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Classroom Instruction That Works Chapter 7: Cooperative Learning

Research and Theory. The practice of

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Classroom Instruction That Works Chapter 7: Cooperative Learning

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    1. Classroom Instruction That Works Chapter 7: Cooperative Learning Michelle Martin Temple View 2nd Grade

    2. Research and Theory The practice of “grouping” can be traced back to at least 1867 by educational reformer W.T. Harris. Harris initiated a plan in St. Louis Missouri, that allowed for the rapid promotion of students through elementary grades. Harris plan “represented a first step toward ability grouped classrooms.” Group A: addressed the content in more depth than the B group Group B: addressed the content in more depth than C group Group C: addressed the content at the base

    3. Kulik and Kulik in 1982 noted, “Today, thousands of American schools follow this model of homogeneous grouping” (Pg. 85) Yet since Kulik and Kulik’s observations, the practice of forming whole classes on the basis of ability has decreased dramatically.

    4. Grouping Strategies According to David Johnson and Roger Johnson (1999) came up with five defining elements of cooperative learning. Positive interdependence:a sense of sink or swim together. Face-to-face promotive 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 and 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.

    5. Results from Johnson & Johnson They decided to contrast cooperative learning with three related techniques. Figure 7.1 shows results. Johnson & Johnson compared intergroup competition, individual competition, and use of individual student tasks with cooperative learning. Results: Cooperative Learning vs.. groups that engage in intergroup competition: They produce the same effect on student learning Indicated by a .00 effect size No differences in achievement between the tested groups

    6. Johnson & Johnson Results cont. Cooperative learning vs.. strategies in which students compete with each other (individual competition) Effect size of .78 Cooperative learning vs.. instructional strategies in which student work on tasks individually without competing with one another (individual student tasks) Effect size of .78

    7. 3 Generalizations used to guide the use of cooperative learning Organizing groups based on ability levels should be done sparingly. Most controversial aspect of organizing students in groups. Should groups be homogeneous-organized on ability levels? Homogenous grouping seems to have a positive effect on student achievement when compared to no grouping. Figure 7.2 (Lou’s testing results) General ability grouping: 6% effective gain Low ability grouping: 14% effective gain Medium ability grouping: 7% effective gain High ability grouping: 11% effective gain ** Grouping has different effects on different students

    8. 2. Cooperative groups should be kept rather small in size. Lou and colleagues reported the effect sizes in Figure 7.4 Results: Pairs: 6% effective gain 3-4: 9% effective gain 5-7: -1% effective gain “Small teams of three to four members seem more effective than larger groups.” (1996)

    9. 3. Cooperative learning should be applied consistently and systematically, but not overused. Works best when applied systematically. Lou and colleagues reported (1996) that grouping strategies are most effective when applied at least once a week. Researchers John Anderson, Lynn Reder, and Herbert Simon (1997) warn that cooperative learning can be misused and is frequently overused in education: It is misused when the tasks given to cooperative groups are not well structured. It is overused when it is implemented to such an extent that students have an insufficient amount of time to practice independently the skills and processes that they must master.

    10. Classroom Practice Group students according to: Interest Birthday month Colors they are wearing Alphabetically Randomly pick names Use ability grouping sparingly Remember generalizations 1,2,3

    11. Use a variety of group structure: Informal: used to clarify expectations for tasks, focus students’ attention, allow students time to more deeply process information, or to provide time for closure. Pair-share, turn-to-your-neighbor Formal: designed to ensure that the students have enough time to thoroughly complete an academic assignment. Lasts for several days or week. Include basic components: (Johnson & Johnson, 1999) Positive interdependence Group processing Appropriate use of social skills Face-to-face promotive interaction Individual and group accountability Base: created to provide students with support throughout a semester or an academic year. Long-term groups

    12. WHY USE COOPERATIVE LEARNING? Most flexible grouping strategy Most powerful grouping strategy Can use in a variety of ways Can be used in many different situations “The smaller the better!” Provides opportunities for: Positive interdependence Face-to-face promotive interaction Individual and group accountability Interpersonal and small group skills Group processing

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