Geoffrey Roubin

20407326

A critical analysis of cooperative learning in a multicultural and multilingual primary

school.

PGCE International: Hong-Kong 8 Cohort

EDUC4242: Understanding Learning and Teaching in International Contexts

Marking Tutor: Elena Fanzo

Word Count: 4,388

1
 Introduction…………………………………………………………………………………………………………………3

1. Literature review, key definitions, and context…………………………………………………………4

2. Assessment of past cooperative learning activities and reflection on future ones……7

a. Current and future challenges for my students at a time where online learning is
predominant.

b. Enabling students to make their “blend” and enrich their ‘virtual school bag’.

c. Problematize how cooperative learning can be an effective pedagogy to prepare the

learners to the challenges of the 21st century.

3. Implication for practice and constraints in my own context……………………………………11

Conclusion 13

References 15

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Introduction.

In my previous assignment, I concluded that, in addition to the roles of

‘dialogist’ (Shor, 1987) and facilitator, an educator ought to embody one or several
theories of learning or pedagogical approaches (University of Nottingham, 2021).
Indeed, my responsibility as a ‘responsible professional actor’ (Kelchtermans, 2013)
is to deepen my understanding of how my students learn at their age and what
pedagogical approaches are most relevant for them. Following this rationale and
after reflecting on my current practice and educational context, cooperative
learning emerged as the most pertinent. I believe in its potential to place my
students in front of challenges designed to bring them out of the dormant state
they’ve been in since the pandemic started and the online learning ensued. Far be it
from me to criticize them, I only wish to emphasize that they’ve been for too long
(since May 2021) in a learning environment that is, for most of my grade 4-5,
inadequate to their needs and capacities. I would like to add that I have, as of now,
never met them in person as I only started teaching in my school in early
November. We’ve had too few ‘positive social experiences’ (Cozolino, 2013) in the
online classroom and obviously none in the physical classroom. The most important
element I will take away from the unit on neuroscience is the importance to balance
emotion and cognition in the classroom as our brain is a ‘social organ’ (Cozolino,
2013). This focus and the one on technology that I chose to study will not be
discussed on their own but used to support or to give perspective on some points
made in regards to cooperative learning. I will first try to evaluate from my
experience and literature how cooperative learning can augment my students’
learning experience both cognitively and socially. How it can help them become
better prepared to their future challenges, as well as reflect on what could impede
its successful application.

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 I. Literature review, key definitions, and context.

I would first like to give a brief description of my new context (as I changed
since assignment 1). The school I teach at is located in Ho Chi Minh City, Vietnam.
It is a French school that has the particularity to follow a bilingual program (French-
English) at parity. The class my co-teacher and I teach is multi-level: “CM1” and
“CM2” (respectively grade 4-5). My school welcomes students from various cultural
and linguistic background who have often lived and learnt in numerous countries.
As I mentioned earlier, I have never met them in person although school is about
to resume on Monday, February 14 th. As a matter of fact, some of them have also
never met their classmates as they joined the school this academic year.

In order to give a certain depth and a theoretical ground to the approach I

chose to appraise in my context, I will begin this assignment by giving key
definition of terms and ideas that will be reflected upon here. In my opinion,
cooperative learning has two critical points of importance being an approach to
knowledge and social skills, as learners are tasked to discuss, reflect, evaluate, and
work together. Throughout module 2, it became clear that my readings of
Vygotsky, Mercer and Johnson would allow to further my understanding of what
actually happens when learners cooperate to achieve a common goal. The activities
I have facilitated in my class fall under the definition as stated in module 2 : ‘small
groups of learners working together to achieve a particular goal identified by the
teacher’ (Nottingham, 2021).

I would like to add that in my practice, I am inclined to break down wider

projects into smaller tasks in order to be able to leave my students a certain
flexibility in terms of pairing. They can therefore work on different tasks part of a
broader activity with different classmates. For instance, we worked on an online
newspaper where they interchangeably took on the roles of researchers, reporters,
editors, and coordinators: working on their own article or supporting others with
theirs. They also had the chance to meet (online) with a professional journalist
(from the AFP: French press agency). My students (and myself) were really

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enthused to be able to partake in an informal learning activity with a certain
professional setting. In addition to increased motivation, I found that approaching
language through such activities helps me make it more relevant and simply more
natural. Learners face a problem that they want to solve and do not yet have the
linguistic mastery to complete the task. Most of the grammar, vocabulary, or
syntax points I taught were actively sought after by the students themselves as
they needed them to progress within the project. This is one of the reasons why I
find cooperative learning so appealing. When learners find motivation in a common
task, they are actors in the learning process and they proactively construct
knowledge and therefore ‘Learning is conceived as something the learner does, not
something that is done to the learner’ (Panitz, 1999, p. 3).

