1. An Overview of Cooperative Learning
Based on the work of John Hattie
Visible Learning, 2009

2. Notes to Presenters
This package is an overview of Cooperative Learning from which several more learning packages could be developed. In this, participants are introduced to the Five Elements of Cooperative Learning, but the how-to pieces are not included due to time constraints. These would be excellent training and coaching opportunities. This workshop should last about 2 to 3 hours with the activities included. Instead of a pre-reading, there is an introductory reading in the early stages of this package. Permission for use with Missouri teachers where no charges will be made has been granted.

4. Introductions / Norms Begin and end on time.
Be an engaged participant.
Be an active listener – open to new ideas.
Use notes for side bar conversations.
Use electronics respectfully.

5. Essential Questions What is Cooperative Learning?
What makes Cooperative Learning effective?
What are the Five Key Elements of Cooperative Learning?
Kagan has four key elements based on the work of Johnson and Johnson (PIES)
Positive Interdependence
Individual Accountability
Equal participation
Simultaneous interaction

6. Agenda Overview of Cooperative Learning
Principles of Cooperative Learning
Practice Profile
Fidelity Checklist
Action Plan
In this overview we will engage participants in the understanding of the components of the direct instruction model
Pre- post assessment conversation

7. Success Criteria The Learner will be able to
Explain Cooperative Learning,
Recognize the Five Key Elements of Cooperative Learning, and
Identify examples of Cooperative Learning within their school system and/or classroom.
Hattie uses the term Success Criteria to describe student outcome/expectations in Visible Learning for Teachers. This means that the learner will know what they will be able to do as a result of the training.

8. It’s About Working Together
Minions “Teamwork”
This video is intended to get participants thinking about teamwork. It is “just for fun” and could be eliminated.

9. Cooperative Learning
Form groups of three (no more than four) at the signal
Each person will read the article by David and Roger Johnson, underlining up to four key points.

10. Most Valuable Point (MVP)
The first person will read one of their statements. They will make no comments.
Each of the other team members, one at a time, will comment or reflect on the statement read. When all of them have finished, the first person will explain why they chose that statement. Try to avoid talking over and across each other.
Continue this process until each person has shared a sentence that was important to them.
The number of sentences selected for this activity should be one more than the number of people in the group. This ensures that each person has a previously unshared sentence to use.

11. Why Use Cooperative Learning?
Increases academic gains for minorities and low-achieving students
Improves sense of belonging
Increases self-confidence and motivation (external and intrinsic)
Extraordinary achievement in the classroom requires a cooperative effort, not the individualistic or competitive efforts of isolated individuals.
Extensive research by Johnson and Johnson has compared cooperative learning with traditional classroom instruction using the same teachers, curriculum, and assessments. On the average, these increases and improvements were seen in student achievement, sense of worth, and motivation.

12. Why Use Cooperative Learning?
Increases students’ efforts to achieve
Increases retention of material
Encourages the use of higher-order thinking skills
Aids students in developing skills in oral communication

13. Why Use Cooperative Learning?
Ensures students are college and career-ready by providing experience with teamwork and other job interaction skills that are critical in today’s work place
In addition to the reasons listed, Cooperative Learning is easy to implement and inexpensive.

14. Why Use Cooperative Learning?
“Students are more able to collectively make and learn from errors, and their conversation can assist in having the goals, learning intentions and success criteria from a lesson spelt out for all.”
Hattie, John (2009). Visible Learning. Pg. 214
Work together to learn from errors

15. Effect Size of Cooperative vs. Individualistic Learning
An effect size of 0.40 represents one year’s growth in one year’s time!
Have you heard of the John Hattie’s research? He conducted over 900 meta-analysis (study of studies or studies) and classified his studies into six domains:
Teacher
Teaching
School
Home
Student
Curriculum
The desired impact/effect size is .40 or higher…
This effect size shows the comparison between Cooperative vs. Individualistic learning with an effect size of .59
The effect size of cooperative vs. competitive learning is .54
The effect size of cooperative vs. heterogeneous classes is .41
Effect Size: .59
Hattie, J. (2009). Visible Learning. New York: Routledge
Hattie, J. (2012). Visible Learning for Teachers. New York: Routledge

