Cooperative Learning Research-Based Strategies for Increasing Student Achievement Compiled from: Classroom Instruction That Works! By: Robert J. Marzano, Debra J. Pickering & Jane E. Pollock Classroom Instruction That Works! Facilitator’s Manual By: McREL Classroom Instruction That Works! Participant’s Manual By: McREL

Outcomes Students will: learn the elements of cooperative learning Learn what is takes for students to work successfully in cooperative groups Identify ways to implement Cooperative Learning strategies into the classroom

Discussion Question Table Talk Activity: Think about your own experiences with cooperative learning as both a learner and as a teacher. Discuss with your table mates the pros and cons of using this strategy. Record your responses on chart paper.

Category Ave. Effect Size (ES) Perce ntile Gain No. of ESs Identifying Similarities and Differences Summarizing & Note Taking Reinforcing Effort and Providing Recognition Homework & Practice Nonlinguistic representations Cooperative Learning Setting Objectives & Providing Feedback Generating & Testing Hypotheses Questions, Cues, and Advance Organizers.59221,251

Four Planning Questions for Instruction What knowledge will students learn? Which strategies will provide evidence that students have learned that knowledge? Which strategies will help students practice, review, and apply that knowledge? Which strategies will help students acquire and integrate that knowledge?

Four Planning Questions for Instruction What knowledge will students learn? Which strategies will provide evidence that students have learned that knowledge? Which strategies will help students practice, review, and apply that knowledge? Which strategies will help students acquire and integrate that knowledge? Cooperative Learning

Generalizations from the Research on Cooperative Learning 1.Organizing groups based on ability levels should be done sparingly. 2.Cooperative learning groups should be rather small in size. 3.Cooperative learning should be used consistently and systemically, but should not be overused.

Recommendations for Classroom Practice: Cooperative Learning 1.Use a variety of criteria to group students. 2.Use informal, formal and base groups. 3.Keep the groups to a manageable size. 4.Combine cooperative learning with other classroom structures.

Recommendation # 1 Use a variety of criteria to group students.

Recommendation # 2 Use informal, formal and base groups.

FORMAL GROUPS: Basic Components of Cooperative Learning 1.Positive Interdependence Sense of “sink or swim” together 2.Face-to-Face Promotive interaction Helping each other learn, applauding efforts and success 3.Individual and group accountability E ach of us has to contribute to the group achieving its goal 4.Interpersonal and small group skills C ommunication, trust, leadership, decision making, conflict resolution 5.Group processing Reflecting on how well the team is functioning and how to function even better

Rubric for Effective Interpersonal Skills 4 I actively help the group work together. I join group activities without being asked. I say what I think in a way that respects what others feel and know. 3 I join group activities without being asked. I say what I think in a way that respects what others feel and know. 2 I only join group activities when someone asks. Sometimes I say what I think in a way that hurts others’ feelings. 1 I do not join group activities, even when someone asks me. Or, I say what I think in a way that hurts others’ feelings.

Recommendation # 3 Keep the groups to a manageable size.

Recommendation # 4 Combine cooperative learning with other classroom structures.

TABLE ACTIVITY How does the list of pros and cons about using cooperative learning that the group generated at the beginning reflect the generalizations from research and the recommended classroom practices?

Key Point # 1 Cooperative Learning is a flexible and powerful instructional strategy that should be used consistently and systematically, but it should not be overused.

Key Point # 2 Teachers should ensure that the tasks they assign to formal cooperative learning groups address the five components of cooperative learning : 1.Positive interdependence 2.Face-to-face promotive interaction 3.Individual and group accountability 4.Interpersonal and small group skills 5.Group Processing

Key Point # 3 Teachers should use a variety of criteria for grouping students and a variety of grouping structures (i.e., informal, formal and base groups).

Key Point # 4 To ensure that cooperative learning is not misused or overused, teachers should: provide students with well structured cooperative tasks continually monitor how well students are working in cooperative groups what effects cooperative learning activities are having students’ learning what feedback needs to be given to help students throughout the entire process, especially those who are not working well in their groups.