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A research on the application of cooperative learning in rural middle school English teaching

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A research on the application of cooperative learning in rural middle school English teaching

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-small groups

-must be structure and/or assigned roles

-social and transfer of knowledge of benefits

-boost of achievement and motivation

-grouping must be well thought out

-different from group work

-team building classroom

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Hancock, Laura. (12 June 2007). Learning together… or not? Deseret Morning News. Retrieved from

http://www.lexisnexis.com.library.marygrove.edu:2048/hottopics/lnacademic/

In this article, the author, Laura Hancock, discusses the relevance of breaking students into groups and working together. The author’s point in this article is that though are many ways of grouping students, no longer should teachers just group random students together and expect them to carry others. Teachers should utilize the cooperative learning process to help “transfer knowledge”, divide labor, and to help students prepare for the future (Hancock 2007). The author also talks about the importance of implementing cooperative learning groups correctly and to allow reflection time among classmates (2007).

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Johnson, D. W., Johnson, R. T., & Roseth, C. (2010). Cooperative learning in middle schools: interrelationship of relationships and achievement. Middle Grades Research Journal, 5(1), 1+. Retrieved from http://go.galegroup.com.library.marygrove.edu:2048/ps/i.do?

This article focuses on the positive benefits cooperative learning has on middle schools. When students transition from primary to middle school, it can be a scary transition in addition to the changes that they are going through at this age. Cooperative learning increases social interaction and achievement within the classroom. Johnson, Johnson, and Roseth (2010) suggest the following benefits “the feelings of being successful, appreciated, and respected build commitment to learning, enthusiasm about working in cooperative groups, and a sense of self-efficacy about subject-matter mastery and working cooperatively with classmates”. This article does recognize different forms of cooperative learning in the classroom.

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Kashmir Images (2016) "Research suggests that cooperative and collaborative learning bring positive results such as deeper understanding of content, increased overall achievement in grades, improved self-esteem, and higher motivation to remain on task."

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Kashmir Images (2016) "Research suggests that cooperative and collaborative learning bring positive results such as deeper understanding of content, increased overall achievement in grades, improved self-esteem, and higher motivation to remain on task."

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"Co-operative learning is well structured group -learning so students can learn how to learn and express their ideas."

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What have you learnt this year, miss? (6 June 2008). The Times Education Supplement.
Retrieved from

http://www.lexisnexis.com.library.marygrove.edu:2048/hottopics/lnacademic/

In this article, Jill Donald (2008) reports on her usage of cooperative learning groups in the classroom. In contrast to when students typically work in groups and have one student report on their findings, Donald uses cooperative learning groups to get all students learning without knowing who will report on their findings. Donald also spoke of the positive social interactions that came along with using cooperative learning groups within the classroom.

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Collaborative learning (2016). Kashmir Images. Retrieved from

http://www.lexisnexis.com.library.marygrove.edu:2048/hottopics/lnacademic w

Collaborative learning is discussed in this article about being a part of Vygotsky’s multiple intelligences. The benefits of cooperative learning are discussed in this article including a better understanding of objectives, an increase in student self-esteem, and an increase of student motivation to get work complete. Also, the responsibility of the group is explained while also having each student responsible for an individual grade. The downfall of cooperative learning is recognized as less teacher responsibility, time management, and grouping causing issues.

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Pope, Roger. (2008). The conversation: co-operative learning. The Times Educational Supplement. Retrieved from

http://www.lexisnexis.com.library.marygrove.edu:2048/hottopics/lnacademic

In this article, Roger Pope interviews Peter Robery about the usage of cooperative learning groups at his high school. Robery explains how research has showed that group work is less effective than teacher instruction; therefore, teachers in this school tested the usage of cooperative learning. The difference between the two types of group work is having assigned roles in cooperative learning rather than in group work when one student typically leads the conversations, while others did not participate. The results of using cooperative learning increased “skill levels and expectations in class” (Robery 2008). Pope’s article also mentions Spencer Kagan’s model for cooperative learning (Pope 2008).

