Mosaik

**Mosaik ** - (Group members: Laura Jane Curry, Donna Harper & Marcia Luccock)   = = = = =Cooperative and Collaborative Learning =

 

Image from:  <span class="wiki_link_ext"> <span class="wiki_link_ext"> [] <span style="font-size: 81%; font-family: Arial,Helvetica,sans-serif;">- <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;"> Accessed June 29, 2009. <span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;">

"Learning is a social process that occurs through interpersonal interaction within a cooperative context. Individuals, working together, construct shared understandings and knowledge." David Johnson, Roger Johnson and Karl Smith, //Active Learning: Cooperation in the College Classroom//, Edina, MN: Interaction Book Co., 1991.

<span style="font-size: 103.65%; color: rgb(0, 0, 0); font-family: arial,helvetica,sans-serif;"> __** Definitions **__**:** <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;"> Cooperative Learning ** <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">
 * <span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;">"Cooperative learning is the use of small groups in which students work together to accomplish shared goals and to maximize their own and others’ potential" (Johnson, Johnson and Holubec, 1994). More specifically Johnson and Johnson deemed Cooperative Learning to include four necessary components: face-to-face interaction, positive goal interdependence, individual accountability, and demonstration of interpersonal and small group skills. In Cooperative Learning someone else other than the learner forms the groups and sometimes in a cooperative venture each member needs to "give up" something for the good of the group, to compromise.
 * <span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;">Cooperative Learning is seen by Mary Annette Rose as "a teacher structured, systematic instructional approach typified by small groups of learners working together on a common learning task...The approach employs specific mechanisms to achieve positive interdependence and promote interaction, especially division of labor activated by role assignment" (Rose, 6). In summary, the contribution of the parts contributes to the success of the whole.
 * Collaborative Learning**<span style="font-size: 90%; font-family: arial,helvetica,sans-serif;"> <span style="color: rgb(0, 0, 0);">
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">Collaborative learning is an umbrella term encompassing a variety of educational approaches involving joint efforts by learners. Collaborative learning activities vary widely, but most center on the learner’s exploration or application of the curriculum within groups of students or student and teacher, not simply on the teacher’s presentation of curriculum (Learning and Teaching Scotland website).
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">Collaborative Learning is "a coordinated synchronous activity that is the result of a continued attempt to construct and maintain a shared concept of a problem (Roschelle and Teasley, 70). Micheal Schrage expands on this definition of collaborative learning as a "process of shared creation by two or more individuals with complementary skills interacting to create a shared understanding that none had previously possessed or could have come to on their own". (Schrage, 40).
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Collaborative Learning is less structured than Cooperative Learning, often the individual chooses the group, and in collaborations each person gains without compromising.

