Cooperative+Learning

Group Writing Pages: Individual Learning, Cooperative Learning, Distributed Cognition = = =I. Cooperative Learning/Work (for all three learning processes )=

//"No matter how smart you are, and no matter how hard you work, three or four people in a startup--- or even small companies with thirty people--- can only come up with so many great ideas." - Tantek Celik, Chief Technologist for [|Technorati]. (//Tapscott, D., & Williams, A., 2006)

Cooperative learning occurs when a community or group of people come together to share their collective knowledge and to create new knowledge from learning from each other. The above quote expresses the views of many supporters of cooperative learning in that many minds are better than one. Collective knowledge gives the group a much broader range of knowledges and experiences to draw from. The social aspects of cooperative learning are what gives it its strength and versatility (group sharing, trust and peer collaboration) "...cooperative learning exerts positive effects on a wide range of social-affective outcomes, including improved peer and cross-ethnic relations, increased self-esteem, improved attitudes toward school, and subject matter and learning (Johnson et al., 1981; Johnson &. Johnson, 2002; Nastasi & Clements, 1991; Shachar & Sharan, 1994; Sharan, 1980; Sharan & Shachar, 1988; Slavin, 1991, 1995)..."(Chin Tan, Sharan & Eng Lee Jan/Feb 2007)

Collective knowledge is viewed in terms of information within the context of the organization. It is created by the application of context sensitive personal knowledge derived through the personal knowledge creation cycle, as well as the explicit information contained in systems (process and or technology-based). Ideally, information would be acquired, shared, and then acted upon. This actionable information is then in turn fed back into the collective knowledge creation cycle, and also used as input in the personal knowledge ([|http://www.kmnews.com/Collective_Knowledge.html).]

Cooperative learning is a newer theory in regards to how people learn best. It was not until the twentieth century that researchers identified the benefits of learning in a cooperative manner and how it relates to other learning theories. Researchers like Johnson & Johnson, Slavin, and Kagan have all done numerous studies on ways to incorporate cooperative learning into teaching practices. Not only is cooperative learning evident in today’s classrooms, it is evident in the workplace as well. The following article provides more insight on the meaning of cooperative learning, its benefits, and how it compares with other learning theories (Johnson, D., Johnson, R. & Stanne, M., 2000).

=2. Definition=

According to (who at Kennesaw?) Georgia's Kennesaw State University Education Technology Department's website, 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. Students work through the assignment until all group members successfully understand and complete it (Cooperative Learning, 2007). Cooperative learning is a group effort to achieve a level or standard for the group. All group members participate in activities to better understand and achieve the group standard. When the activity is over, each member will have created a new knowledge of understanding of the content. In order to raise the group standard to a common level, each member will contribute different skills and knowledge to the group, giving all members newly acquired knowledge.

//(Note from MMR--this the the problem with use wikipedia as a source.. when you are doing a lit reivew--finding a meta study is a real treasure. In a meta study the researchers collect all of the different studies and try to make sense of the group studies. You can find a meta studne for cooperative learning at// [|//http://www.co-operation.org/pages/cl-methods.html.//////] //Even though some of you will not be used to reading research, this paper should help you with this section//)

Johnson and Johnson have identified different types of cooperative learning. Formal cooperative learning is teacher planned and learners are given roles, monitored and prompted for reflection on their process, both personal and group. In this case, the groups exist for the length of the task until completion. Teachers specify objectives for the lesson, decide on the size and roles within the group, give criteria for success, monitor learning and intervene if necessary and guide students through their own processing of how effective the group worked together. Informal cooperative learning is based on assigning temporary groups with short-term goals. This requires more structure as the goal is to focus students’ attention on material, set a mood for learning, set expectations, ensure the material is processed and/or provide closure. This goal is accomplished through focused peer discussions and “…two-to-three minute turn-to-your-partner discussions interspersed throughout a lecture” (Johnson & Johnson 1999) Another type of cooperative learning is cooperative base groups. This is when the group is created for long term overall academic success lasting for one or more years. Base groups are based on a peer to peer accountability structure. “They formally meet to discuss the academic progress of each member, provide help and assistance to each other, and verify each member is completing assignments and progressing satisfactorily through the academic program” (Johnson & Johnson 1999) A fourth type of cooperative learning identified by Johnson and Johnson is academic controversy. Academic controversy is a method to create controversy between students, have a debate and come to a consensus. http://en.wikipedia.org/wiki/Cooperative_learning “Controversy is a type of academic conflict that exists when one student’s ideas, information, conclusions, theories and opinions are incompatible with those of another and the two seek to reach an agreement.” (Johnson & Johnson May 1988) Johnson and Johnson identify this type of cooperative learning as the “…one of the most dynamic and involving, yet least used teaching strategies.”

