1. Grouping for Instruction Involvement and Interaction

2. Context Physical environment Scheduling Socioemotional environment

3. Content Skill outcomes Attitude and value outcomes Outcomes of the grouping process Interpersonal skills Cooperative work habits

4. Learner Varying student roles Varying student involvement

5. Grouping Decisions Assignment to groups Group size

6. Group Sizes 2 3 4 5 6 7

7. Cooperative Learning The instructional use of small groups so that students work together to maximize their own and each other’s learning.

8. Why? Students’ learning goals can be structured to promote cooperative, competitive, or individual efforts. –Cooperative -- A positive interdependence among students’ goal attainment. –Competitive -- A negative interdependence among students’ goal attainment. –Individual – A focus on self-interest and personal success.

9. How? “I only succeed when everyone else succeeds.” “We all share and help each other learn.” “The group is responsible for completing the task, and I am responsible for doing my share.” “All of the members of my group have to work together as a team.” “We all have to discuss how we’re doing and if we need to change anything.”

10. The Research Findings Johnson, Johnson, & Stane (2000). –Meta-analysis of 164 studies involving 8 methods –Although methods vary, all were more effective in promoting learning that competitive or individualistic learning. –Studies were rated on five criteria

11. Ratings of Methods Method Learn Initial UseMaintainRobustAdaptabilityTotal Learning Together 5555525 TGT 3312211 Group Investigation 5532217 Academic Controversy 5554423 Jigsaw 2233313 STAD 221229 TAI 221117 CIRC 221117 Complex Instruction 5533319 Cooperative Structures 111159