Chapter 3 Cooperative Learning
Here are the pertinent research-based facts:
- Cooperative grouping (if implemented with fidelity to cooperative learning models such as Johnson's 5 elements, Kagan's structures, or Cohen's model) has positive effect sizes vs. no grouping for all ability levels
- Cooperative grouping, if implemented poorly, has a negative association with student achievement (i.e., students will do worse when teachers subject them to poor cooperative learning experiences)
- Low-ability grouping: has a large negative effect size vs. heterogeneous grouping
- Middle-ability grouping: has a large positive effect size vs. heterogeneous grouping
- High-ability grouping: has a very small positive effect size vs. heterogeneous grouping
- Group size: Pairs: small positive effect size; 3-4: slightly bigger effect size; 5-7: tiny negative effect size
This data has several inferences for us. One, we should make effective cooperative grouping a systematic part of our instructional program and follow all recommendations for what makes grouping effective. Two, we need to keep group size to a maximum of 4 students--this means that when differentiating we can't just split up the class into four groups, we need to make sure that groups are of appropriate size. Three, we need to be very careful with the tasks given to our groups. It doesn't surprise me that when high-ability groups are formed that there isn't much gain vs. heterogeneous groups because in either case the performance of the group will be largely established by the ability of the "smartest" student or students in the group. The data about middle-ability groups is a little surprising--it seems to indicate that a group of middle-ability students will outperform a heterogeneous group that might contain one or more high-ability students. I wonder if research has looked into why this might occur. But, our more important concern at TCCHS has to be with low-ability groups, whether they happen to be the "lowest" group in a classroom or whether they are groups formed in our "lowest" section of a class (which may or may not be the section that contains many of the special education-identified students). What will that "lowest" cooperative group in the "lowest" section of a class be like? And, what is the realistic potential for that group to master the content identified in our high school courses? Teachers will need to do some serious reflection here and make some important decisions about grouping. Maybe in some sections of a class any cooperative groups will need to be made as heterogeneously as possible considering the students in those sections. Or, maybe goals and tasks will need to be scaffolded so that they are manageable for students. I've already mentioned in this summary and in others that a basic tenet of differentiation is to give students what they need and that sometimes this means delaying the "required content standards" until a time when they're developmentally appropriate for a student.
Tips for cooperative learning:
- Establish a classroom culture that supports cooperative learning by being clear with students about the norms and parameters within which cooperative learning will take place.
- Focus on the underpinnings that lead to group success by establishing and teaching the structures and processes students will follow as they work in cooperative groups. Model what students should do as they move into and work in their cooperative groups. Be sure they understand how to use the social skills required of them.
- Provide additional instruction, practice, and corrective feedback on the social skills necessary to function successfully in cooperative groups.
- Ensure that the use of cooperative learning aligns with the intent for learning. When the target for learning includes mastery of skills or processes, balance the use of cooperative learning with sufficient opportunities for students to practice those skills and processes independently.
- To avoid misuse of cooperative learning, use cooperative learning tasks that are well structured. A well-structured task has clearly defined goals for learning, roles, and responsibilities for each member, and it maintains individual accountability.
- Design cooperative learning tasks to include strategic use of other instructional strategies that help students deepen their understanding and use knowledge meaningfully.