Cooperative Learning

1
Cooperative Learning

• Group Work Help Partners
• Is it Worth it?

Amy Gierman TE 891 November 2004
2
In the Beginning...

• 5th grade class
• Students off-task
• Incomplete assignments
• Confusion from students
• Frustrated teacher and students
• Behind on curriculum

3
An Idea!

• What would happen if I allowed
• the students work in groups?

4
The Research

• Cooperative Learning is a win-win situation
  (Harry Wong, 1998)
• Cooperative learning is a technique that is
  becoming more and more popular in both schools
  and the working world. There are many articles
  focusing on Cooperative learning that offer
  information on its structure, strategies, and
  benefits.

5
It is no more an I classroom, it is a we
environment.

• The instructional use of small groups so that
  students work together to maximize their own and
  each others learning (Johnson D. Johnson R,
  2004).
• Students work together as a team, each having a
  particular job, and the goal is to make sure
  everyone does his/her job and also understands
  the concepts being learned.
• Competition between peers is eliminated and
  sharing a common fate is the objective.

6
The Teachers Roles

• Facilitator
• Mediator
• Motivator
• Completes the overall planning and presenting of
  material
• Watches students take action.
• Observing and intervening groups
• Asking open-ended questions
• Praising and encouraging group members
• Motivating students participation
• Facilitating student responsibility and
  self-evaluation
• Promoting social skills (Joubert, 2004)

7
The Groups

• The groups contain students with different
  abilities and academic levels rather than groups
  of close-nit friends.
• The goal is also to have students work together
  who normally wouldnt work together on their own.
  
• The size of the group may vary depending on the
  activity, but most recommend between 2 and 4
  students per group.

8
Common Roles for Students

• Reader/leader
• Checker/helper
• Encourager
• Gopher (gets help when needed, gets the needed
  materials)
• Time keeper
• Recorder
• (Newell, 1993, and Muskingum College, 2004).

9
Conditions of Cooperative Learning(Johnson, D.
Johnson R., 2004, Felder, 1994)

• 1. Positive interdependence (relying on one
  another to achieve a common goal)
• 2. Individual accountability (students are
  responsible for doing their share of the work and
  for mastery of all of the material to be learned)
• 3. Face-to-face promotive interaction (providing
  feedback to one another, teaching and
  encouraging)
• 4. Appropriate use of collaborative skills (trust
  building, leadership, decision-making,
  communication, and conflict management skills)
• 5. Group processing (set up and assess goals)

10
Common Rules When Using Cooperative Learning

• These rules may include, but are not limited to
• Contribute your ideas, they may be the key to the
  question
• Listen to others ideas
• Give everyone a chance to speak
• Ask all teammates for help before asking the
  teacher
• Use consensus to settle disputes
• (Classroom Compass, 1998).

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Benefits?

• Listening
• Questioning
• Decision-making
• Problem-solving
• Cooperation
• Enhances interests in a subject
• Motivates students
• Increases academic achievement of most students
• Divides large assignments into more manageable
  tasks (Muskingum College)
• In a computer class, using cooperative learning
  uses the computer as a tool, instead of the
  leader, and puts the responsibility back into the
  hands of the students.

12
Its Worth a Shot!
13
Research Plan

• My Purpose
• Question
• Sub-questions
• Data Collection
• Data Analysis
• Support
• Results so far

14
My Purpose

• Last year I worked with a 4th grade class that
  presented many challenges (behavioral,
  motivational, academically). I tried many
  strategies with them throughout the year, but I
  just couldnt seem to get some of the kinks
  worked out. Part of the challenge was time
  constraint we only had two 30-minute sessions a
  week, a fourth of those classes were canceled for
  school related issues. Therefore, the students
  did not have much time to work and master the
  skills they were to have learned.
• This year I have them an hour for technology, and
  an hour for math technology where we incorporate
  math into our lessons. They are still a little
  behind on what they should know compared to the
  other grades.
• I strongly believe that students need to work
  together and learn to work with different types
  of people in different situations. They need to
  learn to rely on each other for help instead of
  using the teacher all of the time. Cooperative
  learning teaches decision-making, communication,
  and so much more. Its life! I plan to teach
  this 5th grade class cooperative learning
  strategies to help with their understanding of
  the content in their computer class, along with
  learning to work together.

