Cooperative Learning

Contents

Part 1 - Characteristics, Elements, and Benefits of Cooperative Learning
What is Cooperative Learning?
Five Basic Elements of Cooperative Learning
Additional Elements of Effective Groups
How can collaborative learning benefit you and your group?
Additional Benefits of Cooperative Learning
A Note about Study Groups

Part 2 - Characteristics of an Effective Group and Expected Behaviors and Responsibilities of Group Members
Effective Group Work
Group and individual Responsibilities
Quality Control - Evaluations

Part 3 - Handling Problems
Case 1
Case 2
Case 3

Part 1- Characteristics, Elements, and Benefits of Cooperative Learning

Upon completion of this section, you will be able to:

• define cooperative learning
• compare cooperative learning with competitive and individualistic learning
• compare traditional learning with cooperative learning groups
• identify the five basic elements of cooperative learning
• describe some of the benefits of cooperative learning

What is Cooperative Learning?

A working definition of Cooperative Learning is the use of small groups through which students work together to maximize their own and each other's learning.

Example: a team-based project with grades based on the performance of the team.

In contrast, a definition for competitive learning would be:

Students work against each other in order to achieve an academic goal (such as a high grade) that only one, or very few, students can attain.

Examples: Most high school and college classes; grading on a "curve;" class rankings based on GPA.

Finally, there's individualistic learning:

Students work by themselves to accomplish learning goals unrelated to those of other students.

Example: A self-directed learning project such as investing in stocks.

The differences and similarities between traditional learning and cooperative learning groups can be summarized like this:

Traditional Learning Groups	Cooperative Learning Groups
Responsibility only for oneself	Responsibility for each other
No interdependence	Positive interdependence
No individual accountability	Individual accountability
Social skills assumed	Social skills taught & reinforced
Teacher is primary resource	Students are the major resource
Teacher intervenes	Teacher interacts
One appointed leader	Shared leadership
No group processing	Effective group processing
Top priority: get the job done	Top priority: get the job done, have fun, enjoy each other

Remember, cooperative learning is a strategy designed to help you maximize your own and other classmates' learning.   This strategy makes use of small groups and students working together as a team.   The team approach has proven successful not just for learning in college classrooms, but also in the workplace, in community activities, and even in the home. The cooperative learning team uses specific techniques to make sure everyone in the group meets the defined goals. NOBODY gets to slack off, and no member of the group gets stuck with all the work.

Five Basic Elements of Cooperative Learning

There are five fundamental elements involved in cooperative learning.   In fact, these five elements distinguish cooperative learning from other forms of group learning. These elements can be thought of as pieces in a puzzle. When all of these elements are present in a learning situation, the result is a cooperative learning group. The five basic elements of cooperative learning are:

• Positive Interdependence
• Individual and Group Accountability
• Interpersonal and Small Group Skills
• Face-to-Face Promotive Interaction
• Group Processing

Positive Interdependence

This means the group has a clear task or goal so everyone knows they sink or swim together. The efforts of each person benefit not only that individual, but everyone else in the group. The key to positive interdependence is having commitments made to personal success as well as the success of every member of the group.

Individual and Group Accountability

The group is accountable for achieving its goals, and each member must be accountable for contributing a fair share of the work toward the group goal. No one can "hitchhike" on the work of others. The performance of each individual must be assessed and the results given back to the group.

Interpersonal and Small-Group Skills

Interpersonal and small group skills are required to function as part of a group. These are basic teamwork skills. Group members must know how to -- and be motivated to -- provide effective leadership, make decisions, build trust, communicate, and manage conflict.

Note: If you feel that you need some help building the skills necessary for cooperative learning, you may want to complete the iStudy for Success modules listed below.   For more information on how to access these modules, go to the iStudy Web site http://iStudy.psu.edu/modules.html.

• Active Listening
• Brainstorming skills
• Problem solving skills
• Conflict Management skills

Face-to-Face Promotive Interaction

This means that students promote each other's success by sharing resources. They help, support, encourage, and praise each other's efforts to learn. Both academic and personal support are part of this mutual goal. 

Group Processing

Group members need to feel free to communicate openly with each other to express concerns as well as to celebrate accomplishments. They should discuss how well they are achieving their goals and maintaining effective working relationships.