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Clark, Sue. (2008). Where group cheers reward education. The Times Education Supplement. Retrieved from

http://www.lexisnexis.com.library.marygrove.edu:2048/hottopics/lnacademic

A biology class in which a teacher incorporates cooperative learning at least once a week is observed in this article about cooperative learning. After observing a biology class, it is reported by students that cooperative learning helps students to retain information, encourages “group cheer”, and provides students who do not normally work together the chance to work together (Clark 2008). In addition to the “group cheer”, the teacher, Mrs. Mathieson, provides each member of a group a specific role to make the members focus on a specific role while still working as a team (2008).

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Siu Lai-Ping Teresa. (2005). Getting their act together guarantees involvement.

South China Morning Post. Retrieved from

http://www.lexisnexis.com.library.marygrove.edu:2048/hottopics/lnacademic

This article shares the piloting of cooperative learning groups at The Tai Po school in Hong Kong. The movement to utilizing cooperative learning groups was made to create less of a “teacher led” classroom that focuses on teachers lecturing students in class (Lai-Ping 2005). The suggestion of groups of four is given, in addition to actively monitoring student groups within the class (2005).

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In my classroom I have a "team" theme and have established a team environment from day 1

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In my classroom I have a "team" theme and have established a team environment from day 1

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From group-based learning to cooperative learning

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From group-based learning to cooperative learning

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Cheong, C. (2010). From group-based learning to cooperative learning: a metacognitive approach to project-based group supervision. Informing Science: the International Journal of an Emerging Transdiscipline, 13, 73+. Retrieved from http://go.galegroup.com.library.marygrove.edu:2048/ps/i.d

This paper details the positive effects cooperative learning groups have on education including: “leadership, communication, social and conflict resolution skills” (Cheong 2010). The author speaks of the positive effects only being able to take place when the following six foundational beliefs take place including: “positive interdependence, accountability, team formation, team size, cognitive development, and social development” (2010). When these six principles are addressed, that is when cooperative learning is more effective. Also, the idea of assigned jobs within a group is recommended for cooperative learning for students to come together and teach one another.

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Koyalan, A. (2014). Towards more cooperative classrooms. Journal of Language and Literature Education, (9), 29+. Retrieved from http://go.galegroup.com.library.marygrove.edu:2048/ps/i.do?p=AONE&sw=w&u=lom_marygrove&v=2.1&it=r&id=GALE%7CA394999621&asid=120225879bca56cd6f22429b01b77559

This article stressed the importance of creating a cooperative classroom environment in order to have effective cooperative learning take place. Utilizing cooperative learning promoted healthy relationships among peers, a source of entertainment for students, and motivation to get work complete. Cooperative learning is not defined as throwing students together, but establishing an atmosphere of teamwork  and sometimes grouping students based upon abilities (Koyalan 2014).

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Effects of cooperative learning on young children

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Effects of cooperative learning on young children

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Chen, W.-F., & Chuang, C.-P. (2011). Effect of varied types of collaborative learning strategies on

young children: an experimental study. International Journal of Instructional Media, 38(4),

351+. Retrieved from

http://go.galegroup.com.library.marygrove.edu:2048/ps/i.do?p=AONE&sw=w&u=lom_marygr

ove&v=2.1&it=r&id=GALE%7CA268478399&asid=3fd55eed9b5baec81ee2da3043ab7e3

9

In this study, 204 fourth graders participated in a study that examined the effect of how much prior knowledge a student has and the results it leads to on a post test along with the usage of cooperative learning groups. Within this study there were three groups: one where students completed work on computers by themselves, one where students worked cooperatively with high prior knowledge, and one group that worked cooperatively together with half the students having more higher prior knowledge mixed with students with less prior knowledge. The results showed that when students have more prior knowledge, the post results are better compared to other students, in addition to when students worked cooperatively  (Chen and Chuang 2011).

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I control the establishment of cooperative learning groups within my class

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I control the establishment of cooperative learning groups within my class