Cooperative Learning

An old idea
whose time has come!!

We > I
 George Jacobs

• Email: gmjacobs@pacific.net.sg
• Tel: 9-389-8360
• WWW: www.georgejacobs.net
 Acknowledgements

• CL Center, U. of Minnesota (USA) -

www.clcrc.com
• Success for All Foundation -
www.successforall.net
• Kagan Publications and Professional
Development - www.KaganOnline.com
 Write-Pair-Switch

• Each S works alone to write answers

(2 mins)
• In pairs, Ss share answers (2 mins)
• Ss switch partners & share their
former partner’s ideas with their
new partner (2 mins)
 Questions
• Name, subject, etc.
• Experience with groups as S or T
• Current knowledge about CL
• Want to learn about CL
• 2 questions of your own
How Can We Use Write-
Pair-Switch?
• Meeting new group members
• Before lesson to discuss what Ss know
about topic/remember from last lesson
• During a lesson for Ss to practice concepts
taught or to give their own ideas
• Afterwards to discuss what they have
learned & still need to learn
Write-Pair-Switch: Examples

• Books read during USSR/Extensive

Reading
• How did you choose the book?
• Is it fiction or non-fiction?
• What did you like about the book?
• What do you plan to read next?
Write-Pair-Switch: Examples

• Plants
• What plants do you know about?
• How did you learn about them?
• What plants are useful to you? How do you
use them?
• If you could grow a plant, which one would
you grow? Why?
 Write-Pair-Switch:
Your Ideas

• Level? Subject? Topic?

• What questions?
• How much time for each step?
• Use questions without 1 right
answer or that need an explanation
of the entire answer
Outline

• Potential advantages of groups

• Problems with groups
• Definition of CL
• Dimensions of CL
Attention Signal

• T claps - T’s hand raised

• Ss’ hands raised, mouths
closed, eyes on T
• Ss alert classmates who do not
see T’s hand raised
Quick, easy way to get Ss’
attention. The longer it
takes to get Ss’ attention,
the more time is lost.
RSPA
• Raise hand
• Stop talking
• Pass signal
•Attention to teacher
Circle of Speakers

• 2 groups of 2 within each foursome

• 1 gives an idea
• 2 gives an idea
• 1 gives another idea
• 2 gives another idea
• T calls on Ss to share partner’s ideas
Topic for Discussion

• What are potential advantages of

groups? Explain, please.

2: You’re full of good ideas!

1: You’re smart! I learned
something from you.
Potential
Advantages of Grps
1. Quantity of learner
speech can increase
Maximum Peer Interaction

• Small groups
• Less whole-class reporting
• How do Write-Pair-Switch and Circle of
Speakers encourage Maximum Peer
Interaction?
• 2. Individualization can
increase
Equal Opportunity to Participate

• Does everyone have a structured chance

to take part?
• How do Write-Pair-Switch and Circle of
Speakers encourage Equal Opportunity
to Participate?
Potential Advantages
cont. ...

3. Anxiety can be
reduced
4. Thinking can increase
Individual Accountability

• Each group member has to make a

significant contribution to achieving the
group's goal
• How do Write-Pair-Switch and Circle of
Speakers encourage Individual
Accountability?
Potential Advantages
cont. ...

5. Motivation can
increase
Positive Interdependence

• Do Ss feel that they sink or swim together?

• Ss need to collaborate to achieve their
goal?
• How do Write-Pair-Switch and Circle of
Speakers encourage Positive
Interdependence?
• 6. Enjoyment can
increase
Potential Advantages
cont. ...
7. Independence can
increase
8. Social integration can
increase
Potential Advantages
cont. ...

9. Students can learn to

collaborate
Collaborative Skills

• Do students show that they know how to

work together?
• checking for understanding
• disagreeing politely
• asking for help
• speaking with 15 cm voices
• making suggestions
• asking for repetition
• 10. Learning can increase
 How Can You Use Circle
of Speakers?

• What question or task will you give

the pairs?
 Circle of Speakers:
Examples

• 5 times table: 1 says 5 x 1 = 5; 2 - 5

x 2 = 10; 1 - 5 x 3 = 15, etc.
• 1 says a present tense verb; 2 says
the past tense form. Reverse roles.
• Mammals: 1 says ‘rabbit’; 2 says
‘deer’; 1 says orangutan, etc.
Outline

• Potential advantages of
groups
• Problems with groups
Circle of Writers
• Groups of 2
• One partner is 1; Other is 2
• 1 and 2 write at the same time
• They exchange papers, read what their
partner wrote, & discuss
• 1 & 2 share the other’s ideas with the
class
 Topic