<span style="font-size: 120%; color: rgb(0, 0, 0); font-family: arial,helvetica,sans-serif;">__**History**__**:** <span style="color: rgb(0, 0, 0);"> <span style="color: rgb(0, 0, 0);"> <span style="font-size: 120%; color: rgb(0, 0, 0); font-family: arial,helvetica,sans-serif;">__**Introduction**__**:** <span style="font-size: 92.13%; font-family: arial,helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; color: rgb(0, 0, 0);">"In cooperative and collaborative learning, the teacher's role is to create an environment where students are willing and able to work together, where there are plenty of opportunities and stimulating contexts for learners to work with others, and where they feel safe to share their emerging ideas and understandings." Learners are usually working in groups of two or more, searching mutually for understanding, solutions, meanings, or creating a product. Collaborative learning also places emphasis on assessing each student's contribution within the group, in addition to the <span style="font-size: 103.65%; font-family: arial,helvetica,sans-serif;">performance of the team as a whole. Students involved in collaborative learning situations <span style="font-size: 125%; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 101.25%; font-family: arial,helvetica,sans-serif;">, are not only absorbing new information and ideas, but also <span style="font-family: Arial,Helvetica,sans-serif; font-size: 100.238%; color: rgb(0, 0, 0);"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"><span style="font-size: 82.0125%; font-family: Arial,Helvetica,sans-serif; color: rgb(0, 0, 0);">**using the** <span style="font-size: 81%; font-family: Arial,Helvetica,sans-serif; color: rgb(0, 0, 0);"> **information and <span style="font-family: Arial,Helvetica,sans-serif; font-size: 100.232%;">ideas to create something new **  <span style="color: rgb(0, 0, 0); font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> (Johnson, Johnson and Holubec, 1994).<span style="font-size: 103.65%; font-family: arial,helvetica,sans-serif;">  <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">
 * <span style="color: rgb(0, 0, 0); font-size: 90%; font-family: Arial,Helvetica,sans-serif;">1960's were the beginning of collection of a comprehensive library of research on cooperative learning.
 * <span style="color: rgb(0, 0, 0); font-size: 90%; font-family: Arial,Helvetica,sans-serif;">First study on cooperative learning was undertaken in 1924.
 * <span style="color: rgb(0, 0, 0); font-size: 90%; font-family: Arial,Helvetica,sans-serif;">68% of studies on cooperative learning have been conducted since 1970.
 * <span style="color: rgb(0, 0, 0); font-size: 90%; font-family: Arial,Helvetica,sans-serif;">305 studies have been completed looking at the outcomes of cooperative, competitive and individualistic learning in adult learning classes.
 * <span style="color: rgb(0, 0, 0); font-size: 90%; font-family: Arial,Helvetica,sans-serif;">Over many decades, research has demonstrated that cooperative learning is a cost-effective instructional process.
 * <span style="color: rgb(0, 0, 0); font-size: 90%; font-family: Arial,Helvetica,sans-serif;">Validity and reliability have been demonstrated over eleven decades, and through numerous approaches to research into cooperative learning, including theoretical studies, and studies done in labs, classrooms and universities.
 * <span style="color: rgb(0, 0, 0); font-size: 90%; font-family: Arial,Helvetica,sans-serif;">Generalizability is evidenced by the fact that research has been done with different educational institutions, and students with varied cultural backgrounds, economic class, sex, age, and place of birth; a broad range of subjects, tasks and means of structuring cooperative learning were measured and numerous methodologies were employed.
 * <span style="color: rgb(0, 0, 0); font-size: 90%; font-family: Arial,Helvetica,sans-serif;">Future research should look at other variables involved in cooperative learning such as social support, self-esteem, and interpersonal attraction in groups.

__**<span style="font-size: 130%; font-family: Arial,Helvetica,sans-serif;">Rational **__ ** : **

<span style="font-size: 59.7%; font-family: arial,helvetica,sans-serif;">
<span style="font-size: 109.08%; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;">The rational for promoting more collaborative learning in educational settings is based on our growing understanding that: <span style="font-size: 81%; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 120%; font-family: Arial,Helvetica,sans-serif;"> __<span style="font-size: 144%; font-family: Arial,Helvetica,sans-serif;">**<span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">Five Characteristics of Cooperative Learning ** __<span style="font-size: 120%; font-family: arial,helvetica,sans-serif;">**:**
 * people are social animals and most of our goals relate to those of the group or community
 * learning is a social activity and students learn better when they build knowledge, understanding and skills while working with other people
 * classrooms that operate as learning communities get better results
 * being able to learn and work with other people is a highly regarded competency, both in the world of work and in social contexts
 * cooperative learning encourages students to develop the interpersonal skills and attitudes required in our increasingly pluralistic and diverse world (Learning and Teaching Scotland website).

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<span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">American researchers David and Roger Johnson have done more than anyone to popularize the concept of collaborative learning. They researched over 700 studies relating to cooperative, competitive and individualistic learning. As a result, they came up five defining characteristics of cooperative learning. They found that group members: <span style="font-size: 59.04%; font-family: 'courier new',courier,monospace;"> __<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">**Four Principles for Cooperative Learning** __ **:** <span style="font-size: 90%; color: rgb(0, 0, 0); font-family: arial,helvetica,sans-serif;"> Susan Ledlow's states in her theory of lesson design: "It's not cooperative learning if the lesson design does not include the following four principles:
 * 1) <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">work together to accomplish shared goals, buy into a mutual goal, seek outcomes that are valuable for themselves and the group, and believe they sink or swim together.
 * 2) <span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;">are hard on themselves and each other, and make each other accountable for producing high quality work and achieving goals.
 * 3) <span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;">work face-to-face, and support each other to produce joint products. <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">
 * 4) <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">are taught social skills, and are expected to use them to work together to achieve their goals.
 * 5) <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">analyze how effectively they are working together in achieving their goals <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">( <span style="font-family: Arial,Helvetica,sans-serif; font-size: 99%;"><span style="font-size: 93.31%; font-family: arial,helvetica,sans-serif;">Johnson and Johnson, 1989)  <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">.
 * <span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;">Positive interdependence-- the success of all in the team is linked through goals, materials, or rewards. Students are aware that “we sink or swim together.”
 * <span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;">Individual accountability –at various points in the process, the instructor can verify that all students are contributing and learning. Often this is accomplished through individual public performance (randomly calling on one student in the team) or requiring individual assignments as part of the team assignment.
 * <span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;">Equal participation—the structure of the assignment should be such that all students have to participate, and that there are mechanisms to ensure that the participation is fairly equitable. You may try assigning roles, adding steps to the lesson that require input from all team members, or establishing turn-taking procedures.
 * <span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;"><span style="color: rgb(0, 0, 0);">Simultaneous interaction – at several points in the lesson, you should ensure that at least more than one student is actively engaged at a time. Adding a step where students work with a partner within the team doubles the amount of participation. Having all students write an individual response before engaging in a team discussion gets all simultaneously involved." [] Accessed June 29, 2009. <span style="color: rgb(0, 0, 0);">