Beyond the motivation and the proactivity, cooperative learning is a fertile

soil for ‘interpsychological’ and ‘intrapsychological’ processes (Vygotsky, 1978) or
as Mercer branded it ‘intermental’ and ‘intramental’ movements (Mercer, 2013).
They continually get to negotiate with themselves (re-evaluate and produce new
and updated thoughts) and others. What I find especially grand is that the
negotiation between the learner’s inner and the outer world does not end past the
allotted time for the cooperative activity. If motivated enough, they will continue
the reflection at home and maybe even sometimes share their thoughts, dilemmas,
and experience with their parents at home. We received very positive feedback
from parents who sometimes shared that their child asked for their help or advice
in order to be better prepared for the future activities and have better ideas to
share. In addition to the support they would get from me, they tend to also seek for
further ‘adult guidance’ (Vygotsky, 1978) in their parents. I find that case
extremely rewarding because it makes me feel that the trio child-parents-teacher is
actually doing something that matters, together.

It is also a context where the ZPD (Zone of Proximal Development) occurs

almost naturally. For some activities, I did not leave them the freedom to choose
their teammates. Instead, I paired them in order to have groups of various levels
(language proficiency, literacy, creativity, and efficiency). I believe that such
organization can allow certain students to benefit from the influence of ‘more

5
capable peers’ (Vygotsky, 1978), but also place the more masterful learners in front
of a another challenge with 2 positive outcomes. Firstly, they get to re-explain
some of what they already know or know how to do. In terms of effect on memory,
it can help them avoid a possible ‘decay’ or ‘displacement’ as they have to
‘rehearse’ the content of their working memory (Ainsworth, n.d.). Secondly, I
believe it also permits them to practice oracy and give them a chance to overcome
gaps in my own demonstrations or instructions which will also improve their long-
term memory (Ainsworth, n.d.). In certain cases, it can even be a time for them to
realize that they also did not fully understand, thanks to the help of another student
(or myself) overhearing their explanation. This manifestation of the ZPD in such
context is extremely helpful because it also allows me to observe them interacting
with a certain knowledge or skills that they do not fully master on their own. It
allows a formative assessment and guides me in my choice for future lesson
planning.

In addition to unveil actual learners’ challenges and ‘internalized’ knowledge

or ‘processes’ (Vygotsky, 1978), cooperative learning is for me a process during
which the learner is placed in a situation challenge their own natural egocentrism.
Thus guiding them to achieve a certain ‘decentration’ (Mercer, 2007) to develop a
‘sensitivity’ to a plurality of perspectives which will further a higher understanding
of the world they are in (Mercer, 2007). This ‘disturbance’ (Mercer, 2007) in the
monolithic self-centered view of the young learner will force them to reevaluate, or
reflect, to consolidate their point of view as they will likely argue with others based
on their discrepant opinions regarding the task at hand. The negotiation between
subjectivities, at play in cooperative activities, is in my view what’s most interesting
in terms of social and emotional development. Especially now that students came
back to school after months of online learning. I made the choice to plan activities
and projects that will, in my opinion, begin the “healing” process for my students
who went through an emotionally charged but socially voided period of time while
learning at home through a screen.

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 II. Assessment of past cooperative learning activities and reflection
of future ones.

a. Current and future challenges for my students at a time where online learning
is predominant.

I would like to elaborate here on past and possible challenges or benefits of

cooperative learning within the international learning environment (online and at
school) I work in. As for our past online classes, I found cooperative learning rather
challenging to facilitate in order to reach a certain level of effectiveness and
achievement. The predicament innate to online learning is that students do not
have the same proficiency with computers and tools we used (Zoom, PowerPoint,
Word, BookCreator, and Seesaw). It has, to my knowledge, widened level gaps and
overall access to knowledge and learning. For instance, some students accessed
classes from tablets which limited the online classroom’s features. Some would
have poor internet connection and indubitably miss on a lot of what was being said.
Another main issue that I want to address is the “dormant” state some of my
students have fallen in. Being asked to sit in front of a computer throughout the
week without being given the chance to really exercise, to go out, or to experiment.
A lot of what could be experienced at school is missing. Since my first online class
with them, replacing a teacher that had quit unexpectedly, the classes I led were
far from the core principles of the UDL (Universal Design for Learning) (Dalton,
2012). The main challenge was to find multiple means of ‘action’, ‘expression’, and
‘engagement’ (Dalton, 2012), keeping in mind that I could only resort to digital
tools and what students could manage to find at home. In order to tackle the
dullness for children to be in front of a screen, my school reorganized the time
table, allowing intervals during which students would disconnect from the online
class and complete activities on their own before reconnecting to the class to share

