a operation driven and authentic task. The teacher should clearly explain procedures for the task, provide construction (especially useful for inexperienced CL students), and set a specific time frame for each part and the whole task. Finally, the instructor should question the students to check for agreement of the chore and its procedures.

Explicate Criteria for Success– The instructor should communicate the group-work skills that will exist evaluated. A rubric should likewise exist created, possibly with the students' assist, which will be used to evaluate the group-work skills every bit well as the assessment task.

Structure positive interdependence and accountability– Group size should be kept small-scale so that each member participates and contributes uniquely to the group. Instructors should also "test" groups and individuals past asking questions of both. A group should be asked to collectively explicate its results and individuals should be able to defend their own position as well as the group's as a whole.

Specify desired behaviors– An essential part of cooperative learning's success is teaching students how to piece of work in a grouping. To accomplish this, the instructor can bear mini-lessons on ways to respect others (i.e. praise, taking turns, and shared decision making). Students also need to be trained in conflict-resolution. Finally, it would be wise to use icebreaker activities before beginning then that students detect that they have something in common.

Before the bodily implementation of cooperative learning, students too take several tasks. First, they can help the teacher generate an evaluation rubric, and they could possibly help design the assessment task if the teacher is willing to let the students participate in this capacity. By playing a function in the production of these items, students will have a greater motivation to participate in the group work (see Six C's of Motivation chapter most choice and control every bit methods to increment motivation).

Finally, the students' near important office at this point in CL is to question the instructor if anything is unclear to them. Without students' complete understanding of the goals, objectives, and procedures, cooperative learning will not be a success.

Equally illustrated in the scenario at the beginning of the chapter, the students in Mrs. Solomon's classroom are very diverse and appear non to become along. Before implementing CL, it will be vitally important that Mrs. Solomon spend some time instruction respect, conflict-resolution, and other group work skills. Information technology is probably a good thought to use some icebreaker activities so that the students acquire that they take some commonalities with other form members.

In addition, because of the tension amongst them, Mrs. Solomon will desire to assign students to cooperative learning groups; she may fifty-fifty want to assign each individual their part. Every bit Mrs. Solomon designs and assigns the job to the students, it will be imperative that she chooses a structured, authentic assignment. This will assistance the students in remaining on-chore, and it volition help with transferring their cognition to existent-world applications.

Implementation

Afterward all the preparations, it is fourth dimension to begin working. During the implementation stage of cooperative learning, the students play the virtually of import role. Some of their tasks at this phase include:

Working together
Listening to one some other
Questioning one another
Keeping records of their work and progress
Producing the assessment job (production)
Bold personal responsibility/ existence involved in the grouping

The instructor also has responsibilities during this stage besides. Johnson, Johnson, and Smith (1991) listing several roles that an instructor has during the implementation of cooperative learning.

Monitor behavior– During the implementation of cooperative learning, the instructor should circulate throughout the classroom, visiting each grouping.

Intervene if needed– While circulating, if the teacher notices whatever group conflict or off-chore beliefs, she should intervene. Small-grouping conflict should be resolved as soon equally possible, and students should exist shown how to forestall problems in the futurity. The instructor might use a conflict resolution checklist to resolve the group'south disharmonize. This checklist includes items such as explaining the importance of listening to everyone in the group, defining responsibilities, valuing each person'southward gifts, modeling excellence, and promoting sense of humour. Having these listed on a handout for each group could prevent group discord and off-task behavior.

Assist with needs– While monitoring the groups' work, the instructor should assistance groups with their needs. This might involve pointing out boosted resources and/or points-of-view, and information technology as well includes helping the students reflect on the piece of work they have completed and their progress.

Praise– Students need to know if they are completing the assignment in a satisfactory manner, peculiarly if they are inexperienced at working in cooperative groups. For this reason, the teacher should allow private students and groups know when they do something right or well.

As the form begins to piece of work on their CL assignment, Mrs. Solomon will need to circulate around the room. It is likely, specially at the beginning of implementation, that her class will still have difficulty focusing on the task and getting forth with ane some other. By moving around the class while the students are working, she will be able to assist any group that is facing these problems, and she can aid them resolve the issues. At the aforementioned time, Mrs. Solomon must think to praise the students and teams who are making an effort to cooperate and who are progressing nicely with the group assignment.

Postal service Implementation

Later many hours are spent planning for cooperative learning groups, the plan is then put into activeness. Johnson, Johnson, and Smith (1991) give iii jobs for the teacher to complete after the students have worked together to complete and submit the job.