3. Four Types of Cooperative Learning

 * Formal
 * Teacher-planned
 * Learners given explicit roles and goals.
 * Learners monitored.
 * Learners prompted to reflect on process, personal and group contributions.
 * Groups may exist for one class period or several weeks.
 * Informal
 * Temporary groups with short-term goals.
 * structure...
 * Base Groups
 * Long-term (months to a year)
 * General support for overall academic success
 * Academic Controversy
 * Elicit controversy between students.
 * State case for each side
 * Withstand questioning from opposing viewpoint.
 * Come to consensus. ([|http://en.wikipedia.org/wiki/Cooperative_learning#Three_Theoretical_Perspectives)]

=4. Comparison to other Processes=

1. Compared to Individual Leaning/Work 2. Compared to Distributed Learning/Cognition

In comparing cooperative learning with individualistic and competitive efforts, cooperative learning has greater results in different areas. Studies have shown that there is higher achievement and greater productivity in cooperative learning groups. There is also higher levels of commitment in the relationships created through groups. Increase in self esteem, psychological health and social competence are also products of cooperative learning (Johnson, D., Johnson, R. & Stanne, M., 2000).

The contrast of Cooperative learning is traditional individual learning. In the area of traditional learning the focus is on individual performance, whereas cooperative learning focuses on the group. Traditional learning sets the forum for competition. Students in the traditional learning environment often withhold information lending to "If you succeed, I lose." Cooperative learning provides an environment that stimulates group members to believe "If you win, I win" (http://groups.physics.umn.edu/physed/Research/CGPS/ The accomplishments of individual learning is self gratification, on the other hand, cooperative learning provides for individuals of the group to collectively succeed at a much higher level

Cooperative learning is often confused with traditional teacher grouping mechanisms, however cooperative learning involves a much more in-depth process. Doctors Roger Johnson and David Johnson are researchers in the field of cooperative learning and have identified the appropriate way to apply cooperative learning in an educational setting. According to Johnson & Johnson: “Cooperative learning differs from traditional classroom grouping in that it requires that teachers carefully structure the group so that students believe they

(a) sink or swim together, (b) assist and encourage others to achieve, (c) are individually accountable for doing their part of the group's work, (d) have to master the required interpersonal and small group skills to be an effective group member, and (e) should discuss how well the group is working and what could be done to improve the group work.

Unless these five essential elements are included, the small groups are not cooperative.” (Cooperative Learning, 2006)

There needs to be a statement about Coop-L comparison to DL

=5. Contrasting to other Processes=

1. Contrasted to Individual Learning/Work 2. Contrasted to Distributed Learning/Cognition

The contrast of Cooperative learning is traditional individual learning. In the area of traditional learning the focus is on individual performance, whereas cooperative learning focuses on the group. Traditional learning sets the forum for competition. Students in the traditional learning environment often withhold information lending to "If you succeed, I lose." Cooperative learning provides an environment that stimulates group members to believe "If you win, I win" (http://groups.physics.umn.edu/physed/Research/CGPS/ The accomplishments of individual learning is self gratification, on the other hand, cooperative learning provides for individuals of the group to collectively succeed at a much higher level.

The term "//**collaborative learning**//" refers to an instruction method in which students at various performance levels work together in small groups toward a common goal. The students are responsible for one another's learning as well as their own. Thus, the success of one student helps other students to be successful. Proponents of collaborative learning claim that the active exchange of ideas within small groups not only increases interest among the participants but also promotes critical thinking. According to [|Johnson and Johnson (1986)], there is persuasive evidence that cooperative teams achieve at higher levels of thought and retain information longer than students who work quietly as individuals. The shared learning gives students an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers ([|Totten, Sills, Digby, & Russ, 1991]). ([|http://scholar.lib.vt.edu/ejournals/JTE/jte-v7n1/gokhale.jte-v7n1.html)]

According to ([|http://home.capecod.net/%7Etpanitz/tedsarticles/coopbenefits.htm)] "**//Collaborative learning//** is a personal philosophy, not just a classroom technique. In all situations where people come together in groups, it suggests a way of dealing with people which respects and highlights individual group members' abilities and contributions. The underlying premise of CL is based upon consensus building through cooperation by group members, in contrast to competition in which individuals compete with other group members. CL practitioners apply this philosophy in the classroom, at committee meetings, with community groups and generally as a way of living with and dealing with other people (Panitz 1997) ."

