Learning to Work in a Cooperative Group Jan Summers

Why Do We Have Groups?  Encourages social participation of the learner  Promotes teamwork and interpersonal skills  Reduces competition  Increases retention of material

Groups Foster Social Skills  Become active listeners  Learn to ask good questions  Give others a chance to share ideas  Passive students benefit

How Do Students Learn to Manage Conflict?  Recognize conflict  Identify wants  Identify feelings  Identify others’ wants  Offer solutions  Reach agreement

Teacher’s Role  Continually monitor groups  Guide students by asking quality questions  Insure that each student is accountable

Assessment  Needs to be measured  Students require feedback  Achieved through observation  Students self-evaluate

What Makes a Group Less Successful?  Students work on their own  Interaction involves giving and checking answers  Teacher instructions are unclear  Absence of predefined student roles

What Makes a Group More Successful?  Manipulatives are used  Groups have at least three members  Rewards are used, mostly for positive behavior  Teacher monitors group  Individual or group accountability

References Chiu, M. (2004). Adapting teacher interventions to students’ needs during cooperative learning: How to improve student problem solving and time on-task. American Educational Research Journal, 41, Emmer, E. T. & Gerwels, M.C. (2002). Cooperative learning in elementary classrooms: Teaching practices and lesson characteristics. The Elementary School Journal, 103, Prinu, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93, Vermette, P., Harper, L., & Dimillo, S. (2004). Cooperative and collaborative learning with 4-8 year olds: How does research support teachers’ practice? Journal of Instructional Psychology, 31, 130.