To help you understand cooperative learning a little better, here are some ideas and activities that could help team members develop better skills in each of the areas listed above:

Ways To Ensure Positive Interdependence:

• the group has only one pencil, paper, book, or other resource
• one paper is written by the group
• a task is divided into jobs and can't be finished unless all help
• pass one paper around the group on which each member must write a section
• jigsaw - each person learns a topic and then teaches it to the group
• a reward (e.g. bonus points) if everyone in the group succeeds

Ways To Ensure Individual Accountability:

• students do the work before bringing it to the group
• one student is chosen at random and questioned on the material the group has studied
• everyone writes a paper; the group certifies the accuracy of all their papers; the instructor chooses only one paper to grade
• students receive bonus points if all do well individually
• instructor observes students taking turns orally rehearsing information

Ways To Ensure Interpersonal and Small-Group Skills:

• be on time for group meetings and start them on time
• listen to others. Don't be so busy rehearsing what you are going to say that you miss other group members' points and ideas
• don't close the road to mutual learning by interrupting or using language that can be regarded as a personal attack
• make sure everyone has the opportunity to speak
• don't suppress conflict, but do control and discipline it

Ways To Ensure Face-to-Face Promotive Interaction:

• a student orally explains how to solve a problem
• one group member discusses a concept with others
• a group member teaches classmates about a topic
• students help each other connect present and past learning

Ways To Ensure Group Processing:

• group members describe each other's helpful and unhelpful behaviors and actions
• as a group, make decisions about which behaviors to continue and which behaviors to change

Additional Elements of Effective Groups

Although team dynamics (how the individual team members work together) can differ from team to team, effective teams also share the following characteristics (modified from Bodwell 1996, 1999):

Full Participation -All team members contribute their time and energy to the project. More importantly, all team members participate in the decision making process.

Trust -Members trust that each member will add value to the project, and members work to ensure that everybody does contribute and appreciation is expressed for different contributions.

Open Communication -The main glue that holds a team together. Communication is effective when all members:

• contribute ideas
• provide feedback constructively
• ask for clarification on anything that might be confusing
• provide frequent updates
• listen to each other carefully

Social/Business Balance -Although teams shouldn't socialize 100% of the time, it shouldn't be all business either. Casual conversation allows members to know each other better, leading to better working relations.

How can cooperative learning benefit you and your group?

Cooperative Learning Helps to :

• raise achievement of students
• build positive relationships among students -- important for creating a learning community that values diversity
• provide the kind of experiences that develop both good learning skills and social skills

Research Shows Cooperative Learning Helps to Produce :

• higher achievement
• increased retention
• more positive relationships and a wider circle of friends
• greater intrinsic motivation
• higher self-esteem
• greater social support
• more on-task behavior
• better attitudes toward teachers
• better attitudes toward school

Hopefully you have already had some successful experiences with cooperative learning and you can relate to many of the benefits listed above. If you haven't had any experiences with team or group work, or you have only had bad experiences, don't worry! Becoming skilled in cooperative learning takes time, patience, and persistence. The more you learn about cooperative learning and the more you practice your skills, the better you will become and the more benefits you will experience.   It takes time.

Additional Benefits of Cooperative Learning

Here are some additional benefits of cooperative learning.   Did you think of any of these?

• When students are working toward a common goal, academic work becomes an activity valued by peers.
• Students are motivated to help one another learn.
• Students are able to translate the teacher's language into "student language" for one another.
• Students who explain to one another strengthen their own learning.
• When students have to organize their thoughts to explain ideas to teammates, they must engage in thinking that builds on other ideas (cognitive elaboration) which greatly enhances their own understanding.
• Teammates can provide individual attention and assistance to one another.
• Regular and constructive collaborative study groups can assist you with mastery of material, exam preparation, and better performance on tests.

The following page contains more resources regarding the benefits of cooperative learning.

http://tlt.its.psu.edu/suggestions/teams/about/benefits.html

A Note About Study Groups

Informal study groups are a form of cooperative learning.   Many students find it helpful to organize in small groups of classmates to review class materials and study for quizzes and exams.   These groups are somewhat different from formal cooperative learning groups in that the members can come and go as they like.   As with any group, difficulties can occur.   The following are tips about forming study groups and studying and learning in groups:

Tips for working in groups

Upon completion of this section, you will be able to:

• Name and identify five roles in a cooperative learning group
• Explain the responsibilities of the members of a cooperative learning group
• Differentiate the characteristics of a functional learning group from a dysfunctional learning group
• Formulate " expected behaviors " as a group member to make the group effective.

