Cooperative LearningRoots of Cooperative Learning Can be traced back to 1867 First introduced by educational reformer W.T. Harris Initiated in St. Louis, MO Goal- rapid promotion of elementary studentsFive Defining Elements of Cooperative Learning1. Positive interdependence-a sense of sink or swim together2. Face-to-face promotive interaction-helping each other learn, applauding success and efforts3. Individual and group accountability-each of us has to contribute to the group achieving its goalsFive Defining Elements of Cooperative Learning (con’t)4.Interdependence and small group skills-communication, trust, leadership, decision making, and conflict resolution5.Group processing-reflecting on how well the team is functioning and how to function even betterCooperative Learning Research Results 28 percentile gain (in general) Cooperative vs. intergroup competition = 0 percentile gain Cooperative vs. individual competition = 28 percentile gain Cooperative vs. individual student tasks= 28 percentile gainCooperative Learning3 Generalizations1. Organizing groups on ability levels should be done sparingly Homogenous groups vs. Heterogeneous High ability students: 3 percentile gain Medium ability students: 19 percentile gain Low ability students: -23 percentile gainCooperative Learning3 Generalizations (con’t)2. Cooperative groups should be kept rather small in size Group size of 2 students = 6 percentile gain Group size of 3-4 students = 9 percentile gain Group size of 5-7 students = -1 percentile gainCooperative Learning3 Generalizations (con’t)3. Cooperative learning should be applied consistently and systematically, but not overused Effective when used one time per week Misused when tasks are not well structured Overused when students do not have enough time for individual practice of skills and mastery of processesUse a Variety of Criteria for Grouping Students Interest (same pets, etc. allows common experiences to unify) Birthday month Colors they are wearing Alphabetically Randomly pick names from a hat Use grouping patterns3 Types ofGrouping Patterns1. Informal- Pair-share Turn to your neighbor Can last a few minutes or class period Used to: clarify expectations for tasks Focus students’ attention Allow students time to process more deeply Provide time for closure3 Types ofGrouping Patterns (con’t)2. Formal groups- Designed for students to have enough time to thoroughly complete an academic assignment May last several days or weeks Design tasks to include Positive interdependence Group processing Face to face promotive interaction Individual and group accountability3 Types ofGrouping Patterns (con’t)3. Base groups- Created to provide students support throughout a semester or academic year Routine tasks (check or review homework) Plan activities Run errands Fun activitiesResults: general sense of belonging to classCooperative Learning in the FCS Classroom Foods and Nutrition Parent/Child Development Personal Finance Adult Living Textiles Housing Career ExplorationCooperative LearningObstacles How do you make sure all students contribute to group? Self-assess on specific skills During presentation- Have students demonstrate individual contributions Demonstrate accomplishments of whole groupCooperative LearningConclusion Of all classroom groupings strategies, cooperative learning may be the most flexible and powerful.  Teachers can use cooperative learning in a variety of ways in many different