Cooperative learning “…focuses on having students interact with each other in groups in ways that enhance their learning…” (Pitler, et al. 2007, p 139). When cooperative learning is combined with technology, the learning becomes more powerful. As 7th grade math teacher Karen Casselman discussed, cooperative learning gives students the opportunity to socialize, to bounce ideas off each other, and to validate answers. She goes on to say that most students expect her to be the expert in the classroom, and while that should be true, other students hold knowledge that is relevant to the situation and by teaching the material to each other, each individual students learns the content better (Laureate, 2009 A). Cooperative learning, when combined with the use of technology, goes along with the social learning theories.
The social learning theories discuss the idea that, “context and culture are critical in constructing knowledge” (Laureate, 2009 A). By allowing students to work together to create an artifact of learning, the culture of each student and the context of their prior knowledge meld together to produce powerful learning that can rarely be achieved in isolation. George Siemens said, “Knowledge resides in the patterns of how different concepts are networked and learning is the act of forming networks and navigating networks of knowledge” Laureate, 2009 B). An example of a network of knowledge was given by Dr. Michael Orey. He discussed the jigsaw form of cooperative learning.
In the jigsaw model, students are grouped together to learn about a topic. Each student is told a head of time he or she will be responsible for the learning because after a certain amount of time he or she will be required to teach that topic to another group. When the groups are reformed each student teaches his or her topic to the new group and when it is time for an assessment of learning, each student is going to “sink or swim” together based on how well each student taught their topic (Laureate, 2009 A). “Cooperative learning is not so much learning to cooperate as it is cooperating to learn” (Pitler, et al. 2007, p 143). Students do not have to like all the members of their group for this process to work. It is recommended that a variety of grouping strategies are used to ensure students have the opportunity to work with as many different people as possible. Because some students do not work well together, the idea of the base group is utilized. The base group is the one long term group that is created at the beginning of the year to allow for, “…trust, camaraderie, and teamwork…” (Pitler, et al. 2007, p 140).
I have used cooperative learning in my classroom on a regular basis and I like the results. My students know the expectations for their product and they feel comfortable using each others’ knowledge to solve problems. It is a difficult concept at first because the top students do not want to feel like they are doing the work for the bottom students but once everybody understands the concept and buys into the process, all the students benefit.
Resources:
The social learning theories discuss the idea that, “context and culture are critical in constructing knowledge” (Laureate, 2009 A). By allowing students to work together to create an artifact of learning, the culture of each student and the context of their prior knowledge meld together to produce powerful learning that can rarely be achieved in isolation. George Siemens said, “Knowledge resides in the patterns of how different concepts are networked and learning is the act of forming networks and navigating networks of knowledge” Laureate, 2009 B). An example of a network of knowledge was given by Dr. Michael Orey. He discussed the jigsaw form of cooperative learning.
In the jigsaw model, students are grouped together to learn about a topic. Each student is told a head of time he or she will be responsible for the learning because after a certain amount of time he or she will be required to teach that topic to another group. When the groups are reformed each student teaches his or her topic to the new group and when it is time for an assessment of learning, each student is going to “sink or swim” together based on how well each student taught their topic (Laureate, 2009 A). “Cooperative learning is not so much learning to cooperate as it is cooperating to learn” (Pitler, et al. 2007, p 143). Students do not have to like all the members of their group for this process to work. It is recommended that a variety of grouping strategies are used to ensure students have the opportunity to work with as many different people as possible. Because some students do not work well together, the idea of the base group is utilized. The base group is the one long term group that is created at the beginning of the year to allow for, “…trust, camaraderie, and teamwork…” (Pitler, et al. 2007, p 140).
I have used cooperative learning in my classroom on a regular basis and I like the results. My students know the expectations for their product and they feel comfortable using each others’ knowledge to solve problems. It is a difficult concept at first because the top students do not want to feel like they are doing the work for the bottom students but once everybody understands the concept and buys into the process, all the students benefit.
Resources:
Laureate Education, Inc. (Executive Producer). (2009 A). Bridging Learning Theory, Instruction, and Technology. Social learning theories. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009 B). Bridging Learning Theory, Instruction, and Technology. Connectivism as a learning theory. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Laureate Education, Inc. (Executive Producer). (2009 B). Bridging Learning Theory, Instruction, and Technology. Connectivism as a learning theory. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Max,
ReplyDeleteThe jigsaw method is a great model. I had heard of it several years ago, but had forgotten about it, so I have never used it. I am currently rethinking some of my near future plans to incorporate this into our upcoming curriculum. We will be studying Native Americans, and I think I will have students use this method to research a particular tribe and region and return to report their learning to their group memebers. My students have done some cooperative learning all year, but as we move into the second part of the year they are more primed for success with these methods. Do you have any specific tips or advice for our first jigsaw?
Hi Max,
ReplyDeleteWhen students become the experts on a topic and have to teach it to others they learn more deeply than they would otherwise have. Would your base group be flexible if the teams did not gel or would that be a challenge they would have to work out?
Pam,
ReplyDeleteI believe the biggest factor for success with the jigsaw is the preparation time for the teacher. With cooperative learning the teacher does most of the work ahead of time and then just mediates conversations during class. Plan your groups so the students are set up for success. If you have one tribe that is difficult to research, put your best students on it. If all the tribes are at the same level, then group according to ability for the initial research and when the “experts” from each tribe all come together you will have a nice range of abilities that can all work together on a final product.
Lynne,
ReplyDeleteFor the first few days of class I stole an idea from our current guided reading program. I do what is called “roaming”. I give the students surveys regarding who in the class they like to work with, and who they absolutely will not work with, I ask for likes and dislikes, activities the students are involved in; basically I get to know my students on a personal level. I then take that information and create base groups where each student has at least one person from their list of “friends” and do not have the one person they will not get along with. Once the base groups are set I do not change them except for special circumstances such as students moving in or out of the class or major fights. There will be times throughout the year where students will not get along with their base group but I use those as teaching moments for social skills.
Hi Max,
ReplyDeleteYou continue to impress me with what you do with your classes. You seem like an amazing teacher! In elementary school students do not switch classes. They are with the same group of students all day every day. Honestly some students really get tired of others quickly. Maybe the base groups and the teachable moments would help. I know for a fact that every student would put that they would NOT like to be with two particular fourth grade students that come to mind. They are very difficult to work with. We also have a very transient population in our school. We honestly have at least three students enter or withdrawal every single day. How do you think that would effect these base groups? What would you do with the two difficult boys that no one would work with? Thanks so much for your input!