#6 How to Use Cooperative Learning

So far I have introduced cooperative learning by defining it, compared cooperative groups to small groups, given benefits and some controversies, and gone over in detail key elements of cooperative learning. Now I will discuss how to use cooperative learning in the classroom.

Cooperative learning can be used in a five minute class exercise or in a detailed project that is spread over a number of class times. It can be used in a number of different settings such as a small or large lecture, labs, or even in online classes. To properly design and use cooperative learning there are five key steps to follow. If these steps are not followed the five key elements that differentiate cooperative groups from regular groups are not met. The five key steps are:

1. Pre-Instructional Planning
2. Introduce the Activity to the Students
3. Monitor and Intervene
4. Assessment
5. Process

Pre-Instructional Planning - Cooperative learning takes practice by the student and the teacher. It is a good idea to use cooperative learning early in the school year to give your students time to develop their interpersonal skills needed to work effectively in such groups. As the teacher you will need to use cooperative learning for several projects to help the students, but also to help yourself get use to using such a method. To use cooperative learning pre-planning in the areas of setting objectives, generating positive interdependence, choosing the size and make-up of the group, identifying group decision making strategies, and selecting reporting out techniques are all crucial.

Introduce the Activity - First the academic task of the activity needs to be described; explaining objectives of the task, listing concepts and principles needed to be understood and explaining the procedures needed to be followed. Clarify the judging criteria to make sure students are on task (rubrics can be used). An explanation of the cooperative aspects of the activity including positive interdependence, individual accountability, and group processing needs to be made. Behaviors sought after should be described, time limits need to be expressed and questions from the students should be allowed during the introduction of the activity.

Monitor and Intervene - As the teacher we need to prepare for and record observations of desired behaviors during the cooperative activity. First, decide what behaviors, attitudes or skills will be observed and recorded. Next, decide who will make the observations; either yourself or another such as a teacher assistant or older student. Then plan the method used for observation; walking around the room or observing one group at a time. Finally, develop the procedure to be followed; checklists or detailed notes.

Assessment - Both formative and summative assessment can be used in cooperative learning activities. Formative assessment is used to provide feedback to motivate students to a higher level of learning. Summative assessment can be used to judge the final product for completion and competency. Assessment should be used at different times throughout the cooperative learning exercise. It can be performed by either the teacher, the student, group members or all three.

Process - Group processing allows the group to improve their working together over time, increases individual accountability by looking at group members' contributions, makes the learning process easier, and reduces or gets rid of unwanted contributions to the groups learning. It is important for the teacher to choose the skills he or she wants the group to focus on, express what actions are desired by them, and then monitor the groups and intervene when necessary to improve on their learning. Four important elements should be part of all group processing and completed by the student. They are 1) Feedback, 2) Reflection, 3) Improvement Goals, and 4) Celebration. Group processing is one of the most important parts of any cooperative learning experience. Without reflection students will not learn from their experiences (Johnson et al. 1998).

I could have gone into much greater detail but I think you are able to get the point that the correct implementation of cooperative learning is extremely important in its success. It takes practice by the teacher and the students. The more I research this topic the bigger fan I am becoming of cooperative learning.

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http://serc.carlton.edu.introgeo/cooperative/group