<span style="font-size: 110%; font-family: arial,helvetica,sans-serif;"><span style="font-size: 108%; font-family: arial,helvetica,sans-serif;">__**<span style="font-size: 110%; font-family: arial,helvetica,sans-serif;">Three key outcomes of Cooperative Learning **__**<span style="font-size: 110%; font-family: arial,helvetica,sans-serif;">: **<span style="font-size: 123.2%; font-family: 'courier new',courier,monospace;"> <span style="font-size: 120%; font-family: arial,helvetica,sans-serif;"><span style="font-size: 94.77%; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 105.3%; font-family: arial,helvetica,sans-serif;">   <span style="font-size: 94.77%; color: rgb(0, 0, 0); font-family: arial,helvetica,sans-serif;"> Johnson and Johnson’s study in 1989 also reviewed over 100 years of research into the benefits of cooperative versus individualized learning. They identified three key benefits of cooperative learning: <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">
 * 1) <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">increased effort
 * 2) <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">positive relationships
 * 3) <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">improved psychological health (Johnson and Johnson, 1989).



__<span style="font-size: 120%; font-family: arial,helvetica,sans-serif;">**ASCD incorporates three objectives using Collaborative Learning approaches** __**:**<span style="font-size: 97.2%; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 110%; font-family: Arial,Helvetica,sans-serif;"><span style="font-size: 87.48%; font-family: Arial,Helvetica,sans-serif;">Johnson and Johnson's 1989 findings were translated into three objectives contained within <span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;"><span style="font-size: 87.48%; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 97.2%; font-family: arial,helvetica,sans-serif;">an Association for Supervision and Curriculum Development <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 89.99%; font-family: arial,helvetica,sans-serif;">([|ASCD)]  <span style="font-family: Arial,Helvetica,sans-serif;">

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<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: 97.2%; font-family: arial,helvetica,sans-serif;">publication in 1994 <span style="font-size: 78.73%; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 96.22%; font-family: arial,helvetica,sans-serif;">. <span style="font-size: 97.2%; font-family: arial,helvetica,sans-serif;"> The ASCD objectives using collaborative learning approaches include: ======
 * 1) ======<span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;">raise achievement for all. ======
 * 2) ======<span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;">include those who are gifted or academically challenged. ======
 * 3) ======<span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;">give students the experiences they need for healthy social, psychological and cognitive development. (Johnson, Johnson and Holubec, 1994). <span style="font-size: 120%; font-family: arial,helvetica,sans-serif;"> ======

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<span style="font-size: 97.2%; font-family: arial,helvetica,sans-serif;"> __**<span style="font-size: 120%; font-family: arial,helvetica,sans-serif;"> Collaborative Learning key points **__**<span style="font-size: 120%; font-family: arial,helvetica,sans-serif;">: **<span style="font-size: 90%; font-family: arial,helvetica,sans-serif;"> __**<span style="font-size: 120%; font-family: arial,helvetica,sans-serif;"> Collaborative Learning expectations for students **__**<span style="font-size: 120%; font-family: arial,helvetica,sans-serif;">: **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">humans are social animals and both motivation and learning are strongly linked to social influences.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">activities and learning undertaken in schools are mostly individualistic, even in classes where students are sitting together in pairs or in groups.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">placing students in pairs or groups and telling them to work together does not in itself result in cooperation.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">requires a shift in attitude and a change in the role of both teachers and pupils, it requires both groups to learn new skills.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">requires an understanding of the strategies and techniques that make cooperative work effective.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">requires taking existing lessons, curricula and courses and restructuring them; making them meet the needs of the curriculum, the subject, the students and the time available; and diagnosing problems students may have in working together, intervening where necessary to increase the group's effectiveness.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">requires teachers to be less controlling and students to take more responsibility for their learning.<span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">can reap great rewards for students, both academically and in the world outside of school (Learning and Teaching Scotland website)<span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">.
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">work as a team
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">actively solve meaningful problems
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">publicly exhibit their learning
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">reflect on what they learn and do
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">apply quality criteria to their work
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">take responsibility for and ownership of their learning (Learning and Teaching Scotland website)<span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">.

