Cooperative learning and teaching

Cooperative Learning and Collaborative Teaching
Ashley M. Quinton
Dr. James W. Dodson II
EDUC 503
September 17, 2014
Cooperative learning exists in a wide variety of facets by which teachers and students work together in order to solve problems and reach a common goal. The main goal is that the students attain mastery of the subject matter being taught. In order for mastery to occur, several factors must be examined and presented in ways that make the goal attainable. Cooperative teaching and collaboration between all involved educators must be accurate and methodical to ensure success of all students as well as meeting the needs of those who require assistance. When co-teaching and cooperative learning work together, the students and teachers are bound for success. Richard Felder and Rebecca Brent wrote an article entitled, “Cooperative Learning” (2007) where they suggest that cooperative learning is work done by teams under specific conditions meeting certain criteria including: “(1) positive interdependence, (2) individual accountability, (3) face-to- face interaction for at least part of the work, (4) appropriate use of interpersonal skills, and (5) regular self-assessment of team functioning” (p. 11). Felder and Brent’s research concluded that when proper cooperative learning is established the outcome would lead “to greater learning and superior development of communication and teamwork skills” (p. 11). This development would not only enhance their classroom achievements but aide in the preparation of their future careers. Another aspect in successful cooperative learning is that of collaboration by the teachers associated with the skills being taught. This effort can be utilized with many different types of educators such as special education teachers, general educators, speech/language pathologists, social workers, support personnel, elective teachers, and counselors. Co-teaching is a method used between two or more professionals who share the same philosophy towards inclusion and that possess a high level of trust and respect for each other. In an article entitled, “Collaboration Between Classroom Teachers and a School Counselor Through Literature Circles: Building Self-Esteem”(2003) the authors Suzanne Stringer, Glenda Reynolds, and Morgan Simpson state that, “[w]hen counselors and teachers work together to co-teach academic subjects that directly impact self-esteem, more effective learning and high self-esteem for students can be accomplished” (p.70). When students work together to form conclusions they rely on each other and in return build each other’s confidence. Co-teaching can be used in any school, any classroom, and at any grade level. This strategy has a number of benefits including: collegiate approaches between professionals, advanced knowledge of students’ abilities and needs, and a decrease in professional burnouts. The number one focus of successful co-teaching is having an adequate amount of planning time together. Planning can occur as many times as needed as long as the educators are prepared for the instructional task with guidelines to present to the students and as long as they have adequate knowledge of all students’ needs. When the educators are prepared, it is time to initiate a cooperative learning exercise with goals attainable to all students. When a group setting is assigned, all students need to feel like they are important to their group’s success. David Raudenbush (2014) from the Global Post elaborates on effective classroom applications saying:
Students learn best when teachers present them with tasks that they can’t complete when they are working alone. Teachers need to hold student groups accountable while ensuring that individual students contribute equally to the effort. Teachers should set clear expectations for the way students work together and allow students to reflect on and talk about their experiences. (Classroom Application, para, 1)
Raudenbush continues to explain that, “the cooperative process results in higher-order thinking and a greater engagement in the learning process. Students retain more knowledge when they are responsible for finding meaning together rather than having information presented to them in a lecture” (Effect on Learning, para. 1). “Cooperative learning groups differ from traditional classroom groups in that the process implemented ensures that all students are actively involved in the organization, explanation, summarization, and integration of the material into an existing conceptual structure and application” (Leon, p. 287). Successful cooperative learning assignments must be organized and have a specific roll for each member of the group. Usually the rolls include positions such as leader, reporter, timekeeper and mediator. Just like any group work, it is important to have clear communication between each group member. The main challenges are having respect for classmates, listening to others input and reaching a valuable collaborative solution. When these skills and roles are implemented correctly, success will most likely be attainable. There are several different types of cooperative learning activities. The University of North Texas has a website called Career and Technical Education (2014) where there is a file under the Cooperative Learning heading that lists and describes some of the main activities teachers use to apply cooperative learning into their classroom. The first activity described is known as Think-Pair-Share. This activity can be used during any lesson as the students work independently, then discuss with a partner and finally with the entire class. Another task is the Three-Step Interview where students solve a problem with an open-ended answer. This method includes three distinct steps: Step One - The teacher presents an issue about which varying opinions exist and poses several questions for the class to address. Step Two - The students, in pairs, become the interviewer and the interviewee. Step Three - After the first interview has been completed, the students’ roles are reversed. (p. 4)