Provide closure through summarization– The teacher should reconvene the entire group of students. At this point, the teacher tin can summarize the important points of the lesson/unit. Some other suggestion is to have each grouping summarize their work and points that they think were important. This helps the instructor to know exactly in which knowledge level the groups are working. This is too very much in line with the idea of joint and reflection in the Cognitive Apprenticeships chapter.

Evaluate students' learning– The instructor should employ a rubric to grade/ evaluate each grouping's cess job. They should also exist evaluated on their group piece of work using a rubric. These rubrics should take been created during the pre-implementation phase of cooperative learning, and the students might accept had input into their content. Afterward the teacher has completed the evaluations, it is important that they provide feedback to the students about their product and their group performance. Without this information, the students will not be able to improve their cooperative learning skills.

Reflect on what happened– Instructors should keep a record of what worked and why it worked each time they undertake a CL lesson or unit. This data can and should be shared with their cooperative learning back up group. The instructor should also arrange their lessons based on the reflection and feedback of the students. This will prevent the stagnation of a CL unit of measurement; it will grow and change with each grouping of students.

Afterward completing the group piece of work and assessment chore, the student's job is to reflect on the piece of work that was achieved in their group. What worked and what did non work? What would they change or go along next fourth dimension they work together? The students should also give feedback to their instructor. They should be able to tell the teacher what worked or what was good about this unit, and they should point out what did not piece of work well. This information can be written downwardly or informally discussed in class.

At the decision of Mrs. Solomon's first cooperative learning lesson, it volition be of import for her to get feedback from the students about how they thought the lesson went. In turn, she volition as well have to provide feedback to the students most their group work skills and their consignment. This may involve educational activity or re-teaching grouping piece of work skills and/or adjusting the procedures for the next cooperative learning lesson.

Helpful Hints for Cooperative Learning Lessons

Begin trying cooperative learning with a homework assignment. Students could check their homework in groups, going over each problem and clarifying if there were whatever questions. The groups could then work each problem on the board.
When beginning to apply cooperative learning, first each class with a brusque lecture and and so transition to a CL action. As the instructor and students proceeds experience with using CL, begin the class with a CL activeness so conclude with a brusk lecture to highlight of import points.
Begin implementation by only using pairs for CL groups. Students who are inexperienced in using CL groups will be more likely to participate with merely one other person in the group. Having only 2 students in a group is also an platonic manner to teach cardinal group piece of work skills.
When outset CL implementation, merely use the technique in i course period. In one case you and the students accept become more than adept at using CL, you tin can increase it to involve more students/classes.
Brainstorm with worksheets equally a form of grouping accountability. Students who are inexperienced with CL often have a difficult time getting started or reaching their goals. Having a worksheet to guide them will help the groups set their priorities, work towards their goal, and produce the assessment task.

Frequently Asked Questions near Cooperative Learning

When is the best time to begin implementing cooperative learning?

The best time to begin using CL in the classroom is at the outset of a new term or school year. This manner, the students will not be exposed to individual work and and so accept to "switch gears" and learn to piece of work in a group in the center of the year.

Practise yous have to use cooperative learning all the fourth dimension?

No, information technology is not necessary to apply CL in your classroom at all times. Information technology is often brash to apply CL for a unit of measurement or ii, employ another teaching method for a while, and then revisit CL at a subsequently time.

Should y'all include parents in cooperative learning?

Yes, parents and the community should exist included in all school activities, including CL. This can be done through newsletters and/or special programs when parents and the community, visit the classroom and view the groups' assessment tasks.

What happens if ane grouping finishes early?

If one group finishes early, the instructor can provide extension activities/tasks for that grouping. Equally more than groups stop, pairs of groups can squad up and share/comment on each other's work.

Other Forms of Cooperative Learning Groups [2]

3-step interview– Members of a group choose one partner from the group. The individuals interview their partners by asking questions. So, they contrary roles and share their responses with the residue of the group.

3-review– The instructor gives the teams 3 minutes to review/clarify what has been said.

Numbered Heads– Grouping members are assigned a number. The group discusses every bit one, and then the instructor calls ane number. The person with that number answers for the group.

Squad-pair-solo– Students do the problem(south) first equally a team, then in a pair, and finally, solo.