__**<span style="font-size: 120%; font-family: arial,helvetica,sans-serif;">Collaborative Learning a community of learners **__**:** <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">Collaborative learning requires the group or class to become a **"community of learners**" that takes responsibility for their own learning, motivation and behaviour. There is significant evidence that suggests where collaborative learning if done well, students become self-motivated and much less reliant on the teacher. They have greater autonomy for their own learning and understand how to be team players. To do this they need to develop a range of new skills, which require a lot of support in the beginning <span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;">(Learning and Teaching Scotland website)<span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">. <span style="font-size: 108%; font-family: arial,helvetica,sans-serif;"> __<span style="font-size: 129.6%; font-family: arial,helvetica,sans-serif;">**Teachers need to control less** __<span style="font-size: 108%; font-family: arial,helvetica,sans-serif;">**:** <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;"> In collaborative learning, the teacher's role changes. While students become the "crew" rather than the passengers, the teacher remains the pilot, setting the classroom on course and ensuring that the students work and learn together effectively <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"><span style="color: rgb(0, 0, 0);">(Watkins, 2005) <span style="font-size: 90%; color: rgb(0, 0, 0); font-family: arial,helvetica,sans-serif;">. <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;"> However, studies show that the less controlling the teacher, the better the students will perform. The goals are different. Helping students to work and learn well together becomes an important goal in itself. The goals for collaborative learning are:
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">to create a learning community
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">to improve our knowledge together
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">to help each other learn
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">to learn how to learn together (Learning and Teaching Scotland website).

<span style="font-size: 90%; font-family: arial,helvetica,sans-serif;"> __<span style="font-size: 129.6%; font-family: arial,helvetica,sans-serif;">**Students need to be taught new skills** __<span style="font-size: 108%; font-family: arial,helvetica,sans-serif;">**:** <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 90%; color: rgb(0, 0, 0); font-family: arial,helvetica,sans-serif;">The <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;"> social skills for effective collaborative learning should be taught to students, just as professionally and precisely as academic skills. These skills include :
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">leadership
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">decision-making
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">communication
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">building trust
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">conflict management (Learning and Teaching Scotland website)<span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">.

<span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">Johnson and Johnson say that moving from a classroom culture where the students are totally dependent on the teacher and work individually, to one where the emphasis is on collaboration requires **"disciplined effort"**. They say it can take years for some classrooms to get it right. It requires a fundamental change in thinking, behaviour and beliefs. Still, there is a place for lessons where the instructor explains and coaches and where students engage in independent learning activities. Johnson and Johnson suggest that if instructors are going to establish genuine cooperative learning, they should use it for 60-80% of the time in their classrooms <span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;"><span style="font-size: 97.2%; font-family: arial,helvetica,sans-serif;">(Johnson, Johnson and Holubec, 199 3).

<span style="font-size: 90%; font-family: arial,helvetica,sans-serif;"> __**<span style="font-size: 120%; font-family: arial,helvetica,sans-serif;">Teachers need to foster positive interdependence **__<span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">**:** <span style="font-size: 120%; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;"> The changing role of the teacher, in collaborative learning environments, requires that teachers learn new techniques, skills and strategies such as:
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">prepare more planning and design work in advance
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">form different kinds of groups for different purposes
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">use different methods to compose and recompose groups
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">work out ground rules with students to help them move from debate and discussion to dialogue
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">train peers to teach peers
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">use a range of techniques such as jigsaws and carousels to promote collaborative working
 * <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">take time to give more feedback: on the process of learning, as well as the product of learning, and on how well students work together <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">(Learning and Teaching Scotland website)<span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">.