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their findings. I soon suggested a sort of treasure hunt adaptable to various
subjects and topics. Students were for instance asked to find, in their house,
objects with certain features and make a short presentation describing said features
(lines, angles, etc…). Firstly, it enabled us to limit screen time which was a valid
parental concern. Secondly, it allowed us to engage in feedback sessions where
students would reflect and suggest to others what they could do in the future to
better complete such activity. I acknowledge now that a mere exchange of
feedback on an individual activity does not fall under what is considered
cooperative. However, I realized after reflection that to bring forward effective
cooperative learning activities (reflection and feedback being essential to their
success), I should first break them down into parts in order to avoid overloading
students and begin a ‘gradual responsibility transfer’ (Lui, 2012) in order to achieve
more complex activities without much need of my guidance.

During our online lessons, we facilitated 1 major cooperative project with my

French co-teacher over the month of January. Our students had to take on various
roles to create, edit, and publish an online newspaper. Beyond the technical issues,
it was extremely challenging to oversee progress and collaboration during our
online classes. The use of breakout rooms, although needed for such task, led to
results (or lack thereof) we did not foresee. Students either spent the whole
allotted time arguing on the task allocation or would simply not acknowledge the
hierarchy of roles and take upon themselves to work individually on the task of
their preference heedless of others’ contributions or needs. After reflection, we
clearly realized that cooperative learning is not giving a task (or several) to a group
and expect them to take it upon themselves to collaborate harmoniously. We
needed to carefully design an activity that would be both compelling and appealing
to students to organically work together, exchange ideas, disagree, and decide of
the best course of action. As well as give them enough time to reflect on their
collaborative effort and plan the future ones. All while keeping in mind that our
class present a heterogeneity of individual characters partly resulting from the
discrepancies in their ‘virtual school bag’ (Thomson, 2003). I consider that rotating
roles is an effective way to manage the differences of personalities (dominant or

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reserved). Everyone has their turn and they usually respect the temporary
hierarchy.

b. Enabling students to make their “blend” and enrich their ‘virtual school bag’.

If students come back to school after months of relative isolation during

which they were in fact separated physically from their classmates and the
classroom, I fear that they will have “forgotten” what it is to be a student amongst
other students. The lack of interactions between students due to online learning
constraints may lead to tensions when students resume learning at school. I believe
this is where cooperative learning, whether online or offline, can make a difference
and bring my students together to benefit from each other’s configuration of
‘knowledge’, ‘affects’, ‘narratives’, and ‘interests’ (Thomson, 2003). I regard it also
as a way to develop a sense of community in my classroom while embracing the
differences of maternal language, nationality, or culture. It could also help me
address the issue of the developing apathy amongst certain students towards their
peers or learning in general. For some of them, the monotony and loneliness
experienced with online learning has taken a toll on their social behavior and
abilities.

Interestingly, part of the French geography curriculum during this semester

was to discuss and study the internet as a means of communication. I organized an
activity where students were in front of a map displaying countries with poor
internet connections. They had to work in small groups to imagine what it would be
like to be a child and an adult in the country they had chosen. They were tasked
with different roles: 2 researchers, 1 editor, and a designer (PowerPoint: text and
pictures). I supervised them at first but later on gave them full autonomy during
the period of individual work set by my school in the timetable. The results were
encouraging and the post-discussions and feedback lively. This activity worked
really well as it placed them in front of something they can relate to but also where

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they have to be imaginative (having never experienced that situation). In
perspective, I find it very liberating to give them a problem that they can relate to
but where no one has actual expertise in, as “leaders” will not naturally emerge
based on prior experience. This resulted in a cohesive groups united in front of an
all new challenge. This brought me to consider whether the need for empathy and
imagination is not part of what makes a cooperative learning activity effective.

c. Problematize how cooperative learning can be an effective pedagogy to

prepare the learners to the challenges of the 21st century.

