Session 5 - Cooperative Learning Environments

A Cooperative Learning Environment "provides a variety of educational advantages over more traditional instructional models" for students.  (Haller, Gallagher, Weldon, Felder, p 285)  This learning model suggests that learning is "best achieved interactively, rather than through a one-way transmission process." (Haller, et al, p. 285)  Students are encouraged to learn from and teach to one another.  Some of the tenets of Cooperative Learning are individual and group accountability, face to face interaction,  interpersonal skills and positive interdependence between team members.  Individual students are accountable for specific tasks; and each team benefits when all members perform well. 

For the past several years, there has been a huge push for Career and Technical Education (CTE) teachers to incorporate cooperative learning into the curriculum.  Each summer, during our CTE conference, at least one break out session focuses on Cooperative Learning Techniques for teachers to use in the classroom.  Some of the techniques presented for use are:

• Think-Pair-Share - students think; then share with a partner; then share with class
• Round Robin - students are assigned to groups; given a problem; then think; then answer in a round
• Numbered Heads Together - students grouped into 4's; each is given a number; then they work together to solve the problem; then teacher calls a number - 1 to 4- and the student answers.

These activities help students to work in a smaller group where they feel more confident in sharing their knowledge or asking questions.  Once the groups have come to a consensus on an answer, each team member feels confident in answering the question; and has most probably gained additional knowledge about the subject. Lastly, by grouping students in to heterogeneous groups, students from all academic and socio-economic groups are exposed to new ways of thought.

I have used some of these methods in my classroom with both positive and negative results.  As a CTE course, I have a wide range of diversity in my classroom:  Occupational students, Students with Individualized Education Plans, and AIG students.  In my observation,  Cooperative Learning is very dependent on the ability levels of the students in the classroom.  Lower functioning students may not benefit from cooperative groups, and may possibly hinder the learning process of the other students in the group.  Because of the demographics of the class, it is important for the teacher to:

• Think through the cooperative activity by answering key questions
• Ensure students understand the nature and value of the activity
• Provide clear instructions
• Organize groups effectively
• Manage group activities

In conclusion, conducting a successful Cooperative Activity puts alot of responsibility on the teacher to make sure the learning process occurs.  Cooperative Activities should not be structured as a time filler; or a way for the teacher to avoid teaching.  Rather, these activities should reinforce lessons taught; and help the students to gain additional knowledge on the subject.

 References
Haller, C.R., Gallagher, V.J., Weldon, T.L., & Felder, R.M. (2000). Dynamics of peer education in cooperative learning workgroups. Journal of Engineering Education 89(3), 285-293.

Johnson, D.W., Johnson, R.T., & Smith, K. A. (1998). Cooperative learning returns to college: What evidence is there that it works? Change, 27-35.

Millis, B.J. (2002). Enhancing learning and more! Through cooperative learning. Manhattan, KS: The IDEA Center.