<span style="font-size: 120%; font-family: arial,helvetica,sans-serif;">__**<span style="font-size: 108%; font-family: arial,helvetica,sans-serif;">Schools need to become learning communities too **__ **<span style="font-size: 108%; font-family: arial,helvetica,sans-serif;">: **<span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">

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<span style="font-size: 90%; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;">Schools need to set an example and practice collaborative learning themselves. If teachers are expected to control less, so should education management. Teachers need support from management, and governing bodies to allow them to create innovative learning environments. When curriculum is controlled by governments and teachers are held accountable for student performance, they become more controlling and teach to affect their student's test results rather than their ability to work together <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;"> (Learning and Teaching Scotland website)<span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">. <span style="font-size: 120%; font-family: Arial,Helvetica,sans-serif;"> __<span style="font-size: 156%; font-family: Arial,Helvetica,sans-serif;">** Strategies for Cooperative Learning ** __ **<span style="font-size: 99%; font-family: arial,helvetica,sans-serif;">: **

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__Image from__ __<span style="font-size: 117%; font-family: arial,helvetica,sans-serif;"> [|(Slavin 1990)] <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">Accessed July 11, 2009 __ __**<span style="font-size: 99%; font-family: arial,helvetica,sans-serif;">. **__ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Cooperative Learning is more than just dividing students into groups; however, it does not need to be as orchestrated and as detailed as Cooperative Learning theorists suggest. Adult educators may find it useful to explore a variety of Cooperative Learning techniques found in Slavin (1995) e.g.: Think-Pair-Share, Co-Op, and Jigsaw, but may still want to modify the components he discusses for their adult students. As with many educational concepts, it's a good idea to start out small. Begin with pairs; work up to groups of three or four, perhaps simply by combining pairs. Here are some examples of activities from the 3106 Manual:
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Drill Partners
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Reading Partners
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Focus Trios
 * 4) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Summary Pairs
 * 5) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Test Preparers
 * 6) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Test Taking Teams
 * 7) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Homework Checkers
 * 8) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Board Workers
 * 9) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Problem Solving Teams
 * 10) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Jig-saw
 * 11) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Handout Checkmates
 * 12) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Elaborating Pairs and Trios
 * 13) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Group Reports and Presentations
 * 14) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Skill Builders
 * 15) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Writing Response Teams
 * 16) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Focused discussion 1
 * 17) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Turn-to-Your-Partner Discussion
 * 18) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Focused Discussion 2 (PIDP - ID 3106 - __Elements of Instruction Manual__ p. 157-9).

<span style="font-size: 120%; font-family: arial,helvetica,sans-serif;">__**Online Classrooms**__ **:** <span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;">Online classrooms are another forum that encourage collaborative dialogue leading to construction of new knowledge. Learners construct new knowledge in groups through the online format and complete tasks (Paulus, 2005). Collaborative and cooperative approaches to online group work bring the classroom to the student through the Internet. The online community uses collaborative learning as a creation of knowledge versus the transmission of knowledge. This process of knowledge creation is created in conversation with group members across the Internet, and can be done through the use of [|Wikis] as well as through school-based communities. The measure of collaboration demonstrated through communication between group members is done through the analysis of the group dialogue. An instructor teaching online and who promotes collaborative dialogue between group members adds to the construction of new knowledge. The distinction between collaborative and cooperative online learning approaches can be discerned by whether tasks are separated and one group member completes the task individually, which is cooperative, or if tasks are completed through discussion and debate, which is collaboration. __**<span style="font-size: 120%; font-family: arial,helvetica,sans-serif;"> 'Promoting Collaborative Learning Using Wikis **__**<span style="font-size: 120%; font-family: arial,helvetica,sans-serif;">' ** <span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;">Speakers: Derrick Higginbotham, Leila May-Landy, and Dan Beeby, from the Center for New Media Teaching and Learning at Columbia University discuss the use of Wikis in online educational settings.

media type="youtube" key="ul9YM7QZZis" height="340" width="560"

<span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;">[|www.youtube.com/watch?v=ul9YM7QZZis]

__** References **__ ** : ** <span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;">Johnson, David W., Roger T. Johnson and Karl Smith, __Active Learning: Cooperation in the College Classroom__, Edina, MN: Interaction Book Co., 1991. "Learning is a social process that occurs through interpersonal interaction within a cooperative context. Individuals, working together, construct shared understandings and knowledge." <span style="font-family: Arial,Helvetica,sans-serif;">
 * <span style="font-family: Arial,Helvetica,sans-serif;">

<span style="font-size: 90%; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 97.2%; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 64.8%; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;">Johnson, David W. and Roger T. Johnson. __Cooperation and Competition: Theory and Research.__ Edina, MN: Interaction Book Company, 1989. This book summarizes, via meta-analysis, over 750+ studies on the issues surrounding use of collaborative learning in the classroom. Further, the book summarizes outcomes in terms of three broad variables: (1) achievement and motivation, (2) interpersonal relationships, (3) psychological health and well-being.