16. Cooperative Learning and Missouri Teacher Standards
Standard 4: Critical Thinking 4.3 Cooperative, small group and independent learning
A Proficient Teacher “effectively combines flexible and varied independent, cooperative and whole-class learning situations and applies grouping strategies to maximize student understanding and learning.”
More detailed information about the Missouri Teacher Standards can be found at:

17. What is Cooperative Learning?
Definition and Purpose
What is Cooperative Learning?

18. What is Cooperative Learning?

19. Definition of Cooperative Learning Think-Write-Pair-Square-Share
On an index card, write your definition or understanding of Cooperative Learning.
Pair up and share. Come to consensus on a definition.
Now pair up to make a quad. Share and again try to come to consensus. Be prepared to share with the whole group.
Participants will use index cards provided.

20. What is Cooperative Learning?
“Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning.”
Found on-line at
“Without the cooperation of its members society cannot survive, and the society of man has survived because the cooperativeness of its members made survival possible…It was not an advantageous individual here and there who did so, but the group. In human societies the individuals who are most likely to survive are those who are best enabled to do so by their group.” Ashley Mantagu, 1965
Johnson, David W. and Roger T. Johnson. Introduction to Cooperative Learning. P 2.

21. What is Cooperative Learning?
“Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement.”
www2.ed.gov/pubs/OR/ConsumerGuides/cooplear.html

22. Another Definition of Cooperative Learning
“Cooperative learning is an instructional strategy that simultaneously addresses academic and social skill learning by students. It is a well-researched instructional strategy and has been reported to be highly successful in the classroom.”
Instructional Strategies Online.

23. And Finally
“Cooperative learning is an instructional strategy identified by Robert J. Marzano as a means to increase student learning and understanding. (Northwest Regional Education, 2005). Cooperative learning is much more than a teacher assigning group work, but requires planning, and monitoring to insure that the goals of student learning and understanding are achieved.”

24. Key Conditions for Cooperative Learning
Mutual responsibility that group members have for themselves and each other
Face-to-face interaction with each other
Self-awareness of communication with others

25. What It’s Not
Assigning a report to a group of students where one student does all the work and the others put their names on the product
Having students sit side-by-side at the same table to talk with each other as they do their individual assignments
Having students physically near other students, discussing material, helping, or sharing material with other students

26. What It’s Not
It is not random activities, but instead is carefully planned and intentional.
Competitive. When students compete with each other for the teacher’s attention and praise, they become “negatively interdependent.”

27. Based on discussion and the information provided, work with others at your table to revise and or develop a definition of Cooperative Learning. Include some examples and non-examples based on our discussions.
Have participants ONLY work on the Definition, Examples and Non-Examples at this time. The Essential Characteristics can be added after the 5 Elements and the 5 Keys have been introduced. Do not encourage the use of Kagan Structures as examples. Examples could include: small groups working together to maximize learning or teammates responsible for self-learning and teammate’s learning. Non-examples could include one student in the group doing all the work, students sitting side-by-side, sharing material with other students.
Use this to check for misconceptions and to clarify understandings. Participants may add notes in the final space (Characteristics) as the presentation continues.

28. Five Elements of Cooperative Learning
Purpose: Provide opportunity for learners to discuss what application in the classroom looks like.
Content: Detailed description of what implementation looks like; Group discussion on what implementation looks like in a variety of contexts; Measuring fidelity; Using data to inform practice
Identified by Roger Johnson and David Johnson

29. The Five Elements of Cooperative Learning, as defined by Roger Johnson and David Johnson (2001), distinguish cooperative learning from other forms of group work. “Using these five elements can decrease tension and make group work more constructive. …Once students become familiar with the five elements, these elements can become a more regular part of any cooperative learning situation.”
Use the recording sheet provided for the Five Elements as desired. This is a place for participants to record not only the name of each element, but also some information about it. They might also keep a record on the Frayer handout that was started earlier.
Marzano, Norford, Paynter, Pickering and Gaddy. A handbook for Classroom Instruction that Works. Pg

30. The Five Elements of Cooperative Learning
Roger Johnson and David Johnson (2001), recognized leaders in the field of cooperative learning, defined five elements of cooperative learning that distinguish it from other forms of group work. Marzano, Norford, Paynter, Pickering and Gaddy. A Handbook for Classroom Instruction that Works. Pg 161.
Positive Interdependence
Individual Accountability
Face-to-Face, Promotive Interaction
Interpersonal and Small Group Social Skills
Group Processing
Graphic adapted from The Foundation Coalition. “Positive Interdependence, Individual Accountability, Promotive Interaction: Three Pillars of Cooperative Learning.”

