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Cooperative LearningHYIS
http://www.youtube.com/watch?v=kn8faeuQjE0
Cooperative Learning
Research-Based Strategies for Increasing Student Achievement
Compiled from:Classroom Instruction That Works!By: Robert J. Marzano, Debra J. Pickering & Jane E. PollockClassroom Instruction That Works!Facilitator’s ManualBy: McRELClassroom Instruction That Works!Participant’s ManualBy: McREL
Curriculum & Staff Development Center
Training Outcomes
Participants will:
learn the elements of cooperative learning
Learn what is takes for students to work successfully in cooperative groups
Identify ways to implement Cooperative Learning strategies into the classroom
Discussion Question
Table Talk Activity:
Think about your own experiences with cooperative learning as both a learner and as a teacher. Discuss with your table mates the pros and cons of using this strategy. Record your responses on paper.
Category Ave. Effect Size (ES)
Percentile Gain
No. of ESs
Identifying Similarities and Differences
1.61 45 31
Summarizing & Note Taking 1.0 34 179
Reinforcing Effort and Providing Recognition
.80 29 21
Homework & Practice .77 28 134
Nonlinguistic representations
.75 27 246
Cooperative Learning
.73 27 122
Setting Objectives & Providing Feedback
.61 23 408
Generating & Testing Hypotheses
.61 23 63
Questions, Cues, and Advance Organizers
.59 22 1,251
Four Planning Questions for Instruction
What knowledge will students learn?
Which strategies will
provide evidence that students have learned that knowledge?
Which strategies will help students
practice, review, and apply that
knowledge?
Which strategies will help students acquire and
integrate that knowledge?
Four Planning Questions for InstructionWhat knowledge
will students learn?
Which strategies will provide
evidence that students have learned that knowledge?
Which strategies will help students
practice, review, and apply that
knowledge?
Which strategies will help students acquire and
integrate that knowledge?
Cooperative Learning
Generalizations from the Research on Cooperative Learning
1. Organizing groups based on ability levels should be done sparingly.
2. Cooperative learning groups should be rather small in size.
3. Cooperative learning should be used consistently and systemically, but should not be overused.
Recommendations for Classroom Practice:Cooperative Learning
1. Use a variety of criteria to group students.
2. Use informal, formal and base groups.
3. Keep the groups to a manageable size.
4. Combine cooperative learning with other classroom structures.
Recommendation # 1
Use a variety of criteria to group students.
Recommendation # 2
Use informal, formal and base groups.
FORMAL GROUPS:Basic Components of Cooperative
Learning 1. Positive Interdependence
Sense of “sink or swim” together2. Face-to-Face Promotive
interaction Helping each other learn, applauding efforts and success
3. Individual and group accountability Each of us has to contribute to the group achieving its goal
4. Interpersonal and small group skills Communication, trust, leadership, decision making, conflict resolution
5. Group processing Reflecting on how well the team is
functioning and how to function even better
Rubric for Effective Interpersonal Skills
4 I actively help the group work together. I join group activities without being asked. I say what I think in a way that respects what others feel and know.
3 I join group activities without being asked. I say what I think in a way that respects what others feel and know.
2 I only join group activities when someone asks. Sometimes I say what I think in a way that hurts others’ feelings.
1 I do not join group activities, even when someone asks me. Or, I say what I think in a way that hurts others’ feelings.
Recommendation # 3
Keep the groups to a manageable size.
Recommendation # 4
Combine cooperative learning with other classroom structures.
TABLE ACTIVITY
How does the list of pros and cons about using cooperative learning that the group generated at the beginning of this training reflect the generalizations from research and the recommended classroom practices?
Key Point # 1
Cooperative Learning is a flexible and powerful instructional strategy that should be used consistently and systematically, but is should not be overused.
Key Point # 2
Teachers should ensure that the tasks they assign to formal cooperative learning groups address the five components of cooperative learning:
1. Positive interdependence2. Face-to-face promotive
interaction3. Individual and group
accountability4. Interpersonal and small group
skills5. Group Processing
Key Point # 3
• Teachers should use a variety of criteria for grouping students and a variety of grouping structures (i.e., informal, formal and base groups).
Key Point # 4
To ensure that cooperative learning is not misused or overused, teachers should:
provide students with well structured cooperative tasks
continually monitor how well students are working in cooperative groups
what effects cooperative learning activities are having students’ learning
what feedback needs to be given to help students throughout the entire process, especially those who are not working well in their groups.
Major Works for Math:
https://www.teachingchannel.org/videos/common-core-state-standards-elementary-school
Reflection on Learning
1. What have you learned about cooperative learning?
2. What questions do you have about cooperative learning?
3. What changes might you make in your practice related to cooperative learning?
4. What support might you need to make these changes?
