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Johnson
and Johnson have probably
conducted the most comprehensive research agenda for
cooperative learning. They have provided some useful
categories for understanding different purposes for
cooperative learning. These same categories may help you
develop an annual plan for introducing cooperative learning
to your students in a systematic way.
Spencer Kagan has also contributed.
Catalog and
Research
Graphic Organizer--"empty"
and "filled"
Cooperative
Learning:
Where to
Start?
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September
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October
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November
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December
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Class/Team Building
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Informal Learning Group
(short-term, dyads and triads)
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Base Groups (long-term
accountability and peer support)
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Formal Learning Groups
(uually long term and determined by the
task or the project)
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- learning classmates names
- sharing interests
- establish a "we-ness"
- group names, symbols (identity
building)
- valuing individual differences
- synergy (the whole is greater than the sum
of the parts
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- Social skill development
- Academic use
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- Usually seated together
- positive interdependence
- Provide hlep and support of one another(e.g.
absences, remembering materials etc.)
- passing out materials
- maintaining our environment
- problem solving
- planning class activities (field trips,
parties etc.)
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Characteristics/skills:
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The intent of the chart above is to
suggest a general pattern for introducing cooperative
learning. The top level may be in weeks rather than months,
depending on the prior experiences of students. If students
have had a great deal of cooperative learning in prior
classrooms, you may not need to have as extensive strategies
for group-building compared to groups who have not worked
cooperatively and demonstrate fewer social skills. One
teacher worked until Thanksgiving only on social skills
before she would have students participate in class
meetings.
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