According to Lev Vygotsky, **//collaboration//** promotes cognitive growth because students model for each other more advanced ways of thinking than any would demonstrate individually. Students who usually view something a certain way may have a barrier in approaching ideas differently. With the help of multiple brains at work, this process can allow all participants to open their eyes to new ways of thinking and learning. According to Jean Piaget, collaboration among peers hastens the decline of egocentrism and allows the development of more advanced ways of understanding and dealing with the world (Biehler., & Snowman, 1997). For the most part, individuals often view themselves as having the correct answers when in a competitive state. In cooperative learning, individuals drop their guard and the need to dominate and come together for the greater good of the group. Losing the competitive nature often develops relationships and encourages comraderie.

completing academic tasks. (Jacob, 1999)
 * //Cooperative learning//** is a diverse group of instructional methods in which small groups of students work together and aid each other in

//**Cooperative learning**// and **//collaborative learning//** are used interchangeably. Collaborative learning is an umbrella in which cooperative learning falls into as one of the joint intellectual efforts made by student and/or students and teachers. With cooperative learning there is more task and role structure than collaborative learning. In cooperative learning environments, students interact in purposely structured heterogeneous groups to support the learning of one self and others in the same group. A natural outgrowth of cooperative learning is its pairing with technology which affords learners the chance to bridge distance and time. Building successful groups is the key in cooperative learning environments. Heterogeneous groups will increase the success of the group, create interdependence, promote balance, and allow the teacher to create complex tasks/projects that can only be achieved by accessing the individual talents of each member in the group. Each person within the group becomes responsible for his/her position, and cannot “piggyback” on others. (Cooperative Learning, 2006) Thus, “The success of the group depends on the successful work of every individual.”

//**Cooperative learning**// is one of the best researched of all teaching strategies. The results show that students who have opportunities to work collaboratively, learn faster and more efficiently, have greater retention, and feel more positive about the learning experience. It is a way for students to learn essential interpersonal life-skills and to develop the ability to work collaboratively-- a skill now greatly in demand in the workplace. It is a way for students fo take turns with different roles such as facilitator, reporter, recorder, etc. In a cooperative group, every student has a specific task, everyone must be involved in the learning or project, and no one can "piggyback." The success of the group depends on the successful work of every individual. ([|http://www.newhorizons.org/strategies/cooperative/front_cooperative.htm)] In cooperative learning situations there is a positive interdependence among students' goal attainments; students perceive that they can reach their learning goals if and only if the other students in the learning group also reach their goals (Deutsch, 1962; Johnson & Johnson, 1989).

//**Cooperative learning**//, is a specific kind of collaborative learning. In cooperative learning, students work together in small groups on a structured activity. A constructivist approach to learning, where groups learn by doing and sharing. They are individually accountable for their work, and the work of the group as a whole is also assessed. Cooperative groups work face-to-face and learn to work as a team. In small groups, students can share strengths and also develop their weaker skills. They develop their interpersonal skills. They learn to deal with conflict. When cooperative groups are guided by clear objectives, students engage in numerous activities that improve their understanding of subjects explored. In order to create an environment in which cooperative learning can take place, three things are necessary. First, students need to feel safe, but also challenged. Second, groups need to be small enough that everyone can contribute. Third, the task students work together on must be clearly defined. The cooperative and collaborative learning techniques presented here should help make this possible for teachers.

Small cooperative learning groups provide a place where:

(Thirteen, Concept to classroom, 2004)
 * teachers become learners at times, and learners sometimes teach;
 * learners actively participate;
 * respect is given to every member;
 * projects and questions interest and challenge students;
 * diversity is celebrated, and all contributions are valued;
 * students learn skills for resolving conflicts when they arise;
 * members draw upon their past experience and knowledge;
 * goals are clearly identified and used as a guide;
 * research tools such as Internet access are made available;
 * students are invested in their own learning

=6. Outcomes and Evaluations= 1. Best Use of Individual Learning/Intervention

//**Benefits of Cooperative Learning the Workplace:**// Cooperative learning groups limits are bound only by the limits the group sets on itself. Where as the individual is limited by their own knowledge. Each learner shares their knowledge and strength within the group. Each learned takes knowledge and strenght from other members of the group.

Research has shown “that students who have opportunities to work collaboratively, learn faster and more efficiently, have greater retention, and feel more positive about the learning experience.” (Cooperative Learning, 2006). “An increasing body of research illustrates that students of color, as well as others, are succeeding in many new small schools featuring structures that foster more cooperative modes of learning, less departmentalization and tracking, over multiple years, greater use of team teaching, and participation of parents, teachers, and students in making decisions about schooling "(Darling-Hammond, 2000). The benefits of collaborative learning are tremendous. Not only are students learning together, they are developing interpersonal skills, as well as learning how to work collaboratively—an ability required by many of today's companies. Thus, while cooperative learning is primarily thought of as a classroom technique, it stretches way beyond the classroom and into the workplace and community.
 * //Benefits of Cooperative Learning in the Classroom://**

-positive interdependence -individual and group accountability -interpersonal and group skills -face to face promotive interaction -group processing/reflection -wider base of knowledge -group ideas, spawn new ideas otherwise not thought of before
 * //Benefits of Cooperative learning are . . .//**

(Johnson, D., Johnson, R. & Stanne, M., 2000).

