Friends are a developmental advantage (see Johnson, 2003; Johnson & Johnson, 1989, 2005). The third essential component of cooperative learning is promotive interaction, preferably face-to-face. Randomly choose two or three students to give 30 second summaries of their discussions. Johnson D. W., & Johnson, R.  (1989). The research on social interdependence includes both theoretical and demonstration studies conducted in educational, business, and social service organizations. Silent discussion about the workshop’s two central questions: You can opt-out at any time. How teachers structure student-student interaction patterns has a lot to say about how well students learn, how they feel about school and the teacher, how they feel about each other, and how much self-esteem they have. Tailor cooperative learning lessons to unique instructional needs, circumstances, curricula, subject areas, and students. This study explores the effectiveness of a cooperative learning (CL) approach, where students work together and elaborate concepts of physics. If correct, the group will receive another problem. Cooperative learning is now an accepted and highly recommended instructional procedure. David W Johnson and Roger T JohnsonWithout the cooperation of its members society cannot survive, and the society of man has survived because the cooperativeness of its members made survival possible…. Continuous improvement of the process of learning results from the careful analysis of how members are working together. It is through promoting each other’s learning face-to-face that members become personally committed to each other as well as to their mutual goals. The fourth issue is to understand the flexibility and many faces of cooperative learning. Students share their answer with their partner. The degree of emotional bonding that exists among students has a profound effect on students’ behavior. Social interdependence:  The interrelationships among theory, research, and practice. One indication of engagement in learning is time on task. Watch second time to take notes—one column for a video, one column for BRAVE qualities, Discuss the BRAVE qualities and other things students noticed, Present students with a problem (like the, Students are not allowed to speak, only communicate through post-its or, Tell students that the point is to slow talk down so that they can concentrate on the qualities of good collaboration, After working on the problem, the class comes together to discuss what they learned about good collaboration, Each student writes down which BRAVE quality they want to work on, Split students into groups of four and have them read each other’s choice of BRAVE quality, Let students work on the problem from Day 1 together. Cooperation and Competition:  Theory and Research.Edina, MN:  Interaction Book Company. People who are unable to do so often (a) become depressed, anxious, frustrated, and lonely, (b) tend to feel afraid, inadequate, helpless, hopeless, and isolated, and (c) rigidly cling to unproductive and ineffective ways of coping with adversity. Group processing exists when group members discuss how well they are achieving their goals and maintaining effective working relationships. There are over 175 studies that have investigated the relative impact of cooperative, competitive, and individualistic efforts on quality of relationships and another 106 studies on social support (Johnson, 2003; Johnson & Johnson, 1989, 2005). With our students and colleagues, we have conducted a series of studies relating cooperative, competitive, and individualistic efforts and attitudes to various indices of psychological health (see Johnson, 2003; Johnson & Johnson, 1989, 2005). Cooperation and trust: Some theoretical notes. When utilizing these three types of cooperative learning, any learning situations in any subject area with any age students and with any curriculum can be structured cooperatively. Since cooperation and conflict are inherently related, the procedures and skills for managing conflicts constructively are especially important for the long-term success of learning groups. In the mid-1960s, cooperative learning was relatively unknown and largely ignored by educators. b. Thus, the more cooperative learning experiences students are involved in, the more mature their cognitive and moral decision making and the more they will tend to take other people’s perspectives in account when making decisions. What does interactiveness mean? Quality of relationships includes such variables as interpersonal attraction, liking, cohesion, esprit-de-corps, and social support. The core element of cooperative learning is to showcase the positive effects of interdependence while underlining the importance of personal responsibility. Finally, there is evidence that cooperation promotes more frequent use of higher level reasoning strategies than do competitive (effect size = 0.93) or individualistic (effect size = 0.97) efforts. This is about the length of time a motivated adult can concentrate on information being presented. Educational practices and thought, however, have changed. This data is used to intervene in groups and to guide group processing. Cooperative learning is an activity which helps students to work in groups. New York:  Hawthorn. What does interactiveness mean? A strong relationship was found between cooperativeness and psychological health, a mixed picture was found with competitiveness and psychological health, and a strong relationship was found between an individualistic orientation and psychological pathology. In these preinstructional decisions, the social skills objectives specify the interpersonal and small group skills students are to learn. 275-319). c.  