Effective Group Work

So far in this module, you have learned a little about the benefits of cooperative learning. Successful cooperative learning doesn't just happen.   It takes extra effort by each group member.   For group work to be successful, individual group members need to have clear, shared goals and plans, clear roles, the ability to work together, mutual accountability, and other elements of effective groups.

Goal Setting and Planning

As stated earlier, to make group work effective as well as successful, groups need to have well-defined goals and a plan for meeting those goals.

Another important element of success is for each team member to have an assigned role.   Groups tend to function better if member roles are defined and assigned during the first meeting. These roles help all members to actively participate in the group process. However, each member doesn't need to be stuck in one role. Consider rotating roles, depending on the goals and activities of the meeting, so each member can experience all five functions of the group.

Five Roles Of Group Members
(Individual Roles that Help Groups Stay On Task)

Taskmaster - makes sure the group stays on task .

Sample Taskmaster statements:

• "Have we gone over Section 3 yet?"
• "That's interesting, but our job is to . . ."
• "We need to move on now, we're running out of time."

Checker - verifies that everyone agrees with an answer or approach and that all understand.

Sample Checker statements:

• "Everyone initial if you agree."
• "Mary, do you understand?"
• "John, could you describe that on your own?"

Gatekeeper - makes sure each person has a turn and that all participate about equally--no loafers and no bullies.

Sample Gatekeeper statements:

• "That's interesting, Joe. Do you agree, Susan?"
• "Let's hear from Pete."

Praiser - encourages others to share ideas, give opinions, and work hard. Makes sure members know they have done a good job and are appreciated. Praises ideas and helping behaviors.

Sample Praiser statements:

• "I know we can do this. Let's keep trying!"
• "We only have two sections left to go."
• "Great idea!"

Recorder - documents responses once all agree. Completes group evaluation forms.

Sample Recorder statements:

• "Were the letters D,B,E,A,C?" Say them again so I write it down correctly."

You can even have a group of more than five -- there are lots of additional roles additional members can play that will be helpful -- roles like Gofer (go get stuff), Clarifier/Paraphraser, Noise Monitor, Researcher, Elaborator, Prober, and Integrator--just to name a few.

Group and Individual Responsibilities

In a cooperative learning situation, every team member has both individual responsibilities and group responsibilities. If a team member doesn't take care of his share of the responsibilities, it will cause problems for the entire group.   Think about the following:

Each Individual Is Responsible for :

• Trying
• Asking
• Helping
• Courtesy

As a Team, Students Are Responsible for :

• Solving
• Consulting other groups, if necessary, to clear up confusion
• Helping group members and members of other groups (if asked)
• Working together to achieve tasks and goals

Expected Behaviors :

• Contributing and helping
• Listening to others with care
• Encouraging everyone in the group to participate
• Praising helpful actions or good ideas
• Asking for help if it is needed
• Checking to make sure everyone understands
• Staying on task with the group

Quality Control - Evaluations

Successful teams are willing to collectively review their output and processes to ensure that the final product or solution meets or exceeds the team goal. Evaluations are important in cooperative learning because they help to assess the effectiveness of both the group as a whole and the individual members.

Group Evaluation

The Recorder is responsible for filling out the group evaluation form with input from the other members.   There is space to record what the group did well, as well as areas needing improvement.   These two areas focus on the group as a whole.   For example, a response for an item asking what the group did well may be "finished ahead of time."

Another area on the group evaluation form asks the group to identify something each member did to increase group effectiveness. This adds an individual dimension to the group evaluation form because it helps members identify each other's strengths and provide positive feedback.

Individual Evaluations

Just as the group evaluation form helps to assess the effectiveness of the group as a whole, the individual evaluation is a way to measure the effectiveness of each member.   Using an individual evaluation form, each member evaluates his or her own performance in the group.

Peer Evaluations

The third area of evaluation is peer evaluations.   Each member of the group should have an opportunity to evaluate the individual performances of the other members of the group.   These peer evaluations are often helpful in determining where the group is having problems as well as in determining the final grade for each individual. They can also help to motivate group members to meet their responsibilities to the group.

