Coopertaive Learning

concerted instruction is a t all(prenominal)ing method consumptiond by educators in all grade levels, in all beas of curriculum, and in that location atomic number 18 umteen diametrical ways that accommodative breeding give the sack be use in the classroom. The use of reconciling learn centralizes on the goal of getting assimilators to earn the material presented. conjunct breeding allows students to communicate their ideas with from distributively wiz other, penetration responses or ideas, and scat in concert to solve problems.The importance of students becoming more involved with the erudition process has been emphasized and needs to be employ in classrooms around the globe (Ross, Seaborn, & Wilson, 2002). Multiple studies beget been conducted on student-lead schooling meetings and the results are supportive of reconciling schooling. Research on concerted tuition is one of the greatest success stories in the history of educational look (Slavin R. E. , countrywide approaches to cooperative acquire, 1991).The enthusiasm for cooperative cultivation is widespread and this report card get out explore the history and methods of cooperative learning. The strategy of cooperative learning was developed to reduce competition in American schools (Knowles, 1971). Knowles explains that in 1959 pile Coleman sought to reduce competition in American schools, which he deemed to be a negative component to the education system (1971). Coleman conducted a biennial study of students at nine Midwest high schools and developed what he called a climate of values for the adolescent society in which he conducted his study.Based on his findings and research, Coleman suggested that instead of encouraging competition in a classroom determinedting, which he stated he felt impedes the process of education, schools should unwrap a more cooperative approach to instruction (Knowles, 1971). Many researchers cast since elaborated on the work of James Coleman. Currently, some of the most convey researchers in the field are as follows Dr. Robert Slavin, Dr. Spencer Kagan, David and Roger Johnson. Each of these researchers has developed theories and strategies that can be use to impressive implement cooperative learning. Dr. Robert Slavin suggests cooperative learning for enhancing student execution focuses on two chief(prenominal) elements crowd goals and respective(prenominal) accountability (Slavin R. E. , Synthesis of research on cooperative learning, 1991).Dr. Slavin reported that when separate goals and individual accountability are utilise, achievement effects of cooperative learning are constituteently dogmatic (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Slavin noned that positive results from the implementation of cooperative learning could be prove at all grade levels, in all major subjects, and in rural, urban and suburban schools (Slavin R. E. , Synthesis of research on cooper ative learning, 1991). Dr. Slavin goes on to state that the effects of cooperative education are equally positive for all levels of achievers (Slavin R. E. , Synthesis of research on cooperative learning, 1991). It is also big to mention that Dr. Slavin has found that the positive effects of cooperative learning have been found in areas such as the undermentioned self-esteem, intergroup relations, acceptance of accountability, handicap students, attitudes toward school and the ability to work cooperatively (Slavin R. E. , Synthesis of research on cooperative learning, 1991).Dr. Spencer Kagans model of cooperative learning advocates for two prefatory principles. Dr. Kagan states, The world is not just competitive and in some important respects is becoming less so I do not advocate exclusive use of cooperative learning methods, but alternatively a level-headed balance of cooperative, competitive, and individualistic classroom structures to prepare students for the dear range of social situations (Kagan, 1999). Dr. Kagans structures stress positive inter individualised mates relationships, equality, self-esteem and achievement. Dr. Kagan reported that cooperative learning teaches empathy and an understanding of those who are different from oneself by building ethnic relation between students. In addition, Dr. Kagan has ascribe cooperative learning with increasing students higher level thinking skills (Kagan, 1999). Dr. Kagan stresses his ideas by stating, At an accelerating rate we move into a rapidly changing in variety showation- aboded, high-technology, and mutually beneficial economy.Along with the traditional role of providing students with basic skills and in appointation, increasingly schools must produce students capable of higher-level thinking skills, communication skills, and social skills (Kagan, 1999). David and Roger Johnson have identified quintette basic elements of cooperative learning. Johnson and Johnson state these pillars of cooper ative learning to be the following individual accountability, positive interdependence, face-to-face promotive interaction, social skills and group treat (Johnson & Johnson, devising cooperative learning work, 1999).Johnson and Johnson have reported that it is critical for teachers to understand the tailfin basic elements of cooperative learning. Johnson and Johnson state that understanding and developing the cardinal elements, allows teachers to (a) adapt cooperative learning to their unique circumstances, needs, and students, (b) fine tune their use of cooperative learning, and (c) prevent and solve problems students have in workings in concert (Johnson & Johnson, making cooperative learning work, 1999). Johnson and Johnson also stress that cooperative learning ensures all students are meaningfully and actively involved in learning, which entrust limit disruptive, off-task behaviors in the classroom. Cooperative learning is thought of as a versatile method of instruction tha t can be used in a variety of ways. Cooperative learning groups can be employ to teach specific topic, to ensure knowledge and comprehension of information presented, or to result long-term support for academic process (Slavin & Madden, 2001).Formal cooperative learning groups are created to achieve a specific purpose, have rigid members and can have duration of one class period or several weeks. Johnson and Johnson describe formal cooperative learning groups as consisting of students working together to achieve a shared learning goal (Johnson & Johnson, Making cooperative learning work, 1999). Informal cooperative learning groups are typically temporary and do not have fixed members.Johnson and Johnson state that, During a lecture, demonstration, or film, informal cooperative learning can be used to (a) focus student attention on the material macrocosm learned, (b) set a mood conductive to learning, (c) help set expectations as to what will be covered in a class session, (d) en sure that students cognitively process material being taught, and (e) provide closure to an instructional session. (Johnson & Johnson, Making cooperative learning work, 1999). Cooperative based groups are long term, heterogeneous, and consist of three to four-spot members.Johnson and Johnson describe cooperative based groups as base groups. Johnson