• Potential problems with groups

• why the problem occurs
• effects of the problem
• experience with the consequences of
the problem as S or T
 Example
• Problem: too much noise
• Why: Ss get very excited
• Effects: headache, other Ts complain
• Experience: My Ss played a word game in
groups. They were shouting and laughing.
Later that day, another T told me I had
disturbed her next door class.
• 1: I enjoy working with
you!
• 2: _____________________!
Keep Up The Good Work

But don’t ask me to help

Problems with Groups

1. Freeloading
2. Take-overs
3. Arguing
Problems cont. ...

4. Socializing
5. Crowd control
6. Furniture
Problems, cont. ...

7. Appearances
8. Ignorance
9. Coverage
10. Assessment
 How Can We Use
Circle of Writers?
• During or after a lecture, CD-ROM,
etc., Circle of Writers lets us assess
students’ understanding
• Variation: Ss can take turns to write
• Circle of Writers and Circle of
Speakers can be combined
 Using Circle of Writers

• What question or task will you give

the pairs? How much time?
• Use questions/tasks that promote
discussion
• Give prompts for questions to
encourage fuller answer?
 Circle of Writers: Example

• What is one method of saving paper?

• How does the method work?
• Do you already do this?
• Why does it save paper?
• Can you convince other people to use
this method?
 Circle of Writers: Example

• Describe one plant

• Parts?
• Habitat?
• Its place in the web of life?
Outline
• Potential advantages of groups
• Problems with groups
• Definition of CL
Focused Discussion
Pairs (Johnson & Johnson, 1991)*
• T asks a question - Ss work alone
• Partners share answers with each other
and try to improve them
• All Ss need to be able to present and
explain their new answer
• T calls on Ss at random to share the
answer their group developed
• * Johnson, D.W., & Johnson, R.T. (1991). Cooperative learning lesson
structures. Edina, MN: Interaction Book Company.
 Task - Part 1

• Choose 1 problem with groups

that does/would cause you
difficulties
• Explain why the one problem is
important and give an example
of the problem
 Task - Part 2

• Take the problem you described in

Part 1.
• Think of ways to solve the problem.
• Explain why you think your solutions
will work.
• Perhaps CL techniques can help.
Focus on Collaborative Skills

• What is one thing a grp member did

to help your group work together as
a team?
• Who did it? What did they say/do?
• Be incredibly specific.
Collaborative Skills: Examples

• Leong asked, “Please explain positive

interdependence to me.” Asking for help
• Azizah referred us to the two questions
and gave examples. Giving examples
• Renu said to me, “You always have good
ideas. What do you think?” Encouraging
others to participate
How can you use Focused
Discussion Pairs?
 Using
Focused Discussion Pairs

• T teaches, then gives Ss a question

or task to check understanding
• Be sure to ask for reasons or for
how the answer was obtained
• ?s/tasks w/ many possible answers
or parts let many Ss answer
 FDP: Example

• T explains how to do division

• Ss do division problems in groups
• T calls a number
• Ss with that number take turns to
explain one step that their group took in
solving the problem
 FDP: Example

• T asks Ss to design a robot that uses

photosynthesis
• Ss put their heads together
• T calls a number
• Ss with that number explain what their
robot looks like and how it functions
Definition of CL

Concepts and techniques

for enhancing the value of
group activities
Definition of CL,
cont. ...

What CL is NOT:
1. Not new
2. Not all the time
3. Not magic
What CL is NOT,
cont. ...

4. Not usually by itself

5. Not simple
6. Not as easy for Ts as for
workshop leaders
What CL Is NOT,
cont. ...
7. Not switched to
all at once
8. Not mainly about
groups
9. Not a fad
 What CL Is NOT,
cont. ...

10. Not just for students

*** Not just with a small

classroom group
Outline
• Potential advantages of groups
• Problems with groups
• Definition of CL
• Dimensions of CL
 Dimensions of CL - #1

• Group Size
• Group Composition
Write-Circle of Speakers

• Each partner writes alone

• 1 talks for 2 mins.; 2 listens
• 2 talks for 2 mins.; 1 listens
• 1 & 2 share the other’s ideas
with the class
Write-Circle of Speakers

1. Is 4 a good size for

groups? Why or why not?
2. Should T choose the group
members? Why or why not?
 Dimensions of CL

2. Seating Arrangement

Grps sit close together so they

see/hear each other easily &
do not bother other grps
 Dimensions of CL

3. Collaborative Skills

Instead of: Ss assumed / hoped

to know how to work together
 Collaborative Skills

CL: Collaborative skills taught

 Collaborative Skills

• Encouraging others to participate

• Asking for help
• Thanking others who give help
• Making suggestions
• Disagreeing
 Collaborative Skills

