Cooperative Learning Strategies
Module One

Welcome to the world of cooperative learning, perhaps the most studied and validated set of teaching strategies used in classrooms today. Scientific research done in the past five years has shown that all new learning has to be personally constructed by the learner within the context of the prior knowledge possessed by that learner. Furthermore, we now know that most learning is a social activity before it becomes a cognitive activity. Recent scientific studies using MRI's have shown that when students are talking about what they are learning, three times as much of the brain mass is activated as with any other learning activity. In addition, collaborating on new learning increases the understanding and meaning attached to the new learning, thus significantly increasing the retention of that material. Collaborative learning strategies, when done properly, place the learner in an environment that allows the learner to process new information socially and link it to what they already know.

Early versions of cooperative learning strategies were usually used for large projects where students were assigned specific roles, and the responsibility for the group's task was divided among the members of the group. This structured use of cooperative learning will be the focus of Module 6. For the first five modules, the focus of this course will be on the simpler strategies, Collaborative Pairs, Carousel, Jigsaw, and Pyramid. These strategies are easier to use on a regular basis, and they all provide students with excellent learning opportunities. The course contains seven modules designed so that participants should easily be able to complete one module per month during the regular school year.

When you have made a firm decision to participate in this course, please email Jerry Peters at gpeters@twcny.rr.com to confirm your registration. Include the following information: your full name, where and what you teach, how many years of teaching experience you have, and how much experience you already have using cooperative learning in the classroom.

Course Objectives

Participants will:

1. Increase their knowledge of and ability to use cooperative learning strategies;

2. Reflect upon the impact of the cooperative learning strategies on student learning;

3. Create a product by the end of the course that provides evidence of the level of accomplishment of the above two objectives.

Product for the Course

You are asked to complete a product for this course. The product may be any of the following:

1. A set of lesson plans that incorporate the use of the strategies accompanied by a reflection document that addresses how the strategies worked and how they affected student learning;

2. A narrative that describes specific strategies and how they successfully impacted a specific (unnamed) student over time;

3. A collection of student work that illustrates a variety of cooperative strategies accompanied by a narrative that identifies the strategies used and their impact on student learning;

4. A video tape or set of still photos that show your students engaged in cooperative activities accompanied by a narrative that explains the cooperative strategy being used in the various scenes;

5. A unique, original product that clearly addresses your use of cooperative strategies in your classroom (to be agreed upon in advance after consultation with the course designers).

Module 1: Strategies Using Pairs of Students

This focus of Module 1 will be on learning to use "Collaborative Pairs" in your classroom. There are dozens of good strategies that teachers can use effectively to help students process new knowledge socially and, at the same time, personally integrate that new learning with their prior knowledge. These strategies are especially valuable to the learner if used in any of three key places in a lesson. Pairs are valuable at the beginning of a lesson to motivate and link each learner to his/her personal prior knowledge. They also aid the learner in constructing the new learning within their personal experiences when incorporated into guided practice following the direct teaching of new material. Finally, using pairs for closure helps each learner individually summarize what he/she has learned, a vital activity necessary for the learner to retain new knowledge.

The following pages, Collaborative Pairs and Collaborative Strategies, should provide you with the information you will need to begin using any of the three strategies with your students.

Collaborative Pairs

Link to Learning:
Much of learning occurs in social situations.
Learning is first a social activity before it is a cognitive activity.

1. One very effective grouping of students for learning new content and/or skills is a pair of students. For students to learn and retain new information, they need to "play with it in their mind".

2. It is nearly impossible for learners to think about one thing and talk about another. Therefore, getting students talking about the concept or skill increases their thinking about that concept/skill. It also increases accountability for learning because…it is hard to get lost in a pair!

3. Collaborative pairs work best for learning during guided practice and closure. Another good use is for linking prior knowledge during the launch activity.

4. Suggested groupings for collaborative pairs are:

a. A low achieving student with an average student
b. Two average students
c. An average student with a high achieving student
d. Two high achieving students

5. Grouping low to high is peer tutoring, not collaborative pairs. Never group low to low. This results in very little learning. High to high works well with an enrichment task for that pair.

6. Excellent beginning strategies for collaborative pairs are:

a. Numbered heads
b. Think-pair-share
c. Pairs checking

Collaborative Strategies

Numbered Heads is designed to ensure active involvement on the part of learners by giving specific tasks to each partner.

1. Students number off or are assigned either the #1 or the #2.

2. Teacher announces the task and the time limit.

3. #1 does_____________________; #2 does_______________________. For example, #1 explains how to do the first example and #2 writes down what #1 says. Then they switch roles for the next example.

Think-pair-share is designed to encourage individual thought before pairing up to discuss the information.

1. Teacher explains the task while students listen.

2. Students think independently (silently)

3. Students pair with a partner and discuss their thoughts

4. Students share with another group OR the class. This can be extended by taking "pairs" to foursomes (pyramiding) BEFORE sharing with the class.

Pairs checking is designed to support guided practice (worksheet, etc.) of a procedure, while requiring students to explain their answers to one another and allowing the teacher to circulate and assist groups that need assistance.

1. Partners do the first two or three problems independently.

2. Partners stop and agree on answers to the problems done before repeating the process for the next two or three problems. If their answers differ, the students explain their methods to each other and try to decide who is correct. If they cannot agree, then the teacher should be asked to intervene.

Activity for Module 1

Please choose at least one of the three Collaborative Pair strategies and design an activity and use it in one of your classes. The activity should:

1. Engage all students in conversation relating to your objective for the particular lesson.

2. Take approximately 5 to 15 minutes of class time.

3. Follow the guidelines contained in this lesson on Collaborative Pairs.

Additional Resources

A group at Sheridan College has developed a web site devoted to promoting use of cooperative learning. The site is called the Cooperative Learning Network and is located at http://www.sheridanc.on.ca/academic/edserv/cooplrn.htm . You may find something of interest on the site.

Spencer Kagan's book, Cooperative Learning (ISBN 1-879097-10-9), contains many easy-to-use collaborative strategies for all grade levels. This book is available at www.kaganonline.com.