Project Design through Dialogue

言語と文化, 2008

Cooperative learning according to Johnson et al (1998) is the "instructional use of small groups so that students' work together to maximise their own and each other's learning." Within cooperative situations, students seek outcomes that are beneficial not only to themselves but also to the members of their group. By adopting a

New directions for teaching and learning, 1996

When students attend a college class, they typically expect to sit passively and listen to a professor "profess"; they expect to be evaluated based on their individual work-exams, papers, and quizzes-and they bring with them a set of norms for interacting with their classmates. Based on their past experiences with school, many students believe that they are in competition with their classmates for scarce resources-good grades. Even when faculty use a performance-based or absolute grading system, students may recognize that they are not in competition with their classmates, but they may only vaguely sense that their classmates' grades are unrelated to theirs. Competitive interaction among students and no interaction among students (individualistic evaluation) are the two most common ways that students relate to one another in college classrooms. This chapter describes a third choice-cooperation among students. Cooperative interaction is the least common but most effective approach for promoting students' learning and teamwork skills. Cooperation is working together to accomplish shared goals. Within cooperative activities individuals seek outcomes that are beneficial to themselves and to all other group members. Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each others' learning uohnson, Johnson, and Smith, 199 lb). Carefully structured cooperative learning involves people working in team to accomplish a common goal, under conditions that involve both positive interdependence (all members must cooperate to complete the task) and both individual and group accountability (each member is accountable for the final outcome). During the past ninety years, nearly six hundred experimental and more than one hundred correlational studies have been conducted comparing the NEW DIRECTIONS FOR TEACHING AND LEARNING. no 67. Fall 1996 0 Jossey-Bass Pubhshers

Robert Slavin reviews the substantial body of studies of co-operative learning in schools, in particular those using control groups being taught with more traditional methods. There are two main categories -"Structured Team Learning" and "Informal Group Learning Methods"each reviewed and illustrated. As regards affective outcomes, cooperative learning overwhelmingly shows beneficial results. For achievement outcomes, positive results depend heavily on two key factors. One is the presence of group goals (the learner groups are working towards a goal or to gain reward or recognition), the other is individual accountability (the success of the group depends on the individual learning of every member). The chapter presents alternative perspectives to explain the benefits of co-operative learning -whether it acts via motivations, social cohesion, cognitive development, or "cognitive elaboration". Despite the very robust evidence base of positive outcomes, co-operative learning "remains at the edge of school policy" and is often poorly implemented.

2014

In this chapter, we propose to review a series of cooperative learning studies that allow to pinpoint that social skills development is crucial for group work to be efficient in terms of cognitive/academic outcomes and that teachers can further this social skills development with a reasonable investment. We start with some highlights of a research programme showing how easily students can switch to competition even with cooperative instructions. We document this phenomenon at both university and at primary school levels. We then use this set of results to underline the importance of preparing students to cooperate when they have to work together. Finally, we summarise and document the benefits of two short simple interventions, one at university and the other at middle school, developed to address some potential resistance of teachers to invest in the development of social skills. The implications for teachers' ability to accompany cooperative group work are discussed.

Social Psychology in Action, 2019

Contents Introduction 111 Social Interdependence 112 Psychological Processes in Social Interdependence 113 Cooperation 114 Cooperative Learning Methods 116 Positive Interdependence and Social Comparison 117 Inspiring and Threatening Partners 119 Competence Threat 120 The Promotion of Cooperative Methods 120

2017

177 FOUR MAJOR THEORETICAL PERSPECTIVES 179 Motivational Perspective 179 Social Cohesion Perspective 180 Cognitive Perspectives 182 WHAT FACTORS CONTRIBUTE TO THE ACHIEVEMENT EFFECTS OF COOPERATIVE LEARNING? 184 Structuring Group Interactions 185 Group Goals and Individual Accountability 185 IS THERE ANY ALTERNATIVE TO GROUP GOALS AND INDIVIDUAL ACCOUNTABILITY? 187 Higher Level Cognitive Tasks 188 Controversial Tasks Without Single Answers 188 Voluntary Study Groups 188 Structured Dyadic Tasks 188 Communal Study Groups 189 RECONCILING THE FOUR PERSPECTIVES 189 WHICH STUDENTS GAIN MOST? (IMPORTANT SUBPOPULATIONS) 190 OUTCOMES OTHER THAN ACHIEVEMENT 191 DIRECTIONS FOR ADDITIONAL RESEARCH 191 REFERENCES 193

Academia Letters, 2021

This paper justifies the importance of building cooperative learning skills and attitudes in learners throughout the course of teaching and learning process. Cooperative learning is not just a word that can be explained by one sentence. Many scholars have different definitions for this concept. According to The active classroom (n.d.) defined cooperative learning as a student-centered and instructor-facilitated instructional strategy in which a small group of students is responsible for its own learning and the learning of all group members. However, Kagan (1989) as cited in The active classroom (n.d.), adds to say that in cooperative learning a teacher designs social interaction structures as well as learning activities. The main role of this is to allow students to interact with each other in order to achieve a common-related goal. It is required that a teacher should arrange the students into smaller groups so that they can be able to discuss various topics and activities that would eventually prepare and enable them to solve problems that exist in their life experiences. Nevertheless, many teachers regard themselves using cooperative learning while they use group work, Boo et al. 2001 (as cited in Roy 2009). Johnson et al. (1994) expresses that many teachers who believed that they are using cooperative learning are mostly to miss the nature of the concept of cooperative learning. Roy (2009) quoted basic differences of cooperative learning with that of group work, out of the nine that was introduced by Johnson et al. (1994). Focusing on those differences mentioned by Roy (2009), Johnson et al. (1994) stated that, Five basic elements of cooperative learning 1. Cooperative learning is based on positive interdependence between group members where goals of the group are structured and meant to instill a mentality that all members

The Pedagogical Psychology, 2013

Cooperative learning is an instructional strategy in which small groups of students work together on a common task. The task can be as simple as solving a multi-step problem together, or as complex as developing a design for a new kind of project. In some cases, each group member is individually accountable for part of the task. In other cases, group members work together without formal role assignments. According to , there are five basis essential elements that need to be included in order for a lesson to be 'cooperative'. These are:

Ehime University Journal of English Education Research, 2004