Evaluation Resources

Refer to the criteria linked below to evaluate and suggest ways to improve your group performance in the future. The worksheet is available in four different file formats to accomodate different computer configurations. Please choose the file format most likely to work with your computer system.

(These files will open in a new window. To return to this page, close the new window.)

Evaluation Forms Word File	Evaluation Forms PDF File
Evaluation Forms RTF File	Evaluation Forms HTML File

Evaluation Checklist Word File	Evaluation Checklist PDF File
Evaluation Checklist RTF File	Evaluation Checklist HTML File

(Checklists for evaluating group performance taken from Leadership and Teamwork by Career Pathway)

Part 3 - Handling Problems

Upon completion of this section, you will be able to:

• Apply strategies to handle problem situations
• Recognize and formulate strategies for handling group issues

Despite the many benefits of teamwork, students are often resistant to and dislike working in teams. This link offers several reasons why, and ways of resolving these problems.

http://tlt.its.psu.edu/suggestions/teams/about/complaints.html

It is important to understand that even when the group is having difficulties, the members should not expect the instructor to fix everything.    A good rule of thumb is to try to solve the problem at least three times as a group or with the assistance of another group before calling on the instructor.

Group work is not without problems. When a group is functioning well, it often brings out the very best in its members. But when a group is not functioning well, it can be stressful for everyone.

Various things can and will go wrong in any cooperative learning group. The next section outlines some problems that may occur within groups. Read through these to get a general sense of what could happen and what possibilities exist to help resolve problems.

Problem: A group member fails to attend meetings.

A common problem in many groups is that one of the members fails to attend a meeting. Often there are valid reasons why a person doesn't show up. However, it can result in non-productive time for other members because each person is a key to the group's success. Everyone is dependent on the input and involvement of the whole team. Consequently, when one member of a cooperative learning group is absent, everyone suffers.

Talk with the person who is missing meetings -- he/she may have an excellent reason. If not, remind the person how important he/she is to the whole group's success. The phrase "peer pressure" exists because it works -- encourage the person to join you. If all else fails and as a last resort, talk to your instructor and explain how you have tried to resolve the problem. Your instructor may have other ideas and, remember, he or she has the power to give grades.

Problem: A group member comes to meetings unprepared.

It happens -- sometimes students aren't prepared for class, or for cooperative learning group meetings. This prevents the group from being effective and leads to other members taking up the slack. Continued lack of preparation can lead to conflict in the group and unachieved goals.

Some "slackers" may not even know they fall into this category. Have everyone in the group evaluate each other -- in fact, your instructor may do this at any point in time. Having students evaluate each other quickly identifies slackers. If stressing the importance of being prepared for meetings doesn't work for the group, a little reminder that group evaluations are part of the overall grading process probably will.

Problem: A group member is unwilling to carry out the goals or tasks of the group.

Sometimes groups have individuals who resist and behave inappropriately in an effort to hamper the process. They may make comments, such as "Why do we need a team name?" or "This is a waste of time," or "Let's call ourselves the Five Time Wasters." Resistance can come in many forms, such as being boisterous and disruptive. Or, sometimes a group member will become silent and passive.

These behaviors can prevent a group from accomplishing its goals.

Try some role-playing. Your instructor may have shown you this technique already. If not, you may want to have him or her help you through it the first time. Ask a person in the group to act as the resistant member. The "problem child" often sees herself or himself and changes his/her behavior. After the role-play, the group should discuss the experience, talk about the situation, and invent effective ways to deal with it. You may help other groups by reporting the results of this exercise to the whole class.

Problem: During this exercise, a member of the group is unwilling to assume one of the five roles.

Everyone in the group is quite suited to some cooperative learning roles but less so for others. For example, a student who is assertive by nature may feel quite comfortable as a Taskmaster, but someone who is more introverted may be very reluctant to take on that function. Because of different styles and personalities, a group member may refuse certain roles.

Usually unwillingness to perform a role is due to lack of experience. Once a group member has gained exposure and experience in a variety of situations, he/she will feel more at ease with any of the five roles. One way in which to provide this experience is to have everyone play all five roles, but only for a short time. Take one short task or action item and deal with it. Then rotate around the group with a different short task until everyone has gotten a taste of what each role is like. Your instructor can help you make sure the roles are being enacted correctly and clarify any questions you may have.

