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My students just seem to sit and get.  They are not actively involved in their learning.  They seem to just buy time until I put up the homework.

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Does cooperative learning improve student engagement and understanding?

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Does cooperative learning improve student engagement and understanding?

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If they were more engaged, would their understanding be better?

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The Effects of Cooperative Learning on Student Engagement and Understanding

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I am more of a traditional teacher.  How is this going to go?

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I am more of a traditional teacher.  How is this going to go?

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What if the students struggle, not due to cooperative learning, but due to my personal difficulties that might arise with the facilitation?

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What if the students struggle, not due to cooperative learning, but due to my personal difficulties that might arise with the facilitation?

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What do I do about the student that does not like to work with others?

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What do I do about the student that does not like to work with others?

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How will I objectively evaluate student engagement?  Is it even measurable?

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How will I objectively evaluate student engagement?  Is it even measurable?

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Facilitating Collaborative Learning: 20 Things You Need to Know From the Pros

There is an age old adage that says "two heads are better than one". Consider collaboration in recent history: Watson and Crick or Page and Brin (Founders of Google).

But did you know it was a collaborative Computer Club about basic programming at a middle school that brought together two minds that would change the future of computing? Yes, those two were of course, Bill Gates and Paul Allen, the founders of Microsoft.

Collaborative learning teams are said to attain higher level thinking and preserve information for longer times than students working individually. Why is this so?

Groups tend to learn through " discussion, clarification of ideas, and evaluation of other's ideas ". Perhaps information that is discussed is retained in long term memory. Research by Webb suggests that students who worked collaboratively on math computational problems earned significantly higher scores than those who worked alone. Plus, students who demonstrated lower levels of achievement improved when working in diverse groups.

Collaborative learning teams are said to attain higher level thinking and preserve information for longer times than students working individually.

Many consider Vygotsky the father of "social learning". Vygotsky was an education rebel in many ways. Vygotsky controversially argued for educators to assess students' ability to solve problems, rather than knowledge acquisition. The idea of collaborative learning has a lot to do with Vygotsky's idea of the "zone of proximal development". It considers what a student can do if aided by peers and adults. By considering this model for learning, we might consider collaboration to increase students' awareness of other concepts.

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1. Establish group goals. Effective collaborative learning involves establishment of group goals, as well as individual accountability. This keeps the group on task and establishes an unambiguous purpose. Before beginning an assignment, it is best to define goals and objectives to save time.

2. Keep groups midsized. Small groups of 3 or less lack enough diversity and may not allow divergent thinking to occur. Groups that are too large create "freeloading" where not all members participate. A moderate size group of 4-5 is ideal.

3. Establish flexible group norms. Research suggests that collaborative learning is influenced by the quality of interactions. Interactivity and negotiation are important in group learning. In the 1960's studies by Jacobs and Campbell suggested that norms are pervasive, even deviant norms were handed down and not questioned. If you notice a deviant norm, you can do two things: rotate group members or assist in using outside information to develop a new norm. You may want to establish rules for group interactions for younger students. Older students might create their own norms. But remember, given their durable nature, it is best to have flexible norms. Norms should change with situations so that groups do not become rigid and intolerant or develop sub-groups.

4. Build trust and promote open communication. Successful interpersonal communication must exist in teams. Building trust is essential. Deal with emotional issues that arise immediately and any interpersonal problems before moving on. Assignments should encourage team members to explain concepts thoroughly to each other. Studies found that students who provide and receive intricate explanations gain most from collaborative learning. Open communication is key.

5. For larger tasks, create group roles. Decomposing a difficult task into parts to saves time. You can then assign different roles. A great example in my own classroom was in science lab, fifth grade student assumed different roles of group leader, recorder, reporter, and fact checker. The students might have turns to choose their own role and alternate roles by sections of the assignment or classes.

6. Create a pre-test and post-test. A good way to ensure the group learns together would be to engage in a pre and post-test. In fact, many researchers use this method to see if groups are learning. An assessment gives the team a goal to work towards and ensures learning is a priority. It also allows instructors to gauge the effectiveness of the group. Changes can be made if differences are seen in the assessments over time. Plus, you can use Bloom's taxonomy to further hone in on specific skills. Individuals should also complete surveys evaluating how well the group functioned. "Debriefing" is an important component of the learning process and allows individuals to reflect on the process of group learning.

7. Consider the learning process itself as part of assessment. Many studies such as those by Robert Slavin at Johns Hopkins have considered how cooperative learning helps children develop social and interpersonal skills. Experts have argued that the social and psychological effect on self-esteem and personal development are just as important as the learning itself. In terms of assessment, it may be beneficial to grade students on the quality of discussion, engagement, and adherence to group norms. Praise younger groups for following collaborative learning standards. This type of learning is a process and needs explicit instruction in beginning stages. Assessing the process itself provides motivation for students to learn how to behave in groups. It shows students that you value meaningful group interactions and adhering to norms.

8. Consider using different strategies, like the Jigsaw technique. The jigsaw strategy is said to improve social interactions in learning and support diversity. The workplace is often like a jigsaw. It involves separating an assignment into subtasks, where individuals research their assigned area. Students with the same topic from different groups might meet together to discuss ideas between groups. This type of collaboration allows students to become "experts" in their assigned topic. Students then return to their primary group to educate others. Here are some easy steps to follow the Jigsaw approach. There are other strategies discussed here by the University of Iowa, such as using clusters, buzz groups, round robin, leaning cells, or fish bowl discussions.