Research about cooperative learning has been ongoing for the past 90 years and over 550 studies have been done and validated its success. However, because cooperative learning is a newer theory in the field of education, research is still being done on further ways to implement it in not only classrooms, but within schools and school systems (Cooperative Learning, 2006). The research and anecdotal evidence confirming the effectiveness of cooperative learning is at this point overwhelming. Regardless of the objective specified, cooperative learning has repeatedly been shown to be more effective than the traditional individual/competitive approach to education (Brent and Felder).
 * The Future of Cooperative Learning**

=7. Resources=

Anuradha A. Gokhale, Collaborative Learning Enhances Critical Thinking, Digital library and archives, (1995) ([|http://scholar.lib.vt.edu/ejournals/JTE/jte-v7n1/gokhale.jte-v7n1.html)] Armstrong, Thomas. Multiple Intelligences in the Classroom. Alexandria, VA, USA: Association for Supervision & Curriculum Development, 2000. Biehler., & Snowman. (1997) Retrieved August 13, 2007, from http://college.hmco.com/education/pbl/tc/coop.html#3 Ivy Geok Chin Tan, Shilomo Sharan and Christine Kim Eng The Journal of Educational Research Jan/Feb 2007 (Vol. 100 (No. 3)) http://web.ebscohost.com.lib.pepperdine.edu/ehost/pdf?vid=12&hid=102&sid=e73de815-453c-4df8-a685-af9672b373c3%40sessionmgr102 //Cooperative Learning//. (2007) Retrieved August 13, 2007, from http://edtech.kennesaw.edu//intech/cooperativelearning.htm Cooperative Learning in the Technical Courses: Procedures, Pitfalls, and Payoffs. October 1994: Brent and Felder. Retrieved from: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Coopreport.html#IssuesAndAnswers, on August 16, 2007. //Cooperative Learning//. (August, 2006) Retrieved August 13, 2007, from http://www.newhorizons.org/strategies/cooperative/front_cooperative.htm Cooperative Learning, (Deutsch, 1962; Johnson & Johnson, 1989). ([|http://www.co-operation.org/pages/cl.html)] Giles, E., Pitre, S., Womack, S. (2003). Multiple intelligences and learning styles. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved , from http://projects.coe.uga.edu/epltt/ Retrieved from "http://projects.coe.uga.edu/epltt/index.php?title=Multiple_Intelligences_and_Learning_Styles" Jacob, Evelyn. Cooperative Learning in Context : An Educational Innovation in Everyday Classrooms. Albany, NY, USA: State University of New York Press, 1999. p 12. Johnson, D., Johnson, R. & Stanne, M. (2000, May) Retrieved August 13, 2007, from http://www.co-operation.org/pages/cl-methods.html Johnson, David and Johnson, Roger, What Makes Cooperative Learning Work (1999) JALT Applied Materials: Cooperative Learning Pages 23-36 http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/08/f9.pdf Johnson, David and Johnson, Roger Critical Thinking Through Structured Controversy, Educational Leadership, (May 1988) pages 58-64 http://web.ebscohost.com.lib.pepperdine.edu/ehost/pdf?vid=7&hid=108&sid=cf34f66f-2981-4d72-8084-67f19b0379e6%40sessionmgr108 Knowledge Management News, Reyrieved on August 16th, 2004: http://www.kmnews.com/Collective_Knowledge.html Tapscott, D., & Williams, A. (2006). //Wikinomics: How Mass Collaboration Changes Everything.// Ottawa: Portfolio Hardcover. Thirteen, Concept to classroom, (2004) http://www.thirteen.org/edonline/concept2class/coopcollab/index.html National Council for Teachers of Mathematics (NCTM). (2000). Professional standards for teaching mathematics. Reston, VA: Council for Exceptional Children. Moschkovich, J. (1999). Understanding the needs of Latino students in reform-oriented mathematics classrooms. In Changing the faces of mathematics: Perspectives on Latinos. (pp.5-12). Reston, VA: National Council of Teachers of Mathematics.

http://www.learner.org/channel/courses/learningclassroom/support/06_culture.pdf

=8. Links=

www.cimt.plymouth.ac.uk/journal/morgan.pdf http://www.co-operation.org/pages/cl-methods.html http://home.capecod.net/%7Etpanitz/tedsarticles/coopbenefits.htm http://www.newhorizons.org/strategies/cooperative/front_cooperative.htm http://groups.physics.umn.edu/physed/Research/CGPS/ http://en.wikipedia.org/wiki/Cooperative_learning http://en.wikipedia.org/wiki/Cooperative_learning#Three_Theoretical_Perspectives http://www.co-operation.org/pages/cl.html