Cooperative Group Learning

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• Cooperative Group Learning
• Jacqueline Thousand
• Cal State San Marcos

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Objectives

• Task Objective - Determine the problem solve it
  with the six clues.
• Social Skills Objectives - Each person
• a) takes turns contributing information from
  clue,
• b) listens to others
• c) comes to consensus regarding solution

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Task Sequence

• Step 1 Open envelope and pass out clue(s) to
  members of the team. Give each person one clue
  at a time until all six clues are distributed.
• Step 2 Look only at your clue. You may not
  look at anyone elses clue. You may read your
  clue out loud but you may not show it to anyone
  else.

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Task Sequence

• Step 3Determine the problem
• Step 4 Solve the problem as directed
• Rule If you have a question, ask teammates. You
  have all the information you need to solve the
  problem!

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Roles

• Communication Prompter - Prompt all to verbally
  share, but not show
• Timekeeper - 10 minutes (2-minute warning)
• Materials Manager - Get distribute clues
• Checker - Guides team to check answer
• Scribe - Records final solution signals
• Cheerleader - Encourages to keep going!

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Group Processing

• 1 What cooperative social skills did you use
  to
• accomplish the task?
• 2 How did roles assist to solve the puzzle?
• 3 How did this task create a sense of
• sink or swim together?
• (Recorder Materials Manager)

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COMPETITION I Swim, you sink. You swim, I sink.

• Individual Goals
• Comparative Evaluation (norm referenced)
• Winners are Rewarded

Continued
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COMPETITION
Spelling Bee Grading on a Curve

• Example
• Feelings

Stereotype, discriminate
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INDIVIDUALISTIC
We are all in this alone.

• What you do does not affect what I do and vice
  versa.
• Individual Goals
• CriterionReferenced Evaluation
• Reward for Own Product

Continued
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INDIVIDUALISTIC
Independent research question homework

• Example
• Feelings

Like people who are similar dislike people who
are dissimilar. Stereotype, discriminate
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COOPERATIVE STRUCTURES We Sink or Swim Together

• Group Goals
• CriterionReferenced Evaluation
• Recognition for Group Effort/Product

Feelings
Like for people regardless of similarity of
dissimilarity
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ositive Interdependencendividual
Accountabilityroup Processingocial Skills
Five Basic Elements
P
I
G
S
FACEtoFace Interaction
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Basic Element 1

• Positive Interdependence
• Students perceive that they need each other in
  order to complete the groups task (sink or swim
  together).
• Teachers structure positive interdependence
  in 9 ways!

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The 9 Ways to Structure Positive Interdependence
- Cities?

• 1. Goal
• 2. Incentive
• 3. Resource

Common purpose one product.
One achieves if all achieve.
All teammates receive same reward/acknowledgement.
One set of shared materials per group OR jigsaw
of materials
Continued
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Ways to Structure Positive Interdependence -
Cities?
Each member is assigned a complementary and
interconnected role.

• 4. Role
• 5. Sequence
• 6. Simulation

Overall task is divided into sub-units and
usually performed in a set order.
Teammates work through a hypothetical situation
to succeed or survive.
Continued
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Ways to Structure Positive Interdependence -
Cities?

• 7. Outside Enemy
• 8. Environmental
• 9. Identity

Groups compete against an outside force
(including time limit)
Group members are bound together by the physical
environment.
Teammates establish a mutual identity through a
group name, flag, motto, song, logo, etc.
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COOPERATIVE LEARNING OVERALL PERSPECTIVE
Student Interaction Patterns
Competitive
Individualistic
Cooperative
Face-to-Face Interaction
Social Skills
Basic Elements
Processing
Individual Accountability
Positive Interdependence
7. Simulation 8. Environment 9. Identity
1. Goal 2. Resources 3. Sequence
4. Outside Force 5. Incentives 6. Role
Role of the Teacher
Lesson Plan
Academic Social Skills
Objectives
I. Making Decisions Before Teaching II. Setting
the Lesson
III. Monitoring Intervening IV. Evaluating
Product Process
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Basic Element 2

• Individual Accountability
• Each student is held accountable for own
  performance as well as group outcome.
• Teachers may structure individual
  accountability by individually assessing each
  student or randomly selecting a group member as
  the groups representative.
• Teacher may individualize and differentiate
  what each student must know or be able to do.

Continued
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Authentic Ways of Accountability
Demonstrations Create real products Direct
observation Portfolio Entries
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Basic Element 3

• Group Processing
• Group members need specific time to discuss how
  well they are achieving their goals and used
  social skills to relate with other members.
• Teacher monitors how well the groups are working
  together and give feedback to the groups and the
  class as a whole.
• Teacher structures group processing by assigning
  processing tasks such as
• a) list at least 3 actions that helped the
  group be successful
• b) list one action that could be improved to
  make the group even more successful tomorrow.

