Transcript Cooperative Learning- Implementing Student Teams and

Cooperative LearningImplementing Student
Teams and Achievement
Divisions
Presenter: Matthew Hillmer
Date: 06/30/2005
What must a program do
insure successful results?
 To effect change in classroom practice, a
program must appeal to teachers’
imaginations, win their enthusiasm, and
solve their real, practical problems- all
without additionally taxing their already
overtaxed energy or time (Slavin, 1981)
 What type of classroom do you want?
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Competitive?
Cooperative?
 How is my classroom presently situated?
 To what extent is my classroom a
cooperative learning environment?
 What decisions went into your
cooperative learning activities?
 Was cooperative learning environment
your decision or the school
administration?
Is Cooperation an Educational
Fad?
 What is your interpretation of what cooperation
means in the classroom context?
 Cooperation is strongly encouraged in the KCK
school district particularly through Kagen
cooperative learning structures.
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Poor implementation because no definition,
demonstration, research, or techniques were
provided by administration.
When guidelines or inspiration is not provided, first
year teachers often struggle with structure and
implementation of cooperative learning.
Competitive or performancefocused classrooms
(Johnson & Johnson, 1991)
 Students in independently structured
classrooms work by themselves to
accomplish foals unrelated to those of
the other students
 Students engage in a win-lose struggle
in an effort to determine who is the best
 Students perceive that they can obtain
their goals only if the other students in
the class fail to obtain their own goals
Competitive or performancefocused classrooms: Rewards
 Performance focused or competitive classroom
are the most common in classrooms today.
 Their regard structure is competitive because
grading is on a comparative standard.
 The competitive rewards disrupt interpersonal
bonds among students, because each student
potentially blocks others from achievement their
goals of academic success.
Class Discussion
 Why do students support their fellow
students sports achievement in their
peers and yet they do not support their
classmates inside the classroom?
The two major theoretical
perspectives of cooperative
learning
 Cognitive
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Emphasizes the effects of students
working together (Slavin, 1987)
 Motivational
 Emphasizes the students’ incentives to do
academic work. (Slavin, 1987)
 Cooperative goal structure creates a
situation in which the only way group
members can attain their personal goals is
if the group is successful. (Slavin, 1990)
Research that promotes the
practice of cooperative learning
 Johnson, Maruyama, Johnson, Nelson and
Skon (1981) conducted a meta-analysis of 122
studies related to cooperative learning and
concluded that there was strong evidence for
the superiority of cooperative learning in
promoting achievement over competitive and
individualistic strategies.
 In a review of 46 studies related to cooperative
learning, Slavin (1983) found that cooperative
learning resulted in significant positive effects in
63% of the studies, and only two studies
reported achievement for the comparison
group.
Benefits of Cooperative
Learning Environment
 Classrooms using cooperative learning
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methods have generally surpassed control
groups in the areas of mathematics, language,
social studies, and reading achievement.
Increases positive relationships among white,
black, and Hispanic students
Increases student self-esteem
Increases student’s liking of school.
Increases support for peers’ academic efforts.
Cooperative Learning
 In a cooperative learning environment students
discuss subject matter, help each other learn,
and provide encouragement for member of the
group.
 Promotes positive interdependence, where
students perceive that their success or failure
lies within their working together in a group
 Promote more positive attitudes toward the
instructional experience than competitive or
individualistic methodologies.
Student Teams- Achievement
Divisions implementing a
cooperative learning structure
 Essential feature is heterogeneous
teams.
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Team has 4-5 members
Teams are made up of high, average, and
low achievers, different gender, and
differing ethnicity.
Teacher ranks the students from highest to
lowest based on past experience and
teacher judgments to help determine the
group mixing
Student Teams- Achievement
Divisions Structure
 Classes follow schedule
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direct teaching (40 min)
team practice (40 min)
quiz (20 min).
 Teacher begins a unit by presenting a lesson in a lecture-
discussion format.
 Students work in teams on work sheets. The goal is to
master the material. Students check and test their
teammates about the material.
 Student take individual quiz on material. Student’s score
is compared with their own past history, and students
contribute points to their teams based on how much they
improve upon their scores from the past.
STAD- Rewards and
Questions
 Rewards- Team Recognication in class
newsletter (Slavin, 1981).
 Questions for you.
 Is this enough of a reward for today’s
kids?
 Should there be supplemental rewards?
 Why was this chosen as a reward?
References
 Abu, R. & Flower, J. (1997) The effects of cooperative learning
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methods on achievement, retention, and attitudes of home
economics students in North Carolina, Journal of Vocation and
Technical Education, Volume 13, Number 2
Johnson, D.W. & Ahlgren, A. (1976) Relationship between
student attitudes about cooperation and competition and
attitudes toward schooling. Journal of Educational Psychology,
68 (1), 92-102.
Johnson, D.W. & Johnson, R.T. (1991) Learning together and
alone: Cooperative, competitive, and individualistic, . Third
Edition. Englewood cliffs, NJ: Prentice Hall.
Johnson, D.W. & Johnson, R.T. (1989). Leading the
cooperative school. Edina, MN: Interaction.
Johnson, D.W. Maruyama, G., Johnson, R.T. Nelson, D,& Skon,
L. (1981). Effects of cooperative, competitive, and
individualistic goal structures of achievement: A meta analysis.
Psychological Bulletin, 89, 47-62.
References
 Johnson, D.W. & Johnson, R.T. (1990). Social skills for
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successful group work. Educational Leadership, 47(4),
29-33.
Slavin, R.E. (1983) When does cooperative learning
increase achievement? Psychological Bulletin, 94, 429445.
Slavin, R.E. (1987) Developmental and motivational
perspectives on cooperative learning: A reconciliation.
Child Development. 58, 1161-1167
Slavin, R.E. (1990) Cooperative learning: Theory,
research, and practice. NJ: Prentice Hall.
Slavin, R.E. (1991) Student Team learning: A practical
guide to cooperative learning. Washington, D.C.: National
Education Association.