As I mentioned earlier, I just joined this school and this new environment
has brought its set of new challenges and needs for reflection. Cooperative learning
has become a relevant approach to tackle challenges faced by my students during
the online learning period but also to prepare them for future ones. As an educator
we have a responsibility to prepare our students to the future challenges they
cannot foresee. As Johnson problematized, some of the crucial challenges of the
21st century will be found in the ‘global interdependence’, ‘need for creative
entrepreneurs’, and ‘interpersonal relationships’ (Johnson, 2014).

In my opinion, cooperation can allow students to take on the responsibility to

experiment with what ‘interpersonal relationships’ and ‘global interdependence’
(Johnson, 2014) could mean for them in the future, in a safe and benevolent
environment. We were mostly confined to binary relationships (Teacher-Student)
due to the medium used to continue learning online. Thus, I find it crucial to
facilitate activities where students can appropriate others’ strategies and
knowledge, ‘co-construct meaning’, and transform their reasoning as a group
(Mercer, 2013). In this matter, the multiculturalism featured in my class serves as
a catalyst and allows them to take on a single problem with a wide variety of
perspectives.

My students also come from different school systems with subjects being
taught in different languages (namely French, Vietnamese, and English) and have
different levels of proficiency in both French and English. This is actually an issue

10
which calls for reflection. As I teach them various subjects in English, I ask them to
speak English and avoid resorting to French or Vietnamese. I wonder if allowing the
recourse to a 2nd language or a 3rd, to a certain degree, could not contribute to a
more effective and deeper understanding of some of the concepts studied in class.
There is as well the argument of how, according to Sigman, bilinguals develop
flexible, adaptive responses, and complex goal-directed thoughts. They also seem
to have more ‘cognitive control’ and ‘executive function’ (Sigman, 2014). However
appealing these ideas can be, they have to be considered with caution. They,
nonetheless, open a range of possibilities and benefits of placing learners in a
bilingual or even trilingual environment where they can practice such mental
gymnastics.

I can see how the incredible expansion of technology with the personal
computer, smartphones and the internet boost the crucial challenges of the 21 st
century. I would also like to add on a side note that technology-related challenges,
faced by some students during our online classes (due to the pandemic), should be
added to this list in my opinion. In retrospective, I believe that internet access and
technology proficiency are sources of both opportunities and inequalities. A few
students made extraordinary progress and managed to develop a certain mastery
of digital tools which allowed them to express themselves in other ways. Something
that may have not happened in the traditional classroom. For that matter, some of
the tools that we (students and teachers) had to familiarize ourselves with, ought
to be incorporated and used even after a return to normalcy. It is no longer
ambiguous that technology will continue to take an even larger part in people’s
lives. I believe it is our duty as educators to facilitate their use and mastery but
also to be ‘a source of strategies and expertise’ (Young, 2009).

III. Implications for practice and constraints in my own context.

At the time I write this part, we have now resumed learning at school. After a
first week, I am amazed by how quickly some of my students managed to find their
marks and to switch back to a ‘communal’ learning experience (Merriam, 2008-09).

11
However, there are clear hints that my effort needs to be bent on implementing and
facilitating activities that will allow them to take on the responsibility to hone their
teamwork, organizational, and social skills. Our current project is a role-play game
where each student creates and develops a character that needs to fit in a certain
role in the story’s hierarchy and fictional community. The product of their effort will
be a live role playing game where they incarnate their character and interact with
others’. For that to be successfully carried out, there is a present element that
needs to be addressed: competition. It occurred to me that I was partly responsible
for fostering it during our online lessons as I resorted to digital tools such as
quizzes or games to boost engagement. Their gameplay is competitive by design
and I now have to lead my learners through a mindset shift for them to approach
our cooperative activities positively. By shift I mean a transition from ‘learner’s
competition’ to ‘social negotiation’ (Jonassen, 1994). The difficulties here could be
multiple based on the complex context I teach in considering my students’ different
‘virtual school bag’ (Thomson, 2003). Although my school does not allow marks and
test scores, some students just joined coming from different school systems where
competition and marks existed. The absence of scores greatly favors a mindset fit
for cooperative learning. However, my students (and their family) do not all share
the same conception of what being a student is. Some have a primal reticence to
share thoughts and solutions in face of a common problem.

