#3 Cooperative Learning

Before I begin discussing how cooperative learning is used in and enhances science learning I feel I need to spend some time on characteristics of cooperative learning, varieties of cooperative learning, questions and controversies related to cooperative learning, and the benefits of cooperative learning.

Many books and articles on cooperative learning have been published by David and Roger Johnson and Robert E. Slavin. Through extensive review of research characteristics of cooperative learning were specified in this article by the Johnsons and Slavin. The Johnsons feel that in order to put cooperative learning into practice five things must occur; specification of instructional objectives, appropriate groups assigned, explanation of academic tasks and cooperative methods to achieve these tasks, monitoring of progress and providing assistance, and evaluation of accomplishments including student input. Slavin is critical of the use of cooperative learning. He feels that not all forms of cooperative learning are effective for all educators' goals. In order for achievement to occur Slavin feels two conditions must be present; the presence of a group goal and individual accountability. The Johnsons and Slavin agree that not all teachers understand what cooperative learning involves and that they are under trained. In order for teachers to be proficient in its use they must receive assistance and years of practice.

One part of the article I found interesting was the comparison of cooperative groups to small groups. Many teachers think that small group work is the same as cooperative group work, but it is not. Here is a comparison.

Cooperative Groups

• Positive interdependence
• Individual accountability
• Teachers teach social skills
• Teacher monitors students' behavior
• Feedback and discussion of students' behavior is necessary before moving on
  

Small Groups

• No interdependence
• Some students do most or all of the work
• Social skills are not taught
• Teacher does not observe students' behavior
• No feedback or discussion of students' behavior

There are a number of varieties of cooperative learning. This alone could be a research topic so I will only list a few. They are: Circles of Learning, Jigsaw, Student Teams-Achievement Divisions, and Group Investigation. If interested in learning more about the different types of cooperative learning check this article out www.eric.ed.gov/PDFS/ED351207.pdf.

There are some questions and controversies that have been brought up regarding the use of cooperative learning in the classroom. Parents of gifted children feel that their children are exploited in cooperative groups and that their individual exploration is hindered. Slavin feels that because gifted children are able to provide detailed explanations they are displaying a behavior associated with improved learning. The Johnsons have researched this topic extensively and found that there is greater retention and mastery in cooperative work rather than in individual learning. When these students work with peers of lower ability they are practicing with the material being studied and helping the other students learn which in turn helps them. Another concern for some, regarding cooperative learning, is the use of group rewards. Slavin feels group rewards improve student achievement while Kohn feels they undermine intrinsic motivation. Kohn feels that giving students control over what they will study and how they will study it wins over group rewards.

Benefits of cooperative learning include:

• Prepares students for today's society
• Promotes active learning
• Motivates students
• Encourages respect for diversity
• Improves language skills
• Breaks down stereotypes
• Increases self-esteem
• Builds cooperative skills

I do believe that cooperative learning should be used in the classroom. My concerns are that the teacher may not know how to implement it correctly and in what curriculum is it best utilized. Maybe as I further my research I will find the answers to these questions or develop more concerns and questions.

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www.eric.ed.gov/PDFS/ED351207.pdf