The implementation
of cooperative learning not only provides face-to-face benefits but allows
students to have a meaningful stake in the learning process. By appointing
roles each member has a valued responsibility and intervenes from time to time
to maximize knowledge flow. The teacher must endorse the role playing because it
perpetuates the trust and motivation to complete the cooperative lesson.
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Positive
interdependence occurs when "individuals perceive that they can attain
their goals if and only if the other individuals with whom they are
cooperatively linked attain their goals." Consequently, positive
interdependence results in members of a group "encouraging and
facilitating each other's efforts...in order to reach the group's goals."
[3]
The roles should be
rotated from time to time. This is important because it allows all of the
students to serve in the most significant capacity – as the leader, a role that
enhances self-esteem.
Knowledge
acquisition and skill development that occurs during a role-directed
cooperative lesson coincides with individuals intervening to manage the
process. Poised to carry out a task requires the use of working memory, prioritizing,
problem solving, and implementation. Listening to an extended series of lectures
does not do that as effectively as cooperative learning.
Here are the roles:
Leader
Delegates responsibilities and leads the discussion.
Provides feedback about the team’s progress. Makes comments to individuals that
make them feel valued. Follows the script of behavioral objectives specified by
the teacher. Encourages participation. Makes sure the other responsibilities
are met. He is the motivator to see that the tasks are carried out
successfully.
Desks/Folders
Moves the desks to positions used for collaborative work.
Puts the desks back to original position if specified by teacher. Passes out
materials and notebooks. Collects at the end and places in a teacher-designated
location.
Recorder
Takes attendance and keeps a record of the frequency of
responses from members (if required). Keeps a record of the progress of the
discussion from a teacher developed or published rubric. Communicates the
information to the leader.
Summarizer/Clarifier
Gives the group a summary of what occurred and clarifies
when a members asks. The leader is to call on this individual from time to
time.
Checker
Asks members of the group to give brief updates on the
progress from time to time. Checks to see that everyone understands what is
going on. The leader is to call on this individual from time to time.
Wildcard
Assumes the role of any missing member or fills in however
they are needed.
Reader
Reads summaries,
group notes, or information from texts.
A teacher can add or
delete from this list to meet instructional objectives.
In addition I will
add the results of the MIT study that examined a large sampling of workplace
environments to ascertain what generates greatest productivity in group
settings:
1. Large number of ideas: many short
contributions rather than a few long ones;
2. Dense interactions: a continuous,
overlapping cycling between making contributions and very short (less than one
second) responsive comments (such as "good," "that’s right,"
"what?" etc.) that serve to validate or invalidate the ideas and
build consensus; and
3. Diversity of ideas: everyone within a
group contributing ideas and reactions [4]
It is important that
the directions, usually written on the handout, are clear and devoid of
mistakes (numbers and symbols typically used in math and science courses)
because time will be spent by the team trying to figure out how to handle the
incorrect information.
In addition, you can
verify the inclusiveness of the session by giving a brief individual quiz when
the
seats are put back in the rows configuration. The team quiz grade will then
be the average.
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| blog.al.com |
Collaborative
lessons can range from simple tasks to long term reports. The process varies,
therefore, and the students have to understand your expectations on how to dole
out responsibilities and manage their time.
The positive
interdependence is amplified with the use of comments from members as they
perform tasks. The collaborative process is heightened by the advocacy of the
members. Praise and admonishments serve to promote the completion of tasks and
participation. It is this scripting that allows students to reinforce effort
and companionship in a purposeful manner. They often do not know what words to
use, and the following gives them a sizable list to construct from.
Script Version 1
Directions for students: Devise script
statements in the blanks to use during your group sessions that will provide
motivation, correction, support, and value clarification. Samples are given
below or create your own.
•
__________________________________________________________
•
__________________________________________________________
•
__________________________________________________________
•
__________________________________________________________
•
__________________________________________________________
•
__________________________________________________________
Greeting
• How are you today?
• How was your weekend?
• How did you do in that game?
Assessment of homework or
class assignment
• How did homework work out for you?
• Is there anything you do not understand?
• Which questions do you want to look at first?
• What part of the assignment is particularly helpful?
Starting or continuing an
assignment
• Okay. What are we supposed to do?
• How should we start this problem?
• How should we divide the tasks?
• Where did we leave off yesterday?
• I didn’t understand how you got that answer….can you explain it
please?
Compliments and Praise of a
member in the group
• That was helpful. Thanks.
• I appreciate the way you phrased that.
• You really make our group work well.
• You are a kind person and I am glad you are in our group.
• Sorry you are under the weather. Can I get you something?
• Thanks for treating me with kindness.
Encouragement, group
discovery, and group effort
• Try thinking about it because I know we’ll come up with an idea.
• That was not the correct response but feel free to contribute
another because we welcome your comments.
• What makes this assignment beneficial for us?
• This may be difficult but I know we can put our heads together to
make it work.
• I can see that the other group finished already but we need to get
this done properly.
• Now that we are done let’s find another task we can work on until
the teacher signals the end – we shouldn’t interrupt the other groups.
• I am beginning to see how all of this fits together.
• I want to excel in this class.
• I want to learn – it is exciting.
• I know the benefits of building my brain and how it will be useful
for the rest of my life.
Correction Behavior
• I am not sure I totally agree but it is an interesting comment you
made
• What you are doing right now is not helping the group. I would like
to request that you stay with the agenda and help all of us get it done. Thank
you for your understanding in this matter.
• I am sorry for my improper behavior.
• I know I can do better than that.
• Being angry doesn’t accomplish anything good. We can work this out.
• What you said was unkind and the rest of the group feels it was
improper.
• Making comments about a person behind their back is gossip. It is a
form of bullying.
The School
• I appreciate all the school does to help me become a better
thinker.
• I appreciate my classmates
• I appreciate my teachers
• Learning is fun and purposeful
• The teachers care about us
Script Version 2
Directions for students: Devise script
statements in the blanks to use during your group sessions
Team Name _______________________________
How we will treat each other during group
sessions
•
__________________________________________________________
Praise comments
•
__________________________________________________________
•
__________________________________________________________
Words of correction
•
__________________________________________________________
•
__________________________________________________________
Words of encouragement & gratefulness
•
__________________________________________________________
•
__________________________________________________________
Our team's philosophy
•
__________________________________________________________
In addition to the
plethora of online contributions, texts that give an abundance of information
about the theory of cooperative learning as well as lesson plans are
· Johnson, D., Johnson, R., Learning together and alone, cooperation, competition,
and individualization. Allyn and Bacon, 1999
· Barkley, E., Cross, K., Collaborative Learning Techniques: A
Handbook for College Faculty Paperback, Jossey-Bass, 2004
References
[1] Johnson,
R.T.; Johnson, D.W.; Holubec, E.J. (1998). Cooperation in the Classroom.
Boston: Allyn and Bacon. pp. 4, 7–8.
[2]
Choi, J.; Johnson, D.W.; Johnson, R.T. (2011). "Relationships Among
Cooperative Learning Experiences, Social Interdependence, Children’s
Aggression, Victimization, and Prosocial Behaviors". Journal of Applied
Social Psychology 41 (4): 976–1003. doi:10.1111/j.1559-1816.2011.00744.x.
[3] Johnson, R.T.; Johnson, D.W. (2009). "An
Educational Psychology Success Story: Social Interdependence Theory and
Cooperative Learning.". Educational Researcher 38 (5): 366–367.
doi:10.3102/0013189x09339057.
[4] Pentland, A., Social
Physics: How Good Ideas Spread-The Lessons from a New Science, Penguin
Press, 2014