Circle the sage– The instructor polls the students looking for special knowledge on a sure topic. Those with the knowledge spread out around the room. (They are the sages.) The other students (no two from the aforementioned team) circle the sage, accept notes on the information they are presenting, and question them. So, the group reforms and each explains what they have learned. If there is a disagreement, it is aired as a group with the whole class, and it is resolved there.

Structured problem solving– Groups are given a problem to solve inside a specified time. All members must agree and all must be able to explain the solution.

Send-a-problem– Several groups generate solutions to issues. The problem is clipped to the outside of a binder, and all solutions from that group are written downwardly and placed inside the folder. The binder is passed to a different group who reads the problem, but not the solutions. They write their solutions and put them within the folder. A third group selects the two all-time solutions and amends them as necessary.

Drill review pairs– Groups of four split into pairs. The pairs are given two bug. Ane member is the explainer and one is the accuracy checker. Later on one problem is consummate, they switch roles. When both issues are complete, the group of four reforms. If they are in agreement to the solution, they repeat the procedure with more problems. If at that place is disagreement, the problem is reviewed and a consensus is reached.

Benefits of Cooperative Learning

Ted Panitz (1996) lists over fifty benefits provided past cooperative learning. These benefits can be summarized into four major categories: social, psychological, academic and assessment.

Cooperative learning promotes social interactions; thus students benefit in a number of ways from the social perspective. Past having the students explicate their reasoning and conclusions, cooperative learning helps develop oral communication skills. Because of the social interaction amid students, cooperative learning tin exist used to model the appropriate social behaviors necessary for employment situations.

By following the appropriate structuring for cooperative learning, students are able to develop and practice skills that will be needed to part in society and the workplace. These skills include: leadership, decision-making, trust building, communication and conflict-management.

The cooperative environment also develops a social support organisation for students. Other students, the teacher, administrators, other school staff, and potentially parents become integral parts of the learning process, thus supplying multiple opportunities for support to the students (Kessler and McCleod, 1985).

Students also do good psychologically from cooperative learning. Johnson and Johnson (1989) claim, "cooperative learning experiences promote more than positive attitudes" toward learning and instruction than other education methodologies. Because students play an active role in the learning process in cooperative learning, student satisfaction with the learning experience is enhanced.

Cooperative learning also helps to develop interpersonal relationships amongst students. The opportunity to talk over their ideas in smaller groups and receive constructive feedback on those ideas helps to build educatee cocky-esteem. In a lecture format, individual students are chosen upon to respond to a question in front end of the entire form without having much time to think about his/her answer.

Cooperative learning creates a condom, nurturing environment considering solutions come from the grouping rather than from the individual. Errors in conclusions and idea processes are corrected within the grouping before they are presented to the form.

Students too tend to exist inspired by instructors who accept the fourth dimension to program activities which promote an encouraging environs (Janke, 1980). Receiving encouragement in a cooperative setting from both the teacher and peers helps to develop higher self-efficacy (encounter the Motivation affiliate). As a consequence of higher self-efficacy, student grades tend to increment; thus, cooperative learning methods provide several bookish benefits for students.

Research indicates that students who were taught by cooperative methods learned and retained significantly more information than students being taught past other methods. Requiring students to verbalize their ideas to the grouping helps them to develop more than clear concepts; thus, the thought process becomes fully embedded in the students' retention. Vygotsky supports this concept in his research on egocentric speech by claiming that verbalization plays a significant role in job solution (Bershon, 1992).

Discussions inside the groups lead to more frequent summarization because the students are constantly explaining and elaborating, which in plough validates and strengthens thoughts. Students also benefit from cooperative learning academically in the sense that there is more of a potential for success when students work in groups. Individuals tend to give upward when they get stuck, whereas a group of students is more probable to discover a way to go along going (Johnson & Johnson, 1990).

Cooperative learning calls for self-management from students considering they must come up prepared with completed assignments and they must empathise the material which they have compiled. Equally a result, a more complete agreement of the material is developed.

There are also many benefits of cooperative learning from the aspect of assessment. Information technology provides instant feedback to the students and instructor because the effectiveness of each grade can be observed. Equally instructors motion effectually the room and observe each group of students interacting and explaining their theories, they are able to observe misconceptions early enough to right them. Simply a few minutes of ascertainment during each class session can provide helpful insight into students' abilities and growth.

Cooperative instruction methods also utilize a multifariousness of assessments. Grades are not dependent solely on tests and individual assignments which only let for right or incorrect responses, leaving little or no room for reflection and discussion of mistake or misconceptions. With cooperative learning, instructors can use more authentic assessments such as ascertainment, peer assessment and writing reflections.