<span style="font-size: 99%; font-family: Arial,Helvetica,sans-serif;"><span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">Johnson, Roger T., David W. Johnson, and Edythe J. Holubec. __Cooperative Learning in the Classroom__. <span style="font-size: 93.31%; font-family: arial,helvetica,sans-serif;">Edina, MN: Interaction Book Company <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">, 1994. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> <span style="font-size: 93.31%; font-family: arial,helvetica,sans-serif;"> Johnson, David W. and Roger T. Johnson. "Cooperative Learning Returns to College: What Evidence is there that it Works?" p 205. In Dezure, <span style="font-family: Arial,Helvetica,sans-serif; font-size: 99%;"><span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">Deborah. Ed. <span style="font-size: 97.2%; font-family: arial,helvetica,sans-serif;"><span class="addmd" style="font-size: 10.8pt; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 9.72pt; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">[|Learning from Change: Landmarks in Teaching and Learning Higher Education from Change Magazine 1969 -1999.]<span class="wiki_link_ext">  <span style="font-size: 77.76%; font-family: arial,helvetica,sans-serif;"><span style="font-size: 9.72pt; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;"><span class="addmd" style="font-size: 9.72pt; font-family: arial,helvetica,sans-serif;">American Association for Higher Education, 2000. <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;"><span class="wiki_link_ext"> Accessed June 29, 2009. <span style="font-size: 93.31%; font-family: arial,helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 89.1%; color: rgb(0, 0, 0);">Johnson, David. W., Roger T. Johnson and Karl Smith. "The State of Cooperative Learning in Post Secondary and Professional Settings." __Educational Psychology 19 (2007__): 15-29.

[|Learning and Teaching Scotland - Homepage] August 31, 2007. Accessed July 2, 2009.

Ledlow, Susan. [|"Cooperative Learning in Higher Education."] Arizona State University, 1999. Susan Ledlow, an instructor at Arizona State University Center for Teaching and Learning Excellence, explores the principles of teaching cooperatively. Accessed June 29, 2009.

O'Donnell, A. M., C. Hmelo-Silver, and G. Erkens. __Collaborative Learning, Reasoning, and Technology__. Mahwah, NJ: Lawrence Erlbaum. 2006.

<span style="font-size: 93.31%; font-family: arial,helvetica,sans-serif;">Provincial Instructor Diploma Program __ID 3106 Elements of Instruction__. Vancouver, BC: Vancouver Community College, 2009.

Roschelle, J. and S. Teasley. "The Construction of Shared Knowledge in Collaborative Problem-Solving." In C.E. O'Malley. Ed. __Computer-Supported Collaborative Learning__. Berlin: Springer, 1995. 69-77.

Rose, M. A. __Cognitive Dialogue, Interaction Patterns, and Perceptions of Graduate Students in an Online Conferencing Environment Under Collaborative and Cooperative Structures__. Unpublished doctoral dissertation. Bloomington: University of Indiana, 2002.

<span style="font-size: 92.3769%; font-family: Arial,Helvetica,sans-serif;">Schrage, Micheal. __Shared minds: The New Technologies of Collaboration__. New York: Random House, 1990 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 83.979%;">. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> In this important book syndicated columnist, Michael Schrage, examines long ignored collaborative processes in addition to methods of "fanning the collaborative flame." With reference to <span style="font-size: 99%; font-family: Arial,Helvetica,sans-serif;"> <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">legendary creative collaborative teams of the past (Orville and Wilbur Wright, Watson and Crick, Jobs and Wozniak, Lennon and McCartney), Schrage explores truths regarding collaborative methodology. <span style="font-size: 92.37%; font-family: arial,helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Slavin, Robert E. __Cooperative Learning: Theory, Research, and Practice__ 2d ed. Boston: Allyn and Bacon, c1995. Describes the cooperative-learning techniques that Slavin favors, analyzes the research evidence that supports their use, and provides detailed directions on how to use them.

<span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">Smith, B. L., and MacGregor, J. T. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 81%;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">[|"What Is Collaborative Learning." pdf] <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">. In Goodsell, Anne, et al. __Collaborative Learning: A Sourcebook for Higher Education__. National Center of Post Secondary Teaching, Learning, and Assessment at Pennsylvania State University, 1992. <span style="font-size: 96.22%; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">Accessed June 30, 2009. <span style="font-size: 99%; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 90%; color: rgb(0, 0, 0); font-family: arial,helvetica,sans-serif;"> Watkins, Chris. __Classrooms as Learning Communities__. New York, NY: Routledge, 2005.