The final assessment of the Three-Step Interview process is having the students compose an essay summarizing the results of their interviews. Another frequently used task is known as Jigsaw. This is a group project where each individual member of the team is assigned a topic to research and joins the members from other teams that are studying the same topic. When all data is collected, the students return to their original group and explain their findings to their group. After the whole team discusses each individual topic, they are then tested over the entire material. This process is crucial because the students’ grades are significantly affected by their teammates. If information is not precise the whole team may suffer. The website’s file continues by describing effective seating arrangements for specific tasks, it describes which task concentrates on which skill and even presents a sample activity (Cooperative learning, 2014, p. 3-11). When deciding whether or not to implement cooperative learning tasks into a classroom it is important to look at the research done by comparing individualistic work versus cooperative group work. Hsiung (2012) conducted a study primarily based on this comparison using a specific time-on-task control. The results proved:
[T]hat the students in the cooperative learning condition achieved a higher level of academic performance in both the homework and unit tests than those in the individualistic learning condition given sufficient exposure (18 weeks) to the cooperative learning method. These results confirm the greater intrinsic effectiveness of cooperative learning. (p.131)
With extensive research and planning, cooperative learning is very beneficial to learners as it improves their social skills as well as their intellect. During my yearlong interim experience as a sixth grade teacher, I utilized cooperative learning as much as possible because I was amazed at the response I received from the students. They thrived on the discussion and the assessments were successful in almost every area. Individual reflection is definitely important to some assignments and it proves more intense after successful group collaboration. Through my research I have discovered several new techniques that I am excited to try in my next classroom. Cooperative teaching in my experience is very beneficial to new teachers so they can increase their knowledge of the classroom life while bringing new and innovative ideas into a team that may appreciate new techniques. My mentor last year was a character and his enthusiasm was captivating. Our collaborative meetings were very productive and some of the ideas we developed will stick with me forever. I believe that cooperative teaching and cooperative learning are two important aspects that every classroom should take advantage of on a daily basis.
References
Career and Technical Education. (2014). Cooperative learning. Retrieved from http://cte.unt.edu/content/files/_MKT/MKT_BestPractices/Coop_Learn/Coop_Learning_info_all.pdf
Felder, R. M. & Brent, R. (2007). Cooperative learning. 1-13. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/CLChapter.pdf
Hsiung, C. (2012). The effectiveness of cooperative learning. Journal of Engineering Education, 101(1), 119-137. Retrieved from http://0-search.proquest.com.library.acaweb.org/docview/1014006079?accountid=41894
Leon, L. A., & Tai, L. S. (2004). Implementing cooperative learning in a team-teaching environment. Journal of Education for Business, 79(5), 287-293. Retrieved from http://0-search.proquest.com.library.acaweb.org/docview/202820934?accountid=41894
Raudenbush, D. (2014). The Effects of Cooperative Learning on Student Learning &Assessment. Retrieved July 23, 2014, from Global Post: http://everydaylife.globalpost.com/effects-cooperative-learning-student-learning-assessment-4239.html
Stringer, S. J., Reynolds, G. P., & Simpson, F. M. (2003). Collaboration between classroom teachers and a school counselor through literature circles: building self-esteem. Journal of Instructional Psychology, 30(1). 69-76

References: Career and Technical Education. (2014). Cooperative learning. Retrieved from http://cte.unt.edu/content/files/_MKT/MKT_BestPractices/Coop_Learn/Coop_Learning_info_all.pdf Felder, R. M. & Brent, R. (2007). Cooperative learning. 1-13. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/CLChapter.pdf Hsiung, C. (2012). The effectiveness of cooperative learning. Journal of Engineering Education, 101(1), 119-137. Retrieved from http://0-search.proquest.com.library.acaweb.org/docview/1014006079?accountid=41894 Leon, L. A., & Tai, L. S. (2004). Implementing cooperative learning in a team-teaching environment. Journal of Education for Business, 79(5), 287-293. Retrieved from http://0-search.proquest.com.library.acaweb.org/docview/202820934?accountid=41894 Raudenbush, D. (2014). The Effects of Cooperative Learning on Student Learning &Assessment. Retrieved July 23, 2014, from Global Post: http://everydaylife.globalpost.com/effects-cooperative-learning-student-learning-assessment-4239.html Stringer, S. J., Reynolds, G. P., & Simpson, F. M. (2003). Collaboration between classroom teachers and a school counselor through literature circles: building self-esteem. Journal of Instructional Psychology, 30(1). 69-76