Cooperative Learning Benefits in Mrs. Solomon'southward Classroom

As Mrs. Solomon learns all of the benefits gained from the use of cooperative learning, her curiosity is piqued; still, she still finds herself questioning whether her circuitous grade could overcome all of the barriers that are hindering the learning environment. There is bear witness, though, that most of the problems experienced in her course could be solved past using cooperative learning.

Poor Omnipresence – In addition to the four major categories of benefits detailed higher up, schools utilizing this strategy report an increase in student omnipresence because students feel that they are a valuable and necessary part of their groups (McBrien & Brandt, 1997).

Classroom Disruptions – Students are less probable to act out in a cooperative setting. Students act out to get attention; however, the "stage" is removed in a cooperative environment because information technology is very difficult to gain the attention of the entire class when students are divided up into smaller groups (Stahl & Van Sickle, 1992). As a result, students are more likely to stay on task and are less likely to be disruptive. Cooperative learning too helps reduce classroom disruptions because students are allowed to socialize during the learning process. Students demand peer interaction, and without the integration of interaction amid students, the demand for social contact emerges in a negative context.

Violence– According to Johnson and Johnson (1990), cooperative learning also helps to reduce violence. If enforced correctly, cooperative activities model non-violent resolutions to issues. Considering grouping consensus is promoted, arraign is eliminated and honor, friendliness and quality are promoted.

Diversity amongst students – Enquiry shows that cooperative learning also builds diversity awareness among students. Information technology encourages students to utilize their differences to help each other. Considering students are placed in a situation where they are able to interact with peers that they otherwise may never socialize with, behaviors which might appear odd in other settings become understandable when students are given the opportunity to explain and defend their reasoning.

In a traditional classroom, there is very fiddling opportunity for students to defend their perspectives. As students detect each other's reasoning processes, there is more room to sympathise and appreciate their differences (Johnson and Johnson, 1990). As a result, a much deeper understanding of cultural and individual difference is developed (Yager, 1985).

In addition, considering students are placed in a supportive surroundings where group-processing skills are essential, they are more likely to accept these differences than they would in a competitive, non-interactive environment. This greater agreement of their differences besides helps students larn to resolve social problems which might arise (Johnson and Johnson, 1990).

Students with special needs – Cooperative methods are flexible and can easily be adapted for students with special needs. Because of the reasons mentioned above, this type of learning surroundings allows for improved social acceptance of mainstreamed students with learning disabilities (Slavin, 1990).

ESL students – Cooperative learning is especially useful in courses where interactions involving the utilize of language are important, such as ESL courses. It is an ideal way to "facilitate the acquisition of language and to practice the customs of contend and discussion which occur inside the classroom" (Brufee, 1993). Research conducted using cooperative learning in classes with ESL students shows significant development in acquiring English-language skills.

Cooperative learning helps students learn linguistic communication improve than the drill and practice of traditional language training. It would appear that peer interaction in natural settings is the ideal employ of language that is necessary for successfully acquiring 2nd language skills (Neves, 1983). In addition, most educational psychology textbooks now contain "extended discussions of cooperative pedagogics and their effectiveness with regard to improved racial relations, self-esteem, and internal locus of control" (Sherman, 1991).

Arguments among students – Marzano (1992) asserts that in a cooperative setting, students tin analyze the effects of the groups and "suggest activities which will promote positive interactions or deal with conflicts or personality issues inside each group." It provides a supportive environment within which to manage conflict resolution (Johnson & Johnson, 1990).

Disrespect toward instructor – In the cooperative classroom, instructors take more opportunities to explicate policies and procedures. When teacher expectations are clear, in that location seems to be less room for personal interpretations, which often leads to a negative attitude toward the instructor. The class could also, potentially, be empowered to contribute to the development and implementation of classroom rules and procedures. This classroom management technique, when intertwined with cooperative activities, could help students overcome resentments which were created as a result of the teacher-centered classroom.

Differences in learning abilities – Operation is improved among weaker students when they are grouped with higher achieving students because the stronger students model successful reasoning processes. Students who usually struggle in academics are able to learn to ready for tests, check and correct homework, and see alternative solutions to problems. Vygotsky (1978) hypothesizes that the social interaction among students extends the students' zone of proximal evolution (the divergence between a pupil's understanding and their potential to understand).