<span style="font-size: 120%; font-family: arial,helvetica,sans-serif;">__**Associations**__**:** <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 81%; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 89.1%; font-family: arial,helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: 97.2%; font-family: arial,helvetica,sans-serif;">Association for Supervision and Curriculum Development <span style="font-size: 89.99%; font-family: arial,helvetica,sans-serif;">([|ASCD)] <span style="font-family: arial,helvetica,sans-serif; font-size: 81%;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 89.1%;">The Johnson Bros. findings were translated into three objectives <span style="font-size: 99%; font-family: arial,helvetica,sans-serif;">contained within a <span style="font-size: 89.1%; font-family: Arial,Helvetica,sans-serif;">publication in 1994 for ASCD, the main curriculum organization in the US <span style="font-size: 99%; font-family: arial,helvetica,sans-serif;">. <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">Accessed June 29, 2009. <span style="font-size: 99%; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 90%; color: rgb(0, 0, 0); font-family: arial,helvetica,sans-serif;"> <span style="color: rgb(255, 0, 0);"> <span style="color: rgb(255, 0, 0);"> <span style="color: rgb(0, 0, 0);">


 * <span style="font-size: 120%; font-family: arial,helvetica,sans-serif;">See also: **

<span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;">Barkley, E.F., K.P. Cross, and C. H. Major. Collaborative learning techniques: A handbook for college faculty. Jossey-Bass.2005.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Books :**<span style="color: rgb(255, 0, 0);">

Cross, K.P. Collaborative learning 101. The Cross papers - Number 4. League for Innovation in the Community College, 2000.

Hargrove, R. Mastering the art of creative collaboration. McGraw-Hill Ryerson, 1998.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Jacobs, Dr. George M. Teacher's Sourcebook for Cooperative Learning. Thousand Oaks, Calif.: Corwin Press, 2002.

Johnson, David W. and Roger T. Johnson and E. J. Holubec. Cooperation in the Classroom. Edina,Minn.: Interactive Book Company, c1991.

Johnson, D.W., & Johnson, R.T. Learning together and alone: Cooperative, competitive, and individualistic learning. Allyn & Bacon, 1991. <span style="font-size: 90%; color: rgb(255, 0, 0); font-family: arial,helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> <span style="font-size: 110%; font-family: Arial,Helvetica,sans-serif;"> =<span style="font-size: 110%; font-family: Arial,Helvetica,sans-serif;">   = <span style="font-size: 99%; font-family: Arial,Helvetica,sans-serif;"> <span style="font-size: 89.1%; font-family: Arial,Helvetica,sans-serif; color: rgb(0, 0, 0);">Johnson, David W. and Roger T. Johnson. Teaching Students To Be Peacemakers. Edina, MN.: Interactive Book Company, 1995 <span style="font-size: 81%; color: rgb(0, 0, 0); font-family: arial,helvetica,sans-serif;">. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"><span style="font-size: 90%; color: rgb(255, 0, 0); font-family: arial,helvetica,sans-serif;"> <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 90%; color: rgb(255, 0, 0); font-family: arial,helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 89.1%; color: rgb(0, 0, 0);">Kagan, Miguel and Spencer Kagan. Cooperative Learning <span style="font-size: 81%; color: rgb(0, 0, 0); font-family: arial,helvetica,sans-serif;">. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">San Juan Capistrano, CA: Kagan Cooperative Learning<span style="font-size: 90%; color: rgb(0, 0, 0); font-family: arial,helvetica,sans-serif;"> <span style="color: rgb(0, 0, 0);"><span style="font-size: 90%; color: rgb(0, 0, 0); font-family: arial,helvetica,sans-serif;">, 2001. <span style="font-size: 90%; color: rgb(255, 0, 0); font-family: arial,helvetica,sans-serif;">

<span style="font-size: 89.1%; font-family: Arial,Helvetica,sans-serif; color: rgb(0, 0, 0);">Kagan, Miguel, Laurie Robertson and Spencer Kagan. Cooperative Learning Structures for Teambuilding <span style="font-size: 81%; color: rgb(0, 0, 0); font-family: arial,helvetica,sans-serif;">. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">San Juan Capistrano, CA: Kagan Cooperative Learning<span style="font-size: 90%; color: rgb(0, 0, 0); font-family: arial,helvetica,sans-serif;">, 1995.

Millis, B. (Ed.) The journal of cooperation and collaboration in college teaching. New Forums Press Inc., 2000.

