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2 Introduction to Cooperative LearningMaria Garvey The Second Level Support Service is funded by the Department of Education and Science under the National Development Plan

3 Cooperative Learning Structures in elements which make groups workCooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning (Johnson, Johnson, & Holubec 1998) Structures in elements which make groups work Structures out elements which cause groups to fail

4 Individual ResponsibilityTwo Responsibilities Individual Responsibility Make sure you learn something interesting and useful today Group Responsibility Make sure your group learns something interesting and useful today

5 In a classroom there is a place for…Individual Learning – I am in this alone Competitive Learning – I swim you sink Cooperative Learning – We sink or swim together Variety is the spice of life Individualistic Individuals work alone to accomplish learning goals unrelated to those of others around you – good for rote learning and much of our assessment is individualistic and we have to practice this Competition Individuals work against each other, it’s the old hide your copy. It motivates only 10% of students but again is needed at times. Cooperative Learning Individuals work together to achieve shared goal, to maximise their own and each others learning

6 Cooperation We Sink or Swim TogetherStudents share the same learning goals and work together to achieve them They work in small often heterogeneous groups What benefits one benefits all All strive for each other’s success Joint success is celebrated Rewards are viewed as unlimited Evaluation is by comparing performance to a preset criteria

7 Competition: I swim you sinkIndividuals work against each other to achieve a goal only one or a few can attain Each student works alone Students want to outshine each other What benefits self deprives others Students celebrate their own success and others failure Rewards are limited Students are ranked from best to worst

8 Individualism: I am in this aloneEach student works alone Each strives for own success What benefits self does not effect others Each celebrates their own success Rewards are viewed as unlimited Evaluation is by comparing performance to a preset criteria

9 Forming Groups The Birthday Game

10 Forming Groups Other MethodsRandom Count off Birthday Game Literature cards – characters from same book Maths problems – same answers EU countries and capitals Students self select Teacher assigns students on basis of ability, learning interests, learning style etc Sociogram

11 Activity 1 Do this on your own – no talkingYou have 2 minutes to count the total no of squares There is a prize for the first correct answer Time up!! Write in the no of squares you found and answer the questions on the sheet

12 Activity 2 IndividuallyYou have 2 minutes to count the total no of triangles There is an ‘A’ for everybody who gets 90% of the number Time up!! Write in the no of triangles you found and answer the questions on the sheet

13 Activity 3 Do this as a teamYou have 2 minutes to count the total no of triangles Time up!! Write in the no of triangles you found and answer the questions on the sheet

14 Think – Pair – Share Reflections on group work

15 Read and Explain in PairsSilent Individual Reading Two Roles: Summariser; Clarifier / Accuracy checker Material in Short Snappy paragraphs Suitable for tasks based on Information This is paired reading – whole load of variations It is suitable on work based on extracting information The material needs to be in Short, clear paragraphs

16 Value of Cooperation We work alone when we do not have the skills to collaborate Collaboration is inherently more complex than individualistic or competitive work For successful group-work we must teach pupils teamwork, interpersonal, collaborative skills

17 Cooperative Learning Cooperative Learning is where students work together in small groups where they maximise their own and each others learning. Note: not ALL groups are cooperative groups. It takes time, skills and structure to form cooperative groups Formal Cooperative groups last for particular length of time, chapter or section of course work Note: not ALL groups are cooperative groups. It takes time, skills and structure to form cooperative groups

18 Characteristics of a Traditional GroupDominant Members Disengaged Members Inappropriate group size and resources Homogeneity of skills and ability

19 Research Results Higher Achievement Increased retentionGreater use of Higher Level reasoning Better attitudes towards school Better attitudes towards teachers Higher self esteem Greater social support

20 Research Results cont. More positive psychological adjustmentMore on-task behaviour Greater collaborative skills Increased perspective taking Greater intrinsic motivation More positive heterogenous relationships

21 Read and Explain Pairs Basic Elements of Cooperative LearningUsing attached word document Both read the first paragraph Person A is the summariser Person B is the accuracy checker The summariser summarises in own words the content of the paragraph to partner The accuracy checker listens carefully, corrects any misstatements and adds anything left out. Then he or she tells how this information relates to something they already know Both move to the next paragraph and reverse roles