They also have to face a language barrier as they all have different levels in 2
languages (French and English). I do believe however that, being immersed in such
context will lead them to be able to converse in a completely foreign language.
Although possibly lengthy, this process is necessary for the ‘assimilation’ of
knowledge and their ‘assimilation’ in a ‘community of knowledge’ (University
College Dublin, n.d). I do not have already-made solutions to smoothly help them
with this transition process. However, I am now more aware of the complexity of
the emotional life of students and that there aren’t just 2 factors (the learner and
the activity) in the equation which leads to a successful learning moment.
‘Cognitive overload’ and ‘regulatory’ mechanism’ (Sigman, 2014) are two important
concepts that will help me take some perspective to appropriately appraise what
was successful and what wasn’t. Taking into account their emotional state literally

12
changes the classroom paradigm and that is something that I have been for too
long oblivious. It changed my perspective from viewing the academic year as a
series of days during which knowledge had to be taught and activities completed, to
a more fluid and evolving process where the mistakes or obstacles faced contribute
to the development of the learner throughout and beyond the academic year. For
that to occur, I now need to develop strategies to bring my students to reflect on
past struggles and achievements. So that together we do not chase only after
immediate rewards but aim for long-term habits to develop resilience, and to gain
meaningful experiences on which they can build upon during their adult life.

An effective exercise to develop an awareness of the progressive nature of

learning, the importance of reflecting on past experiences, and feedback is Austin’s
butterfly. I conducted this activity with my students in order to address challenges
some of them faced when cooperating. The difficulty resided in being able to
interact with their teammates once they had completed an activity or produced
something. They were unable to formulate precise and helpful feedback. They also
often lacked of kind words. This is for me an important point in regards to
cooperative learning. I want to avoid repeating the same mistake and not being
able to coordinate the different activities in a coherent and progressive project. The
risk is that they miss the opportunity to link past and present experience leading to
an incapacity to reassess their thinking, fail to continually test their hypothesis, and
miss on the opportunity to reach their potential. The goal is to guide them to ‘work
together to maximize their own and each other’s learning’ (Topping, 2017, p. 8).

Conclusion.

What cooperative learning has shown me is that it opens a wide array of

possibilities in the classroom. It is a complex approach that requires planning,
flexibility, and post-reflection. In terms of results it could yield, I find it
pragmatically relevant and useful. Learners do not only benefit from the guidance
of the teacher ‘they also learn from and with others’ (Nottingham University, 2021).

13
It multiplies the points of contact with knowledge, skills, and perspectives which are
now not only found within the teacher (the adult) but also within their peers (the
more ‘capable’ peers (Vygotsky, 1978)). As thinking skills are ‘social’,
‘interactional’, and ‘developmental’ (Kutnick, 2011), cooperative learning seems to
be a solid candidate to create a positive environment where students get to develop
possibly absent social skills (Topping, 2017). I find this especially appealing in my
context as my students are about to enter middle school and they all are from high-
mobility families (especially during the pandemic, as some parents moved back and
forth between home countries and Vietnam). This made it especially difficult for
some students to feel “at home” in our class. It is through the ‘remapping’ (Kutnick,
2011) of the classroom that I hope to achieve its full potential as a place of
interplay between emotional, social, and cognitive developments.

‘Cooperation is a significant learning engine’ (Topping, 2017, p. 8) that I

believe can allow my students to be better prepared to the challenges that await
them. Cooperative learning addresses most of the challenges of the 21 st century
listed by Johnson: ‘global interdependence’, ‘need for creative entrepreneurs’, and
‘interpersonal relationships’ (Johnson, 2014).

I believe that cooperative activities planned over a long period of time but
organized within a coherent project, are relevant to any learner. The possibility to
morsel items (knowledge and skills) into appropriate chunks is also in phase with
what neuroscience tells us regarding the way remembering or forgetting occurs. It
can be organized so that the target knowledge and skills can be distributed over
time. It also contributes to make the items of knowledge more meaningful by
linking them to positive emotions experienced during the activity. In my opinion, it
also has the potential to create life-long learners. Children collaborating to achieve
a common goal will develop individual skills that will allow them to take on new
challenges on their own. If cooperative learning activities were to be assimilated by
the learner as emotionally and socially positive experiences, it would not only mean
an increase in learner’s engagement and interest towards their own education, it
could also mean more socially aware and balanced citizens in more equitable
societies. As ‘responsible professional actors’ (Kelchtermans, 2013), educators

14
ought to at least consider adding cooperative learning to their panel of approaches
and pedagogies.

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