<span style="color: rgb(0, 0, 0); font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Weatherley, Colin. Leading the Learning School. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Network Continuum Education,<span style="font-size: 90%; color: rgb(0, 0, 0); font-family: arial,helvetica,sans-serif;"> 2007. <span style="font-size: 90%; color: rgb(0, 0, 0); font-family: arial,helvetica,sans-serif;"> <span style="font-size: 89.1%; font-family: Arial,Helvetica,sans-serif; color: rgb(0, 0, 0);">Weatherley, Colin, <span style="font-size: 99%; font-family: Arial,Helvetica,sans-serif;"><span style="font-size: 81%; color: rgb(0, 0, 0); font-family: arial,helvetica,sans-serif;"> <span style="font-size: 90%; font-family: arial,helvetica,sans-serif;">Bruce Bonney John Kerr, and Jo Morrison <span style="font-size: 90%; color: rgb(0, 0, 0); font-family: arial,helvetica,sans-serif;">. Transforming Teaching and Learning: Developing ‘Critical Skills’ for Living and Working in the 21st Century <span style="font-size: 81%; color: rgb(0, 0, 0); font-family: arial,helvetica,sans-serif;">. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"><span style="font-size: 90%; color: rgb(0, 0, 0); font-family: arial,helvetica,sans-serif;"> Network Continuum Education<span style="font-size: 90%; color: rgb(0, 0, 0); font-family: arial,helvetica,sans-serif;">, 2003.

<span style="font-size: 81%; font-family: arial,helvetica,sans-serif;"><span class="addmd" style="font-size: 9.72pt; font-family: arial,helvetica,sans-serif;">  **Articles****:** <span style="color: rgb(0, 0, 255);"> <span style="font-size: 89.1%; font-family: Arial,Helvetica,sans-serif;">Carlsmith, Kevin. M., & Cooper, J. "A Persuasive Example of Collaborative Learning." Teaching of Psychology//, 29//(2),(2002) 132-135 <span style="font-size: 81%; font-family: arial,helvetica,sans-serif;">. <span style="font-size: 90%; font-family: Arial,Helvetica,sans-serif;">This article provides a case study of a twelve week collaborative learning project. Through an analysis of student self-reports, this study offers NVC information about the alignment between student engagement and cooperative learning.

Johnson, David W., Roger T. Johnson, and Mary Beth Stanne. [|"Cooperative Learning Methods: A Meta-Analysis."] (2002) A comprehensive review of the research on the effectiveness in increasing achievement of the methods of cooperative learning used in schools. Accessed July 11, 2009. Slavin, Robert E. and  Robert Cooper  "Improving Intergroup Relations: Lessons Learned From Cooperative Learning Programs." Journal of Social Issues, 56 (4) (2002) 647-663. This article discusses the need for cooperative learning groups in integrated schools in order to promote more cross-race relationships than might otherwise be the case. We review research on 8 cooperative learning procedures. Evidence for the effectiveness of these programs in facilitating cross-race peer interaction is presented.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Basic Support for Cooperative Work [|(BSCW - Homepage)] is a collaborative workspace software package for collaboration over the Web, developed by the [|Fraunhofer Society] July 2, 2009. BSCW supports document upload, event notification, and group management. Clients require a standard web browser only. Accessed July 11, 2009.
 * Websites****:**

[|College of Educaton & Human Development University of Minnesota - Homepage] Feb. 10, 2009. Info here on the brothers, David W. Johnson and Roger T. Johnson, scholars in the field of Cooperative Learning. Accessed June 29, 2009.

[|infed (the information education - homepage)] June 18, 2009. infed was established in 1995 as an open, independent and not-for-profit site. Put together by a small group of educators, it is now accessed around 6 million times per year. Information here on John Dewey, "Arguably the most influential thinker on education in the twentieth century, Dewey's contribution lies along several fronts. His attention to experience and reflection, democracy and community, and to environments for learning have been seminal. " Accessed July 5, 2009.

[|Kennesaw State University, Georgia - Homepage.] Information on the uses of Cooperative learning in the classroom. Accessed June 29, 2009. <span style="font-size: 120%; font-family: arial,helvetica,sans-serif;"> <span style="font-size: 90.9%; font-family: arial,helvetica,sans-serif;"> [|Prince George County Public Schools - Homepage] Information about cooperative learning in the classroom. Accessed July 3, 2009. Good information on this website regarding: Essentials of Cooperative Learning; Team Information Issues; Management Tips; Descriptions of Some Commonly Used Techniques; and Student Team Learning Techniques.

Saskatoon Public Schools webpage [|Instructional Strategies Online] Information here on Cooperative Learning strategies and techniques.

[|Wikipedia Collaborative Learning]<span class="wiki_link_ext"> Accessed July 11, 2009.

[|Wikipedia Cooperative Learning] Accessed July 11, 2009.

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