22 Cooperative Learning: Basic ElementsPositive Interdependence Promotive Interaction Individual and group accountability Interpersonal and small group skills Group Processing This is a rather simplistic view of Cooperative Learning. Positive Interdependence members responsible not only for their own learning but for the groups learning, shared resources, assigned roles, Promotive Interaction Students help each other – they explain and teach and ensure noise level is kept to a minimum, knee to knee Individual and group accountability Students may be assessed individually or as a group Interpersonal and small group skills Skills need to be taught – leadership, decision making, trust building, communications and conflict management skills listening, Group Processing Students reflecting how to improve the group and teacher reports – three things that helped the group to be successful

23 Group Processing What was good about working together?Where might you use this in your classroom? POSITIVE COMMENTS ONLY in the early stages I like the way you… X made a very good point about....etc.

24 Reading Comprehension TriadsDreams

25 Reading ComprehensionTASK: Read Poem and answer the question. COOPERATIVE: - One set of answers from the group Everyone must agree Everyone must be able to explain the group’s answer

26 Individual AccountabilityOne member will be randomly picked to explain the group’s answers CRITERIA FOR SUCCESS Acceptable answers on all questions

27 EXPECTED BEHAVIOURS Checking for Understanding Encouraging everyone’s participation INTERGROUP COOPERATION When you finish compare your answers with those of another group

28 Reader Read through material slowly, carefully, with expression, so group members never forget it for the rest of their lives.

29 Recorder Write down all of group’s good ideas, make sure there are three good possible right answers, and circle the one the group decides is most appropriate

30 Checker Require other group members to demonstrate comprehension and help diagnose problems in understanding

31 Group Processing What was helpful about working together in this way?This is paired reading – whole load of variations It is suitable on work based on extracting information The material needs to be in Short, clear paragraphs

32 The Teacher’s Role Make Pre-Instructional DecisionsExplain Task and Cooperative Structure Monitor and Intervene Evaluate and Process

33 Team Work Collaborative and co-operative learning Socialising effectRelaxed and enjoyable Less able child supported unobtrusively Two or more minds are better than one Able children are stimulated by having to explain or recount Pupils can become more responsible for their own behaviour Encourages ownership and involvement of learning

34 Social/Team/Group SkillsListening Contributing ideas Using quiet voices Asking questions Encouraging Summarising Checking for Understanding Respecting each other

35 Teaching Teamwork SkillsUsing T Charts to teach teamwork skills Ask what the skill ‘Looks Like’ Ask what the skill ‘Sounds Like’

36 Encouraging Looks like Sounds like

37 Listening Looks like Sounds likeType up into presentation on the day rather than use a flipchart Maria Foley…Mallow one group not listen but pretend, next group listen intently, last group don’t listen and let me know you are not. Then put up T Chart what does listening look like.

38 Contributing Ideas Looks like Sounds like

39 Summarising Looks like Sounds like

40 Respecting Each Other Looks like Sounds like

41 Graphic Organisers

42 Structuring Positive InterdependencePositive Goal Interdependence Positive Reward Interdependence Positive Resource Interdependence Positive Role Interdependence Positive Identity Interdependence Positive Environmental Interdependence Positive Fantasy Interdependence Positive Task Interdependence Positive Outside Enemy Interdependence

43 What was good about working together?Group Processing What was good about working together? I like the way you… X made a very good point about....etc. The Second Level Support Service is funded by the Department of Education and Science under the National Development Plan

44 Jig-Saw Types of Cooperative Groups Base Groups Informal GroupsMake pre instructional Decisions Explain task and cooperative structure Monitor and intervene Evaluate and Process

45 Types of Groups Base Groups – long term support groups meet twice weekly during the week Formal Groups – short term – time, section of work Informal groups – immediate

46 Form groups of three Formal Informal Base

47 Find a learning partnerFormal Formal Base Base Informal Informal

48 Return to your original groupFormal Informal Base

49 Please complete and return evaluation forms Please complete and return evaluation forms The Second Level Support Service is funded by the Department of Education and Science under the National Development Plan