15
Question

• Will involving Cooperative Learning strategies
  help 5th grade students succeed and manage
  behaviors in their technology classes?

16
Sub-Questions

• What strategies do they already use on their own?
• After students are in CL groups
• Do they work more efficiently?
• Do they comprehend the content better?
• Whats their behavior toward each other and the
  teacher?
• Are their assignments more complete and of better
  quality?

17
Permission Slip

• September 25, 2004
• Dear Parents,
• I am working on my Masters degree and taking a
  class in which I am to research an area of my
  teaching I would like to improve or take a closer
  look at. I have chosen to look at how the 5th
  grade technology class works together to help
  each other accomplish tasks. During this time I
  will also be teaching cooperative learning
  strategies to help them learn skills such as
  decision-making, communication, self-help skills,
  encouragement of team members, and much more.
• The project is in the early stages of
  development, so there will be many changes to my
  plans throughout the project. One of the things
  I am doing is periodically videotaping the class
  working so I can look back and see how they
  worked together, what language they use when
  working together, and determine how I can help
  them work better. From time to time I may be
  interviewing and tape recording students, taking
  notes and possibly photographs. I also plan to
  use student work to help determine if the
  cooperative learning strategies have improved the
  quality and completeness of the childrens work.
• At this point I cant be sure what will be used
  for the final presentation, but I would very much
  appreciate having your permission to use quotes
  given by your child or photographs of your child
  working in the classroom. Please sign the bottom
  of this slip and return it to me.

18
Permission Slip Continued

• If you would like to discuss this further, please
  call me at school before or after school, or
  between 1145-1230 to set up an appointment
  871-4581.
• Thank you,
• Miss Gierman
• I grant permission for the use of the material as
  described above.
• Childs name _____________________________
• Parent or guardians signature
  _____________________________
• Date ___________________

19
Data Collection

• During this first phase I will survey students to
  find out who they seek help from, whether they
  feel confident with the content being taught, and
  what they think would help them succeed in the
  class.
• I will do my best to use a notebook during class
  to write down observations. If this is not
  completed during class time, I will use my prep
  time and/or after school hours to recap the
  happenings of class.
• I may use a possible system as used in our book
  to remind myself what type of language was used
  by students in particular groups/partnerships.
  The code will be as follows
• D directing, telling what to do
• H asking for help
• WH help on work being done
• S social
• TH asked the teacher (me) for help
• O asked someone outside of their group for help
• I will videotape various groups/pairs of students
  during work time.
• I will take photographs of students working.
• Towards the end of the data collection period, I
  will survey or interview students to find out
  their views about cooperative learning and how it
  is working or not working for them. (This
  interview/survey questions will be drawn up later
  based on the observations).
• I will collect student work to check for
  completeness and understanding of technology
  content.

20
Data Analysis

• I watched the video tapes at home where it is
  quiet and I could focus on listening while
  relaxing. I took notes while watching the tapes
  and transcribed conversations.
• I read my teacher notebook after the second
  computer class of the week, and made sense of any
  scribbles of notes that I took and make them more
  detailed if needed.
• The photographs provided a still visual of my
  students working (or not working) in their
  cooperative learning groups--I could not get the
  photos to work with this presentation though (
• The students completed assignments helped me to
  evaluate whether groups were making sure everyone
  was succeeding and understanding the content, and
  whether assignment completion has improved.

21
Support

• Linda-the paraprofessional that works in my
  classroom occasionally
• Nancy Stilson-I will talk with her occasionally
  to brainstorm strategies.
• My mother to help me brainstorm ideas and to keep
  me sane.
• Connie-the 5th grade teacher to share ideas that
  work and do not work in our classrooms and to
  encourage each other throughout the process.