• Checking that others understand

• Asking for reasons
• Praising others
• Listening attentively
• Speaking quietly in groups
Circle of Speakers

What are collaborative

skills your students
need to improve?
Circle of Speakers

• 1 gives an idea
• 2 gives an idea
• 1 gives another idea
• 2 gives another idea
• T calls a S to share partner’s ideas
 Dimensions of CL

4. Duration of Groups
Instead of: When grps finish an
activity, the group disbands
 Group Duration

CL: Grps often exist for more

than one activity, and discuss
how they function
 Dimensions of CL

5. Group Solidarity

Instead of: Ss assumed / hoped

to feel solidarity with and care
about grp members
 Group Solidarity

CL: Ts attempt to build

grp solidarity -
Positive Interdependence
 Positive Interdependence

• Goal
• Resource
• Identity
• Role
• Reward
 Circle of Writers

How can we encourage

Ss to care about their
groupmates’ learning?
 Dimensions of CL

6. Individual Participation/Learning
Instead of: Grp members
assumed / hoped to want to
participate / learn
 Individual
Participation/Learning

CL: Activities foster participation

/ learning by all -
Individual Accountability
 Dimensions of CL

7. Teachers’ Roles
Instead of: When Ss in grps,
Ts catch up on paperwork
 Teachers’ Role

CL: Ts actively monitor grp

learning/ functioning
 Dimensions of CL

8. Teachers’ Roles
Instead of: As far as Ss know,
Ts don’t participate in grps
 Teachers’ Role

CL: Ts discuss / model how

they collaborate with fellow
educators and others
Discussion Question

How do you or how

could you collaborate
with other Ts?
Snowball (Kearney, 1993) *

• Each S works alone to list ideas or

information
• Pairs explain their lists to each other and
make a combined list with no duplications
• Pair One and Pair Two present, explain, and
combine their lists with no duplications
• * Kearney, P. (1993). Cooperative learning techniques. Hobart, Tasmania:
Artemis Publishing.
 Dimensions of CL
9. Solidarity Beyond the Group

Instead of: No attention given to

creating solidarity beyond the
grp
 Solidarity Beyond
the Group

CL: Ts try to create solidarity

throughout the class and
beyond
 Dimensions of CL

10. Solidarity Beyond the Group

Instead of: Cooperation just a
way of learning, not an
instructional theme
 Solidarity Beyond
the Group

CL: Cooperation not only a

way of learning but also a
topic for learning
 Write-Pair-Switch

• Each S works alone to write answers

(2 mins)
• In pairs, Ss share answers (2 mins)
• Ss switch partners & share their
former partner’s ideas with their
new partner (2 mins)
 Topic
• What is one CL idea you would like
to try?
 Examples

I want to try …
- Write-Pair-Switch
- Attention Signal
 Circle of Writers:
Example
• 4 pieces of paper per group
• Each S writes & then passes the paper to their
left
• Ss read what the other S has written, continue
based on that, and then pass the paper
• Ss pass & write until papers return to original
writers
Circle of Writers - Topic
• One question about CL
• When you receive someone else’s
paper, respond to that question
• Thus, each question will have 3
responses
 Example
• I wonder what to do with Ss who don’t
say anything in their group
• How can I use CL if there are more than
40 students in my class?
• Can I cover the syllabus if I use CL?
 Circle of Speakers
• The class has a topic or question
with multiple answers
• One at a time, each S stands and
tells groupmates their response
Circle of Speakers - Topic

• Give your reaction to the Circle of

Writers responses that your
groupmates wrote to your question
about CL
Using Circle of Writers

• Can be All at Once (1 paper

/person) or One at a Time (1
paper/grp)
 Using Circle of Writers
• Each S begins a story & passes to a
groupmate who continues the story
• Each S does one part of a mathematics
problem that has multiple steps
• 4 sheets: each with a different animal. Ss
write one characteristic of the animal and
how that affects the animal’s behaviour.
 Using Circle of Speakers

• What is one thing you learned in

today’s class? Explain it.
 5%
Lecture
 
10%
Reading
LEARNING PYRAMID
 
20% % of Average Retention Rate
Audio-visual
 
30%
Demonstration
 
50%
Discussion Group
 
75%
Practice by Doing
 
90%
Teach Others CRAIGEN, J. &
GREEN, N.
 A HEALTHY BALANCE

WE
ALL
Cooperative
Learning
Whole
INQUIRING
EXPLORING
Class
UNDERSTANDING
REFLECTING
Learning

Independent
Learning Cooperative Independent Learning
ME Grades 7-12
Peel School District, Canada
Direct Teaching = Learning ?
Who’s Teaching Whom?
Please Thank
Your Partners