Students listen carefully to their partner’s answer. Students’ learning goals may be structured to promote cooperative, competitive, or individualistic efforts. A learning goal is a desired future state of demonstrating competence or mastery in the subject area being studied. An important aspect of school life is engagement in learning. Teachers (a) bring closure to the lesson, (b) assess and evaluate the quality and quantity of student achievement, (c) ensure students carefully discuss how effectively they worked together (i.e., process the effectiveness of their learning groups), (d) have students make a plan for improvement, and (e) have students celebrate the hard work of group members. Peer group acceptance and friendships may be built through the extensive use of cooperative learning. Each may cause the other. The close relationship between theory, research, and practice makes cooperative learning somewhat unique. Cooperative learning is an instructional strategy that enables small groups of students to work together on a common assignment. The group work is an integral part of, not an adjunct to, the achievement of the learning goals of the class. It should not be. As Table 2 shows, cooperation generally promotes greater interpersonal attraction among individuals than does competitive or individualistic efforts (effect sizes = 0.67 and 0.60 respectively). By explaining the social skills emphasized in the lesson, teachers operationalize (a) the social skill objectives of the lesson and (b) the interaction patterns (such as oral rehearsal and jointly building conceptual frameworks) teachers wish to create. The goal structure specifies the ways in which students will interact with each other and the teacher during the instructional session. When more directly practice is connected to theory, furthermore, the more likely practice will be refined, upgraded, and improved over the years. Closure Focused Discussion:  Teachers give students an ending discussion task lasting four to five minutes. Social interdependence is created when goals are structured so that the accomplishment of a person’s goal is affected by others’ actions. Listening to student discussions can give instructors direction and insight into how well students understand the concepts and material being as well as increase the individual accountability of participating in the discussions. Group members must know how to provide effective leadership, decision-making, trust-building, communication, and conflict-management, and be motivated to use the prerequisite skills. ), a short documentary video that shows important features of good collaboration, three or more challenging problems that students won’t be able to solve alone, and a few short videos depicting students like yours collaborating together. Cooperative Learning is part of a group of teaching/learning techniques where students interact with each other to acquire and practise the elements of a subject matter and to meet common learning goals. In formal cooperative learning groups the teachers’ role includes (see Figure 4): 1. Also, Kolawole posited that cooperative learning strategy was more effective than competitive learning strategy in teaching of Mathematics at secondary school level. In cooperative situations, students’ actions substitute for each other, students are inducible, and a positive cathexis is created toward other’s actions. After team members are organized into these small groups and receive instruction from their teacher, students within the team cooperate with one another and work through the … The class ends with a base group meeting. ), Nebraska symposium on motivation, (pp. Positive interdependence tends to result in promotive interaction, negative interdependence tends to result in oppositional or contrient interaction, and no interdependence results in an absence of interaction. It also provides time for teachers to move around the class listening to what students are saying. The fourth essential element of cooperative learning is teaching students the required interpersonal and small group skills. There is nothing magical about putting students in groups. A basic interaction pattern of eliciting oral rehearsal, higher-level reasoning, and consensus building is required. Groups need to describe what member actions are helpful and unhelpful and make decisions about what behaviors to continue or change. I think 4 is a wonderful group size, perfect to pair off or work as a whole group. Teachers must give a clear task and a group goal so students believe they “sink or swim together.”  Positive interdependenceexists when group members perceive that they are linked with each other in a way that one cannot succeed unless everyone succeeds. It is much more than just putting students into groups and hoping for the best. A theory of cooperation and competition. Deutsch, M.  (1949). The diversity of this research provides considerable generalizabiity to the findings. Cooperative learning is a methodology that employs a variety of learning activities to improve students’ understanding of a subject by using a structured approach which involves a series of steps, requiring students to create, analyze and apply concepts (Kagan, 1990). A typical class session may begin with a base group meeting, which is followed by a short lecture in which informal cooperative learning is used. These three types of cooperative learning may be used together (Johnson, Johnson, & Holubec, 2008). During a lecture, demonstration, or film, informal cooperative learning can be used to focus student attention on the material to be learned, set a mood conducive to learning, help set expectations as to what will be covered in a class session, ensure that students cognitively process and rehearse the material being taught, summarize what was learned and precue the next session, and provide closure to an instructional session. 