When students piece of work cooperatively in groups the more knowledgeable students are able to help the less knowledgeable students understand new concepts. Loftier achieving students too benefit because they are verbalizing their ideas and really educational activity others. As mentioned earlier, the process of verbalizing thoughts helps to further promote understanding of material.

Cooperative learning also accommodates learning style differences among students because they are utilizing each of the three chief learning styles: kinesthetic, auditory and visual. Material presented by the instructor is both auditory and visual, and students working together utilize kinesthetic abilities past working with hands-on activities. Discussing issues inside the groups further enhances exact skills, and class presentation of grouping findings helps to reinforce visual and auditory skills (Midkiff & Thomasson, 1993).

Drawbacks of Cooperative Learning

Instructors who are unfamiliar with cooperative learning may not initially have this style of learning because they may experience they volition lose control of their classroom, or they may be unsure of the techniques used or perchance fifty-fifty think that it is too time consuming. In this side by side section, we will discuss some of the possible drawbacks to cooperative learning.

Loss of Control – Cooperative learning is a structured approach that requires instructor support and guidance. In order for cooperative learning to be utilized in the classroom, instructors must receive training to be skillful in implementing the techniques. Maximum learning will only emerge if proper training is received by the instructor and and then transferred to the student.

Instructors may resist using cooperative learning techniques in their classroom because they are afraid they may lose control of their teaching routine. Cooperative learning takes time to implement; therefore, initial lessons may accept longer. Once students and the instructor are comfortable with the process, then the amount of fourth dimension for each lesson decreases.

Instructors may have a difficult time giving up their control of the content that is being covered (Panitz). They are accustomed to presenting the curriculum to the students and are unable to give students the freedom to learn on their own. Students learning only ane role of the curriculum in their group may make an instructor anxious about what their students know.

Showing their expertise in a subject field expanse is important for some instructors. Giving up the opportunity to show off this expertise may deter instructors from using cooperative learning in their classrooms. Also, if students are expected to explore on their ain, so they may have questions that the instructor cannot answer. Both of these possibilities may cause an instructor to lose confidence in her education abilities. Instructors tin can however be experts, but they will be using their knowledge equally a facilitator rather than a giver of information.

Group Work – Depending on the age level, students may resist using cooperative learning in their classrooms. Lecture does non require much interaction and participation from the students; therefore, they can go as much or as little from the class as they similar. Being required to work in a grouping may ruffle a few feathers with the students because now they are beingness asked to participate and contribute to their learning. In addition, they are also asked to learn new concepts and taught how to work in a group. They may not exist accustomed to working in a group, and therefore, may be unsure of the dynamics involved in grouping piece of work.

Since cooperative learning is centered on group work, students may be concerned that other members of their group are going to bring their grades down. This is especially true if students are grouped by mixed ability, requiring higher ability students to guide lower ability students.

Deciding how groups should be formed is an important part of the cooperative learning planning process. At that place has been some debate as to how groups should be formed in order for students to finer piece of work together and attain their maximum potential.

Mixed ability grouping allows for all group members to be involved, though the type of involvement differs. Advanced students tin teach struggling students, only concerns arise about avant-garde students doing all the work and struggling students non being motivated to be involved at all. There are also concerns that gifted students are held back by the lower ability students in their group.

If students are grouped with others of the aforementioned ability level, then the lower power group may feel frustrated and unmotivated to endeavour. This is also true of those who are grouped by gender or race because information technology may back up stereotypes that sure discipline areas are dominated by certain groups.

There are also varying opinions about the optimal number of people for pocket-size grouping formation. The consensus seems to agree that no more than than 4 people in a group produces higher achievement (Slavin, 1987). Fixed seating and big class sizes may make group arrangement difficult though. Withal, fifty-fifty if the room is easily arranged into modest groups, instructors may have a difficult fourth dimension accessing all of the numerous small groups.

Virtually students are not accepted to group work, especially in high school classrooms. Students will have to be taught to piece of work effectively in a group setting. Resolving group disharmonize can be a major challenge for instructors. Groups will need to make sure that every member listens to and appreciates each group member's contribution. Identifying responsibilities within the group and encouraging each to exercise their best work needs to be addressed before group work begins. Also, students that work better alone may struggle to succeed in a group temper.

Since the classroom will be made up of several small groups, the dissonance level will escalate. This can exist very uncomfortable for some instructors, particularly if they are accustomed to a lecture and seatwork classroom. This tin can as well cause problems for those students who have attention difficulties.