22
What Happened?Stage 1

• When I first introduced Cooperative Learning to
  my 5 graders and told them they would be working
  with a partner, theyre eyes lit up. I let them
  choose their own partners this time.
• It was interesting to see who was being chosen
  for partners.
• Some chose friends, but then others surprised me
  (choosing someone they didnt usually hang out
  with, and then others having a hard time because
  theyre friend had already been chosen).
• At this point, there was still a lot of asking me
  for help, and I redirected them to their partner
  before I answered. I found then, that many
  partners did not KNOW the answer!
• For example Matthew, a previous student who
  wasnt up to speed on the computer, was paired up
  with a new student who had little experience.
• There was a LOT of social talking going on at
  this time as well.

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What Happened?Stage 2

• I chose the partners! (moaning and groaning)
• Some students were disappointed with their
  partners.
• Students were researching insects and doing an
  individual assignment, but were to use their
  partners for help before they came to me.
• Most students were working well together, but not
  all
• Ashley T. and Kenzie, who were not partners
  engaged in much talking.
• Some students were goofing around and laughing
  instead of working.
• Some students were skipping directions instead of
  following each step.
• After some guidance from me, students were on
  task. I even noticed one student giving guidance
  for another task to someone without me asking!

24
The Survey (and common answers)

• What did you think about completing assignments
  together? (It was sometimes hard to agree and
  make a decision).
• Did you like working individually or with a
  partner or group? (Most liked completing
  individual assignments, but benefited from their
  Help Partner).
• Once we switched to Help Partners, was it
  easier to get help than waiting for me?(A LOT
  easier)
• What would you change to make this method of
  learning better? (Many felt that choosing their
  own help partners would be a nice change).

25
Results So Far...

• Students on-task most of the time
• Students understand the material better
• Students are in their seats more
• Im not running from one side of the room to the
  other going crazy trying to help people. I can
  walk around the class and check students work
  more thoroughly.
• Assignments are far more complete and correct!
• Students are learning to work with others and
  help others they normally would not help

26
The Future

• This method of using
• Help Partners will continue throughout the year
  and in years to come. The strategies will be
  revamped and modified as needed.

27
References

• Brent, R., Felder, R. (2001). Effective
  strategies for cooperative learning. J.
  Cooperation and
• Collaboration in College Teaching. 10(2), 69-75.
  Retrieved September 17, 2004 from
  http//www.ncsu.edu/felder-public/cooperative-Lear
  ning.html
• Cooperative learning. SEDL-SCIMAST Classroom
  Compass. (Fall 1998, V1, n 2).
• Retrieved September 18, 2004 from
  http//www.sedl.org/scimath/compass/v01n02/
• Felder, R. (1994). Cooperative learning in
  technical courses procedures, pitfalls, and
  payoffs.
• (ERIC Document Reproduction Service Report ED
  377038). Retrieved September 13, 2004 from
  http//www.ncsu.edu/felder-public/Papers/Cooprepor
  t.html
• General-Purpose Learning Strategies Group and
  Cooperative Learning. Muskingum College
• Center for Advancement of Learning. Retrieved
  September 14, 2004 from
• http//muskingum.edu/cal/database/group.html

28
References Continued

• Johnson, D., Johnson, R. (n.d.). Retrieved
  September 18, 2004 from the University of
  Minnesota, The Cooperative Learning Center Web
  site
• http//www.co-operation.org/pages/cl.html
• Joubert, T. (n.d). Roles and social interaction.
  Retrieved September 18, 2004 from
• http//hagar.up.ac.za/catts/learner/cooplrn/c1.htm
  l
• Stilson, N. Personal Communication, September 12
  and 17, 2004.
• Wong, H., Wong, R. (1998). The first days of
  school. Mountain View, CA Harry K. Wong
• Publications, Inc. 245-267.