3. Positive interdependence creates a commitment to other people’s success as well as one’s own and is the heart of cooperative learning. Overall, cooperation tends to promote higher achievement than competitive or individualistic efforts (effect-sizes = 0.67 and 0.64 respectively). Cooperative learning is an extremely useful strategy in that it involves students in established, sustained learning groups or teams. In the 1960’s studies by Jacobs and Campbell suggested that norms are pervasive, even deviant norms were handed down and not questioned. Similarly, cooperation tends to promote more accurate perspective taking than do competitive (effect size = 0.61) or individualistic (effect size = 0.44) efforts. In M. Jones (Ed. Teachers should ensure that students are seeking to reach an agreement on the answers to the questions (i.e., ensure positive goal interdependence is established), not just share their ideas with each other. In competitive situations, the opposite psychological processes may be found. Human Relations, 2, 129-152. The third issue is to understand the five basic elements that make cooperation work. In every classroom, instructional activities are aimed at accomplishing goals and are conducted under a goal structure. Cooperative learning is supported by one of the strongest research traditions in education, with thousands of studies conducted across a wide range of subject areas, age groups, ability levels and cultural backgrounds. The fifth essential component of cooperative learning is group processing. Montagu, A. The procedure is as follows. The way in which materials are distributed can create resource interdependence. The agenda of the base group can include academic support tasks (such as ensuring all members have completed their homework and understand it or editing each other’s essays), personal support tasks (such as getting to know each other and helping each other solve nonacademic problems), routine tasks (such as taking attendance), and assessment tasks (such as checking each other’s understanding of the answers to test questions when the test is first taken individually and then retaken in the base group). b. The group must be accountable for achieving its goals. Placing people in the same room, seating them together, telling them they are a group, does not mean they will cooperate effectively. Together they provide an integrated system for instructional organization and design (as well as classroom management). Students should be grouped for instruction to maximize opportunities to learn, and the type of grouping can produce different results based on the circumstances. Establish groups using a variety of criteria, such as social skills, academic skills, student interests, and instructional objectives. Boston: Allyn & Bacon. If possible, show a number of short videos depicting students like yours collaborating together. When international agreements are made and when international efforts to achieve mutual goals (such as environmental protection) occur, these five elements must be carefully implemented and maintained. While there are limitations on when and where you may use competitive and individualistic learning appropriately, you may structure any learning task in any subject area with any curriculum cooperatively. View Unit-7.pdf from ECONOMICS 202 at Hazara University, Dodhial, Mansehra. In short, cooperative learning comes after you've taught something to your students. Individual accountability exists when the performance of each individual student is assessed and the results are given back to the group and the individual in order to ascertain who needs more assistance, support, and encouragement in completing the assignment. The samples studied included middle-class junior-high students, middle-class high school seniors, high-school age juvenile prisoners, adult prisoners, Olympic ice-hockey players, adult step-couples, and business executives in China. Explaining the instructional task and cooperative structure.Teachers (a) explain the academic assignment to students, (b) explain the criteria for success, (c) structure positive interdependence, (d) structure individual accountability, (e) explain the behaviors (i.e., social skills) students are expected to use, and (f) emphasize intergroup cooperation (this eliminates the possibility of competition among students and extends positive goal interdependence to the class as a whole). There are important cognitive activities and interpersonal dynamics that can only occur when students promote each other’s learning. Cooperative learning exercises can be as simple as a five minute in class exercise or as complex as a project which crosses class periods. Promotive, oppositional, and no interaction have differential effects on the outcomes of the situation (see Johnson & Johnson, 1989, 2005). To be cooperative, to reach the full potential of the group, five essential elements need to be carefully structured into the situation:  positive interdependence, individual and group accountability, promotive interaction, appropriate use of social skills, and group processing (Johnson & Johnson, 1989, 2005). A wide variety of research tasks, ways of structuring social interdependence, and measures of the dependent variables have been used. Cooperative learning was embedded in methods of teaching English course. This includes orally explaining how to solve problems, discussing the nature of the concepts being learned, teaching one’s knowledge to classmates, and connecting present with past learning. Mastering the basic elements of cooperation allows teachers to: 1. Figure 1 shows the relationships among the outcomes. 2. Cooperative learningis an organized and structured way to use small groups to enhance student learning and interdependence.