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Basic Elements 4

• Social Skills - Interpersonal Small Group
• Groups function effectively only if students have
  use the needed social skills.
• Teachers teach these skills as precisely as
  academic skills.
• Social Skills
• 1) Trust-building (forming)
• 2) Communication, leadership (functioning)
• decision-making
• 3) Creative problem solving (formulating)
• 4) Conflict management skills (fermenting)

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START
Generate Further Answers
Test Reality by Checking the Groups Work
Probe by Asking In-Depth Questions
Differentiate When There is Disagreement
Criticize IdeasNot People
Integrate Ideas Into Single Positions
Extend Other Members Answers
Ask for Justification
FORMING
FERMENTING
Move without Noise
Stay with the Group
Use Quiet Voices
Ask Other Members to Plan Out Loud
Encourage All Participation
Use Names, Look at the Speaker, and Use NO
Put-Downs
Demand Vocalization
FUNCTIONING
Seek Clever Ways of Remembering Ideas and Facts
Direct Groups Work
Seek Elaboration
Express Support
Seek Accuracy by Correcting and/or Adding to
Summaries
Ask for Help or Clarification
Offer to Explain or Clarify
Paraphrase Others Work
Summarize Out Loud
Energize the Group
Describe Feelings when Appropriate
FORMULATING
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LOOKS LIKE
SOUNDS LIKE
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Basic Element 5

• FacetoFace Promotive Interaction
• Students promote each others learning by
  helping, sharing, encouraging efforts to learn.
  
• Students discuss, discover, explain, and teach
  what they know to classmates.
• Teacher structures groups so students sit
• knee-to-knee and talk through each aspect of
• the task.

Continued
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COOPERATIVE LEARNING
Student Interaction Patterns
Competitive
Individualistic
Cooperative
Face-to-Face Interaction
Social Skills
Basic Elements
Processing
Individual Accountability
Positive Interdependence
7. Simulation 8. Environment 9. Identity
1. Goal 2. Resources 3. Sequence
4. Outside Force 5. Incentives 6. Role
Role of the Teacher
Lesson Plan - 1-Page Guide
Academic Social Skills
Objectives
I. Making Decisions Before Teaching II. Setting
the Lesson
III. Monitoring Intervening IV. Evaluating
Product Process
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What are the answers to these questions in the
lesson just experienced?

• Make Decisions
• What are the Academic Objectives?
• What are the Social Skill Objectives?
• What is the Group Size?
• How are Students Assigned to Groups?
• How will I Arrange the Room?
• How are Materials Arranged?

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The Teachers Role How will I.

• Set the Lesson
• Structure Positive interdependence?
• Explain the academic task?
• Explain the criteria for success?
• Structure Individual accountability?
• Specify expected Social skills?
• (Teach social skills?)

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The Teachers Role In Cooperation

• Monitor and Intervene
• Activating FacetoFace Interaction?
• Monitor Groups Collect Data?
• Monitoring Students Use of Social Skills?
• Providing Task Assistance?
• Intervening to Teach Collaborative Skills?

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The Teachers Role In Cooperation

• Monitor and Intervene
• Activating FacetoFace Interaction?
• Monitor Groups Collect Data?
• Monitoring Students Use of Social Skills?
• Providing Task Assistance?
• Intervening to Teach Collaborative Skills?

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The Teachers Role In Cooperation

• Evaluate and Group Process
• Evaluating Student Learning?
• Academic Feedback
• Group Processing of Team Functioning?
• Social skill processing

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• POSITIVE
• INTERDEPENDENCE
• Sink or Swim Together
• Goal
• Resource
• Task
• Role

INDIVIDUAL ACCOUNTABILITY No Free Rides
SOCIAL SKILLS Great Group Members Are Made, Not
Born
BOLDED IN LESSON PLAN
GROUP PROCESSING Assessing Feedback for
Individual and Group Improvement
FACE TO FACE PROMOTIVE INTERACTION Eye to Eye
Knee to Knee Grouping Considerations
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Lesson Name Quick Cooperative Structures

• OBJECTIVES
• Task Acquire knowledge of Quick cooperative
  structures
• Social Skills
• When teaching Detailed succinct describing
• When learning Listening questioning
• POSITIVE INTERDEPENDENCE
• Materials Jigsaw of Quick Structures

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Jigsaw of Quick Cooperative StructuresTask -
Part I (5 minutes)

• Read and prepare to teach assigned structures
  from A dozen quick cooperative learning
  structures
• A Prepare 1 - 3
• B Prepare 4 - 6
• C Prepare 7 - 9
• D Prepare 10 - 12
• On the back of the list of 12 structures, write
  in LARGE PRINT the letter (A, B, C, or D)
  corresponding to the s you are studying

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Part II Mix-Freeze-Pair

• Step 1. Stand up with your list of structures
  holding up your letter (A, B, C, or D)
• Step 2. When the music starts, move around the
  room.
• Step 3. When the music stops, freeze and find a
  person with a different letter than yours.
• Step 4. Each partner shares one structure. If
  time allows share another.
• Step 5. When the music starts, thank your partner
  and move around the room.
• Step 6. Repeat Steps 3 and 4.

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Part III Mix-Freeze-Pair

• Return to your seat and be prepared to share with
  a neighbor what you learned and which structures
  you like best.

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RESEARCH REVIEW

• Higher Achievement
• Increased Retention
• Greater Use of Higher Level Reasoning
• Increased Perspective Taking
• Greater Intrinsic motivation

Continued
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RESEARCH REVIEW

• More Positive Heterogeneous Relationships
• Better Attitude Toward School
• Better Attitude Toward Teachers
• Higher Selfesteem

Continued
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RESEARCH REVIEW

• Greater Social Support
• More Positive Psychological Support
• More OnTask Behavior
• Greater Collaborative Skills