31. Element 1: Positive Interdependence
This promotes the idea of “sink or swim together”.
Students need to come to the realization that
Each group member’s efforts are required and indispensable for group success
Each group member has a unique contribution to make to the joint effort because of his or her resources and/or role and task responsibilities.

32. Element 1: Positive Interdependence (cont.)
Positive interdependence can be achieved through:
Mutual goals
Division of labor
Dividing materials
Having roles
Making part of each student’s grade dependent on the performance of the rest of the group
Group members must believe that each person’s efforts benefit not only him- or herself, but all group members as well. One cannot succeed unless everyone succeeds.

33. Group members must believe that each person’s efforts benefit not only him- or herself, but all group members as well.

34. Examples of Ways to Encourage Positive Interdependence
Jigsaw – work is divided among group members with success being dependent on each members’ knowledge of their part Sous Chef – all members of the team are necessary for creating a culinary masterpiece Reporting – Have one student share the team’s answer or project Recognition – Recognize the accomplishments of the team, not individuals

35. Element 2: Individual Accountability
According to Johnson and Johnson, “Individual accountability exists when the performance of each individual is assessed and the results are given back to the group and the individual in order to ascertain who needs more assistance, support, and encouragement in learning. The purpose of cooperative learning groups is to make each member a stronger individual in his or her right.”
Positive Interdependence, Individual Accountability, Promotive Interaction: Three Pillars of Cooperative Learning.

36. Examples of Individual Accountability
“Students Learn Together, but Perform Alone”
No hitch-hiking!
Keep the size of the group small. The smaller the group, the greater the individual accountability.
Give an individual test to each student.
Randomly examine students orally by calling on one student to present his or her group’s work (in the presence of the group) to the teacher or to the entire class.
Need a title clarification

37. Examples of Individual Accountability
Observe each group and record the frequency with which each member contributes to the group’s work.
Assign one student in each group the role of checker. The checker asks other group members to explain the reasoning and rationale underlying group answers.
Have students teach what they learned to someone else.

38. More Examples
These ideas for Individual Accountability are suggested by Kagan (2002)
Have students show and/or turn in their own answers
Color-code individual contributions
Randomly select students to share or demonstrate competence

39. Stand Up, Hand Up, Pair Up Everyone stand up
When the music starts, begin moving around the room.
When the music stops, put your hand up and connect with the nearest participant.
Share what you’ve learned about Elements 1 and 2 of Cooperative Learning. Repeat.
Thank your partner and return to your seat.
Recommend using music
Element 1 Positive Interdependence
Element 2 Individual Accountability

40. Element 3: Face-to-Face, Promotive Interaction
“Students need to do real work together in which they promote each other’s success by sharing resources and helping, supporting, encouraging, and applauding each other’s efforts to achieve.”
Positive Interdependence, Individual Accountability, Promotive Interaction: Three Pillars of Cooperative Learning.

41. Examples of Face-to-Face, Promotive Interaction
“Promote Each Other’s Learning and Success”
Orally explain how to solve problems.
Teach one’s knowledge and understanding to another.
Check each other for understanding.
Discuss the concepts being learned.
Connect present with past learning.
Cheer team member’s (or team’s) accomplishments
Important cognitive activities and interpersonal dynamics only occur when students promote each other’s learning. It is through face-to-face, promotive interaction that members become personally committed to each other as well as to their mutual goals. Promoting each other’s learning and success occurs through the activities listed above.

42. Examples of Face-to-Face, Promotive Interaction
Ask students to work on a challenging problem that requires contributions from multiple team members.
Have students generate possible applications of a concept introduced in class.
Provide time for students to reflect on how the team helped their individual learning and understanding.
Homework: Form groups of students to check their work and make corrections together (come to consensus). Have the students clip their work together. The teacher only examines the top paper instead of needing to grade all student papers.
Feedback can be provided to the group rather than the individual student, as the team works together to ensure all members understand the concepts.