Problem: A group member has difficulty understanding the material or communicating with other members of the group.

Someone may be slow to understand specific content at one time or another and this may occur for many different reasons. Some students, in group situations, feel a great deal of pressure because their comprehension of the material may not be the same as other group members.

Communication problems may not be due to a lack of understanding but can simply be a result of nervousness in a group atmosphere. Being nervous often hinders effective communication.   It is said, "a chain is as strong as its weakest link." This statement applies to group situations where one or more members are struggling to understand or communicate in a group setting. If one member is struggling, the effectiveness of the entire group is compromised because the group's success is dependent on the contribution of each member

The solution is simple -- always help each other. Every member of the group will struggle at one time or another. The result of helping each other and building a sharing and caring environment will be a win-win situation for everyone.

Problem: One person tries to dominate the meeting. Or, some individuals may say little or nothing.

Hey, just like in real life -- some folks are talkers who believe the whole world is interested in their particular point of view, and others keep to themselves -- thank goodness! We all have different personalities and characteristics. But, sometimes when these very different personality types come to the surface in a small group, communication can be affected.

The goal of cooperative learning is not to change people's personalities! So, the role of the Gatekeeper is a good model for handling these issues. Shy people may need to be prompted, and the talkers may need to be reminded to listen. It may take a little while for people to get used to being drawn out or "shushed," but as the group develops, these little Gatekeeper's prompts will seem less intrusive and become a natural part of each meeting.

Trouble-shooting: Case 1

You are waiting for a cooperative learning group meeting to start. One of the members, Hugh, has been working in the group for the past two months. It is well into the semester and although Hugh is the quietest member of the group and doesn't socialize outside of class, he has been an especially good project and task coordinator. Hugh missed the last group meeting and is late arriving today. Ethan observes that Hugh has been slacking off, not producing his usual caliber or volume of work and has not been keeping activities coordinated. The group agrees that you need to find out what the problem is, but how?

Answer the following questions as you analyze this situation:

• What do you think is the underlying issue?
• What would be the best approach to get the necessary information to resolve this problem?
• How would you communicate with Hugh?   What kinds of questions would you ask?
• What information will you look for from Hugh?
• What would you do as a group at the end of the conversation?

To view troubleshooting feedback/suggestions for this activity, click the following link: Troubleshooting Feedback/Suggestions

Trouble-shooting: Case 2

Your group has had a few meetings and things are going pretty well, except for one significant problem. Frances always has to have her own way about everything. No matter what, it's a struggle between her way of doing things and what other members of the group think should be done. Consequently, the group's progress is slow, decisions are hard to come by, and people are getting frustrated. What are some ways to work through this situation?

Answer the following questions as you analyze this situation:

• What kind of atmosphere must be created in the group?
• How would you weaken Frances' strong need to be in power and exercise control?
• How would you defuse Frances' personal needs and focus the group on developing agreements and seeking out shared goals?
• Which group member role could be assigned to Frances to help her learn to be a partner in the group?
• If the group is not able to work things out on its own with Frances, what could you do?

To view troubleshooting feedback/suggestions for this activity, click the following link: Troublehooting Feedback/Suggestions

Trouble-shooting: Case 3

You like your group. Everyone gets along just great! You all have a variety of complementary skills and talents. No one dislikes anyone else. Everyone comes to meetings. You have terrific discussions.

There's just one little problem. The group can't make a decision. When it comes right down to making a choice, sticking with it, and taking action, it just doesn't happen. And, there are due dates looming on the horizon. Something has to change -- but how?

Answer the following questions as you analyze this situation:

• To facilitate making decisions in groups, what are the necessary steps?   For example, the first step is to understand the problem.   What do you need to do next?
• What are some ways to structure decision-making activities?   Think about how you could use brainstorming to create a list of ideas in writing or, have each team member write down their idea of how to solve the problem.   What should you do after collecting ideas?
• What can you do when team members don't agree on a single solution to the problem?   Who can you go to for help?

To view troubleshooting feedback/suggestions for this activity, click the following link: Troubleshooting Feedback/Suggestions

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