and Johnson state, Base groups give the support, encouragement, and assistance each member needs to watch academic progress and develop cognitively and socially in healthy ways. Base groups meet daily in elementary school and doubly a week in secondary school. They are permanent and provide the long-term caring peer relationships necessary to influence members consistently to work hard in school (Johnson & Johnson, Making cooperative learning work, 1999). In order for these types of cooperative learning group to be successful, it is essential for the five basic elements identified by Johnson and Johnson to be included. The basic elem ents are much referenced by the acronym PIGS FACE. If these elements are not incorporated accordingly cooperative learning is not taking place. The five basic elements are outlined below with a description following each term. corroboratory interdependence is the perception gains that of individuals or groups are linked, so that one cannot result unless everyone is successful (Kagan, 1999) (Johnson & Johnson, Making cooperative learning work, 1999).Individual accountability exists when each individual group member is assessed and results are given back to the student and the group. Individual accountability tests for understanding from individuals and prevents one member of the group from playing all the work (Johnson & Johnson, Making cooperative learning work, 1999). Group bear upon exists when group members converse on the group achievement and individual achievement of goals. Group processing allows students to work through and difficulties relating to each other or the ac hievement of the group (Johnson & Johnson, Making cooperative learning work, 1999).Social skills are the skills cooperative education groups need to develop to effectively work together and maintain the group (Slavin & Madden, 2001). It fosters the growth of social skills that are needed to result in the classroom, workplace and community in individuals that are socially inexperient (Orlich, Harder, Callahan, Trevisan, & Brown, 2010). Face-to-face promotive interaction gains each group members success through helping, assisting, supporting, and encouraging each member to be successful (Johnson & Johnson, Making cooperative learning work, 1999).Once the five basic elements of cooperative learning have been addressed, the teacher can implement cooperative learning strategies in the classroom. There are wide varieties of cooperative learning strategies and a few are described below. Think-Pair-Share as described by Dr. Slavin, This is a four-step discussion strategy that incorporate s wait time and aspects of cooperative learning. Students and teachers learn to pick up while a question is posed, think of a response, pair with a neighbor to discuss responses, and share their responses with the whole class. (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991). saber saw as described by Dr. Kagan, Students are divided into competency groups of four to six students, each of which is given a list of subtopics to research.Individual members of each group then break off to work with the experts from other groups, researching a part of the material being studied, after which they return to their starting soundbox in the role of instructor for their subcategory. (Kagan, 1999) Student Team Achievement Divisions is a teaching method that is made up of five major components including a whole group presentation, student practice teams, quizzes on the presented information, setting goals for alter achievement levels, and team recognition based on perfo rmance (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991). Roundtable is a strategy that can be used for brainstorming, reviewing or practicing while fostering teambuilding. There are two variations of round table that a teacher and use in the classroom.In sequential form, students are in groups of three or more with one-piece of study and one writing instrument. The teacher poses a question that can have octuple answers. Students take turns writing their answer on the paper and passing the paper around the group. When time is called, the group with the most answers listed is recognized. In simultaneous form each student starts with a piece of paper, writes an answer and passes the paper, so treble papers are being passed at once (Kagan, 1999). The three-step interview is a structured group activity.Students take turns being the interviewer and interviewee. Pairs then join to form groups of four. Students take turns introducing their partners and share what they learned from their partners (Kagan, 1999). Although aforementioned strategies are imperially based, there is a discussion-taking place about the value of cooperative learning. Most educators see that cooperative learning celebrates diversity by allowing students to work with all types of citizenry and allows students to acknowledge individual differences (Ross, Seaborn, & Wilson, 2002).Research has shown that cooperative learning can eudaimonia students interpersonal development and provide more opportunities for personal feedback (Ross, Seaborn, & Wilson, 2002). In addition, researchers have found that cooperative learning actively engages students in learning and there is a variety of methods available for teachers to use (Johnson, Johnson, & Stanne, Cooperative learning methods A meta-analysis, 2000). Some critics of cooperative learning suggest that group work is an avoidance of teaching.They stress that cooperative learning places the burden of being responsible for eac h others learning on group members (Ross, Seaborn, & Wilson, 2002). Some research has shown that lower achieving students could potentially fall behind ascribable to a passive nature or lack of self-confidence in the group. If high achieving students dominate group activities and discussions, lower achieving students might feel uneasy and isolated from the group, which could lead to the learning opportunity passing by them (Ross, Seaborn, & Wilson, 2002).Johnson, Johnson and Stanne take up the research on cooperative learning in this way, Knowing that cooperative learning can authoritatively increase student achievement when mighty implemented does not mean, however, that all operationalizations of cooperative will be effective or that all operationalizations will be equally effective. (Johnson, Johnson, & Stanne, Cooperative learning methods A meta-analysis, 2000) In conclusion, cooperative learning is an instructional approach that has been shown to promote a variety of posi tive cognitive, affective, and social outcomes.The intent of cooperative learning is to foster academic achievement through student discussions, learning from each other and dividing tasks to align with student strengths. I feel that cooperative learning gives students an opportunity to establish a group culture and work at heart the constraints of that culture. I believe that students will carry this cultural paradigm into adulthood. I also believe that cooperative learning promotes diversity and cross-cultural friendships. through cooperative learning, I believe schools can play a significant role in reducing racism, prejudice and discrimination in the bigger society.