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Cooperative%20Learning

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Title: Cooperative%20Learning


1
Cooperative Learning
  • Better learning through teamwork

2
Cooperative Learning
  • What is cooperative learning?
  • Benefits
  • What makes a group cooperative?
  • Three types of cooperative learning groups
  • Concerns
  • References

3
What is it?
  • Cooperative learning is working actively
  • in small groups
  • to maximize learning
  • toward a common goal

4
Benefits of Cooperative Learning
  • Cooperative learning has been studied
    exhaustively over the last 90 years
  • More is known about cooperative learning than
    nearly any other aspect of education
  • Cooperative learning results in improved
  • Learning
  • Understanding
  • Recall
  • Self-esteem

5
Benefits of Cooperative Learning
  • Positive peer relationships are essential to
    success in college
  • Cooperation among students results in
  • Higher achievement
  • Greater productivity
  • Improved relationships
  • Better emotional health

6
Benefits of Cooperative Learning
  • Cooperative learning can revitalize students and
    faculty
  • Working together allows students to
  • Learn more
  • Enjoy learning
  • Develop skills
  • Especially important because real world work is
    group work

7
What are the requirements?
  • Cooperative learning requires
  • Positive interdependence
  • Individual accountability
  • Face-to-face interaction
  • Teamwork skills
  • Group processing

8
Positive Interdependence
  • Individual success depends on the teams success
  • Require consensus
  • Assign roles
  • Share resources
  • Individual reward based on teams success

9
Individual Accountability
  • Individual accountability reinforces positive
    interdependence
  • Evaluate performance individually and
    collectively
  • Peer evaluation

10
Face-to-face Interaction
  • Cooperative learning requires face-to-face
    interaction
  • Interaction can be structured
  • Provide sufficient time for interaction

11
Teamwork Skills
  • Students often lack teamwork skills
  • Identify relevant social skills
  • Active listening
  • Expression of differences
  • Teamwork taught like course material
  • Monitor and assess

12
Group Processing
  • Group processing needed to keep a team
    functioning smoothly
  • Regularly review performance
  • Explain purpose and relationship to social skills

13
Cooperative Learning Groups
  • Three types of cooperative learning groups
  • Informal groups
  • Formal groups
  • Base groups

14
Informal Groups
  • Temporary groups of short duration
  • No more than one class period
  • Focus attention on material to be learned
  • Particularly useful when attention begins to
    lapse

15
Formal Groups
  • Centered around a single task
  • Size, duration, and composition is task dependent
  • Team activities emphasize
  • Discussion, Application, and Mastery
  • Students work to accomplish shared goals
  • Formal evaluation

16
Base Groups
  • Long term cooperative learning groups that
    provide support for student development
  • Not focused on a particular task
  • Duration of one or more terms
  • Teams should be heterogeneous
  • Instituted by course, college, or department

17
Concerns
  • Spending all this time on group exercises will
    prevent me from getting through the syllabus.
  • Effective group work requires little in-class
    time
  • Pose questions to small groups
  • Successful teaching is more than covering the
    syllabus. What matters is how much was actually
    learned.
  • Handouts can supplement lectures

18
Concerns
  • Without lecture I will lose control of the class
  • That is one point of view
  • On the other handseveral times during class
    students may become actively immersed in the
    material youre trying to get them to learn

19
Concerns
  • What if students resent the approach?
  • Prepare students for it from the beginning
  • Explain why you are doing it
  • Better grades
  • Teaching to others aids understanding
  • Professional training

20
Concerns
  • What about students who want to get credit
    without actively participating in the work?
  • Always a danger
  • Include provisions to ensure individual
    accountability
  • Call randomly on individuals
  • Peer evaluations

21
References
  • www.ncsu.edu/felder-public/Papers/Coopreport.html
  • Cooperative Learning Making Groupwork Work,
    Karl A. Smith in Using active learning in college
    classes A range of options for faculty. Tracey
    E. Sutherland Charles C. Bonwell (eds.) New
    Directions for Teaching and Learning 67,
    Jossey-Bass,San Francisco.
  • www.ncsu.edu/felder-public/Papers/Resist.html
  • Felder, Richard M., Brent, Rebecca, Effective
    Strategies for Cooperative Learning, J.
    Cooperation Collaboration in College Teaching,
    10(2), 69-75, 2001.

22
References
  • teaching.berkeley.edu/bgd/collaborative.html
  • home.capecod.net/tpanitz/ebook/Quotes.html
  • www.ku.edu/cte/resources/teachingtips/cooperative
    .html
  • scholar.lib.vt.edu/ejournals/JTE/jte-v7n1/gokhale.
    jte-v7n1.html
  • www.edletter.org/past/issues/2000-mj/models.shtml
  • www.ntlf.com/html/lbi/bib/92-2dig.htm
  • clte.asu.edu/active/mainde.htm
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