43. Element 4: Interpersonal and Small Group Social Skills
“Teaching the Social Skills for Success”
Cooperative learning groups need instruction in
Effective leadership
Decision-making
Trust building
Communication
Conflict resolution
This goes well with the Standards for Mathematical Practices #3 – Construct viable arguments and critique the reasoning of others.
In cooperative learning groups, students learn academic subject matter (task work) and also interpersonal and small group skills (teamwork). Given the complexity of these skills, teachers can encourage much higher performance by teaching cooperative skill components within cooperative lessons. As students develop these skills, later group projects will probably run more smoothly and efficiently than early ones. For future work on Cooperative Learning, a lesson on teaching cooperative skill components may be found at . This article discusses reinforcing cooperative skills and was developed by Starting Point – Teaching Entry Level Geoscience.
This is one area of concern for businesses – students do not know how to work collaboratively to solve problems

44. Element 5: Group Processing
Group members discuss how well they are achieving their goals and maintaining effective working relationships.
Describe what member actions are helpful and not helpful.
Make decisions about what behaviors to continue or change.
Goal is to improve the task work and teamwork of the next project.
After completing a task, students must be given time and procedures for analyzing how well their learning groups are functioning and how well social skills are being employed. This is the reflection piece.
Starting Point. Teaching Entry Level Geoscience.

45. Example of Group Processing
Following a lesson, ask students in their teams to identify what helped the learning process and identify behaviors within the team that had a positive effect. It’s extremely important that each group member get some positive feedback to reflect on. This could be done by:
Having each team focus on one group member at a time.
Having members write a positive comment about each team member on a card.
Having students comment on the positive use of a social skill. (e.g. “I really like the way you…”)
Professional Development Service for Teachers. Pg 2.

46. Elementary Classroom http://www.youtube.com/watch?v=xg-fGMR3N_E

47. Inside/Outside Circle
What do we see the teachers doing?
What do we see the students doing?
What evidence of learning could be gathered at the conclusion of this activity?
Line up participants by height without talking. Fold the line by having one of the end participants lead their half of the line to match up at the other end. One line forms the outside of the circle. One forms the inside circle.
NOTE: May need to adjust this activity based on the number of participants.

48. Five Steps to Implementing Cooperative Learning
Roger Johnson and David Johnson
Cooperative Learning Center
Purpose: Explore ways for the learners to incorporate the new knowledge and skills into their teaching.
Content: Reflection on what implementation would look like in their classrooms; Discuss and problem-solve potential challenges to implementation and fidelity drift

49. Five Steps
Properly designing and implementing cooperative learning involves five steps.
Pre-Instructional Planning
Introduce the Activity to the Students
Monitor and Intervene
Assessment
Process
The following slides will go into more depth on the five steps. May want to tie to Direct Instruction or other learning packages as appropriate.

50. 1. Pre-Instructional Planning
Plan in advance! This provides time to determine the specific cooperative learning techniques to be used and lays the foundation for effective group work. Determine in advance how groups will be formed, roles within the group, and how members will interact with one another.
Direct Instruction: Clear Targets, Learning Intentions, Success Criteria
Examples have not been provided for these five steps. This could provide the next workshop designed to assist teachers with using cooperative learning in their classrooms. These slides are simply an introduction to the steps.

51. 2. Introduce the Activity to the Students
Explain the task and the criteria for success. Then structure the cooperative aspects of their work with attention to the components of positive interdependence and individual accountability. Set time limits. Allow for clarifying questions. Make sure all students are “on-board” with the task and the expectations.
Direct Instruction: Steps 1 and 2; also introduce the hook (Step 3)

52. 3. Monitor and Intervene
Let the groups work. The teacher’s responsibility, at this point, is to circulate through the room collecting observation data, providing support and clarification, giving immediate descriptive feedback, and redirection as needed.

53. 4. Assessment
During the task, informal assessments are done while the teacher is monitoring the groups. When the task is completed, however, more formal assessment can be done by both the teacher and the group members. Formative assessments might be done to check student understanding of work as appropriate. Summative assessments should be given to each student.