Cooperative learning is based on social interaction; thus, grouping students together to work independently even for a short period of time may encourage behavior that is off task. While the instructor is circling the room to observe and interact with the groups, it is difficult to brand sure every group is productively working on their assignment. Self-management skills will have to be introduced earlier students break out into groups and be reinforced as they progress through their piece of work.

Time Requirements – With cooperative learning, the textbook is used only as an instructional supplement, so information technology is necessary for instructors to create additional materials for the students. Usually these materials are fabricated from scratch because many instructors' manuals offering limited suggestions for group activities. Creating these new materials can exist very fourth dimension consuming. So, non just are instructors spending a large amount of fourth dimension implementing this new manner of learning, but they also accept to create the materials to go along with information technology.

Since students have to generate an answer or information within their group, work time may take longer than the traditional lecture. Considering of this additional fourth dimension, instructors may be unable to cover the same amount of curriculum equally before when they used teacher directed form discussions. Many times, in a traditional classroom, the quality of the work is compromised in gild to teach the entire curriculum.

Other Drawbacks – Since students are working together on a grouping assignment, it is difficult to appraise students with a newspaper and pencil test. Instructors will have to find another way to assess student work and progress. Since students are used to concrete assessments, it may exist difficult for students to adjust to authentic assessments.

Vague objectives, avoidance of teaching, and lack of critical thinking activities are other problems associated with cooperative learning. With the focus on managing groups, it is possible for instructors to overlook the students' objectives and tasks. Therefore, students are non receiving the needed guidance to effectively learn the job at hand. Some critics say that instructors who rely on small group work are avoiding their teaching responsibilities. Students are left on their own to teach themselves the curriculum. In addition, since students are working in small-scale groups that crave additional time, instructors may be more apt to assign tasks that do not need higher level thinking skills. The quality is overlooked in gild to increment the quantity of assignments.

Determination

Mrs. Solomon decided to implement cooperative learning in her Careers course. Equally mentioned earlier, in that location was some initial resistance from the students. Simply she kept a positive attitude nearly the benefits of cooperative learning and encouraged the students to give it a effort.

She also started with a fun activity to help boost student morale. She carefully grouped students together, making sure that each grouping consisted of a variety of student abilities and backgrounds. She continued to follow the strategies mentioned in this chapter for successful implementation. She was impressed with the results. She found that, in one case the students had some experience with CL, the higher-achieving students did not resent being paired with lower-ability students.

In fact, it helped to build their self-esteem to know that they were able to help their peers. They as well found that the students with learning disabilities were actually very creative and could offer new perspectives on how to solve the given problem. The students also began to realize that students from different cultures may struggle to communicate in the English language, only they were very dedicated students who had a desire to practice well on given assignments. Interestingly enough, Mrs. Solomon also constitute that absences began to decrease.

In the reflection papers that she had students complete at the cease of the project, she discovered that students felt valued as part of the group and that they attended her class so that they would not disappoint their peers. Afterwards training the students on conflict resolution, cultural diversity, and respect for others, Mrs. Solomon noticed that students appeared to go along better while doing the cooperative exercises. Merely most importantly, pupil grades actually improved over time.

Students of all ability levels took pride in their accomplishments and felt a sense of involvement past being allowed to accept input into the activities and classroom expectations. They also seemed to accept a more than complete agreement of the material and were able to score higher on all types of tests, including application questions. Overall, she saw a dramatic difference in her classroom atmosphere.

Both Mrs. Solomon and her students were more motivated and enthusiastic most each new chapter. Mrs. Solomon realized that there were still situations which would arise periodically within her classroom, and that cooperative learning would exist a teaching strategy that she would have to meliorate on over fourth dimension. Simply after learning more than about cooperative learning, she believed that she had a whole new perspective on classroom strategies.

Boosted Reading

McMaser, 1000 and Fuchs, D. (2005). A Focus on Cooperative Learning for Students with Disabilities. Current Practice Alerts. TeachingLD.org

References

Palmer, Chiliad., Peters R.,& Streetman, R. (2010) Emerging Perspectives on Learning, Teaching, and Technology, Global Text, Michael Orey. (Affiliate 29).Retrieved from https://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

UQx: LEARNx Deep Learning through Transformative Teaching, (2017). Academy of Queensland, Commonwealth of australia. (an Open edX MOOC)

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