54. 5. Process
The final step is to allow groups time to rate their own performance as an individual within the group and as the group itself. Allow time for reflection of the process and the results. At this time, they should be encouraged to set goals for themselves to improve their work in cooperative groups.

55. Think, Puzzle, Explore Stand up and form groups of four as directed.
Consider the following questions:
What do you think you know about the 5 Steps of Cooperative Learning?
What questions or puzzles do you have?
What additional information about Cooperative Learning would you like to explore?
Be prepared to share
Form groups by color of shirts, shoe style, hair color, whatever works.
Might have one person be the question reader, another the recorder, a time keeper, and a speaker/reporter
Set the time according to the schedule and the needs of the group – recommend five minutes minimum
Have one recording sheet that will be collected for use in determining future work by PLC, administration, etc.
Allow time to process each of the questions. Then, one group reports out for question 1, another for question 2, and the last for question 3. Adjust as needed for the size of the group. (i.e. Three groups might report out on question 1)
Presenter: Write down the puzzles to review at the end of the session or to address as work begins with individual schools. Have groups record their thinking on chart paper.
Activity Suggestion: Put a large sheet of paper in the center of the table. Divide into thirds and write one of the prompts in each space. Provide a different color marker for each person. Have them sign their name at the corner in their color ink. Have each person respond to the prompt using their marker. They will respond to all three prompts.

56. Complete Frayer Model Return to your seats.
Complete the Frayer Model. Revisit your definition. Add the information regarding the 5 Elements and the 5 Steps.
Discuss with your table partners to check for misconceptions, additional information, or new ideas.

57. Assessment & Reflection
Purpose: Provide opportunity for the learners to reflect on their learning and potential implementation challenges.
Content: Post-assessment learner knowledge; Reflect on personal teaching context and implementation

58. Review of Cooperative Learning Structures in this Package
Most Valuable Point
Reporting
Think, Write, Pair, Square, Share
Stand up, Hand up, Pair Up
Think, Puzzle, Explore
Line up – Fold the Line – Inside/Outside Circles
Kagan structures are not “cooperative learning” but are activities that assist in promoting cooperative learning. These are examples of those types of activities. There are many more and future trainings could be developed around these structures.

59. Practice Profile

60. Implementation Fidelity
Review the implementation fidelity checklist.

61. Next Steps: Action = Results
What steps will you take to start implementing?

62. Closing & follow-up
Purpose: Provide opportunity for learner to outline their implementation steps and plans for follow-up coaching.
Content: Template for outlining implementation steps in personal teaching contexts and follow-up coaching; Additional resources for further learning

63. Follow-up Teacher observations Feedback Coaching Additional packages
?????
Slide offers opportunity for coaching—this is part of the high-quality PD observation form. We need to mention that coaching is available.

64. Resources
Balkcom, Stephen. Education Research CONSUMER GUIDE. “Cooperative Learning.” U. S. Department of Education. June
“Cooperative Learning (Cooperative + Learning).”
“Cooperative Learning.” Starting Point. Teaching Entry Level Geoscience. Science Education Resource Center, Carleton College, Northfield, MN. May 24,

65. “Group Processing. ” Starting Point. Teaching Entry Level Geoscience
“Group Processing.” Starting Point. Teaching Entry Level Geoscience. Science Education Resource Center, Carleton College, Northfield, MN. May 24,
Johnson, David W. and Johnson, Roger T. “An Overview of Cooperative Learning.” Cooperative Learning Institute, Interaction Book Company.
Johnson, David W. and Johnson, Roger T. “Cooperative Learning”. College of Education and Human Development, University of Minnesota.

66. Johnson, David W. , Johnson, Roger T. , and Holubec, Edythe J
Johnson, David W., Johnson, Roger T., and Holubec, Edythe J. Cooperative Learning in the Classroom. Association for Supervisions and Curriculum Development. Alexandria, VA
Lyman, Dr. Frank. “Think-Pair-Share”. Kagan, 2003.
The Foundation Coalition. “Positive Interdependence, Individual Accountability, Promotive Interaction: Three Pillars of Cooperative Learning.”

67. “What is Cooperative Learning. ” Starting Point
“What is Cooperative Learning?” Starting Point. Teaching Entry Level Geoscience. Science Education Resource Center, Carleton College, Northfield, MN. May 24,