9. Allow groups to reduce anxiety. When tackling difficult concepts, group learning may provide a source of support. Groups often use humor and create a more relaxed learning atmosphere that allow for positive learning experiences. Allow groups to use some stress-reducing strategies as long as they stay on task.

10. Establish group interactions. The quality of discussions is a predictor of the achievement of the group. Instructors should provide a model of how a successful group functions. Shared leadership is best. Students should work together on the task and maintenance functions of a group. Roles are important in group development. Task functions include:

Initiating Discussions

Clarifying points

Summarizing

Challenging assumptions/devil's advocate

Providing or researching information

Reaching a consensus.

[ois skin="In post"] Maintenance involves the harmony and emotional well-being of a group. Maintenance includes roles such as:

sensing group feelings

harmonizing

compromising and encouraging

time-keeping

relieving tension

bringing people into discussion

11. Use a real world problems. Experts suggest that project-based learning using open-ended questions can be very engaging. Rather than spending a lot of time designing an artificial scenario, use inspiration from everyday problems. Real world problems can be used to facilitate project-based learning and often have the right scope for collaborative learning.

12. Focus on enhancing problem-solving and critical thinking skills. Design assignments that allow room for varied interpretations. Different types of problems might focus on categorizing, planning, taking multiple perspectives, or forming solutions. Try to use a step-by step procedure for problem solving. Mark Alexanderexplains one generally accepted problem-solving procedure:

Identify the objective.

Set criteria or goals.

Gather data.

Generate options or courses of action.

Evaluate the options using data and objectives.

Reach a decision

Implement the decision

13. Keep in mind the diversity of groups. Mixed groups that include a range of talents, backgrounds, learning styles, ideas, and experiences are best. Studies have found that mixed aptitude groups tend to learn more from each other and increase achievement of low performers. Rotate groups so students have a chance to learn from others.

14. Groups with an equal number of boys and girls are best. Equally balanced gender groups were found to be most effective. Some research suggests that boys were more likely to receive and give elaborate explanations and their stances were more easily accepted by the group. In majority male groups girls were ignored. In majority girl groups, girls tended to direct questions to the boy who often ignored them. You may also want to specifically discuss or establish gender equality as a norm. This may seem obvious, but it is often missed. It may be an issue you may want to discuss with older students.

15. Use scaffolding or diminished responsibility as students begin to understand concepts. At the beginning of a project, you may want to give more direction than the end. Serve as a facilitator, such as by gauging group interactions or at first, providing a list of questions to consider. Allow groups to grow in responsibility as times goes on. In your classroom, this may mean allowing teams to develop their own topics or products as time goes on. After all, increased responsibility over learning is a goal in collaborative learning.

16. Include different types of learning scenarios. Studies suggests that collaborative learning that focuses on rich contexts and challenging questions produces higher order reasoning. Assignments can include laboratory work, study teams, debates, writing projects, problem solving, and collaborative writing.

17. Technology makes collaborative learning easier. Collaboration had the same results via technology as in person, increased learning opportunities. Try incorporating free savvy tools for online collaboration such as Stixy, an online shared whiteboard space, Google groups, or Mikogo for online meetings. Be aware that some research suggests that more exchanges related to planning rather than challenging viewpoints occurred more frequently through online interactions. This may be because the research used students that did not know one another. If this is your scenario, you may want to start by having students get to know each other's backgrounds and ideas beforehand on a blog or chat-board.

18. Keep in mind the critics. As with any learning strategy, it's important to have a balanced approach. Cynics usually have a valid point. A recent New York time article, cites some criticism of collaboration for not allowing enough time for individual, creative thinking. You may allow some individual time to write notes before the groups begin. This may be a great way to assess an individual grade.

19. Be wary of "group think". While collaborative learning is a great tool, it is always important to consider a balanced approach. At times, group harmony can override the necessity for more critical perspectives. Some new research suggests that groups favored the more confident members. Changing up groups can help counter this problem.

20. Value diversity. Collaborative learning relies on some buy in. Students need to respect and appreciate each other's viewpoints for it to work. For instance, class discussions can emphasize the need for different perspectives. Create a classroom environment that encourages independent thinking. Teach students the value of multiplicity in thought. You may want to give historical or social examples where people working together where able to reach complex solutions.

By definition learning is social in nature. Using different mediums, whether it be books, discussions, technology or projects we study and develop new ideas. We impart ideas and share perspectives with others. Collaboration is a learned process.

If managed correctly, it is powerful tool that can allow educators to tap into new ideas and information.

Miriam Clifford holds a Masters in Teaching from City University and a Bachelor in Science from Cornell. She loves research and is passionate about education. She is a foodie and on her time off enjoys cooking and gardening. You can find her @miriamoclifford or Google+.

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Facilitating Collaborative Learning: 20 Things You Need to Know From the Pros - InformED

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There is an age old adage that says "two heads are better than one". Consider collaboration in recent history: Watson and Crick or Page and Brin (Founders of Google). But did you know it was a collaborative Computer Club about basic programming at a middle school that brought together two minds that would change the...

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Group work: Using cooperative learning groups effectively

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Group work: Using cooperative learning groups effectively

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Cite this guide: Brame, C.J. & Biel, R. (2015). Setting up and facilitating group work:
Using cooperative learning groups effectively. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/.

Many instructors from disciplines across the university use group work to enhance their students' learning. Whether the goal is to increase student understanding of content, to build particular transferable skills, or some combination of the two, instructors often turn to small group work to capitalize on the benefits of peer-to-peer instruction. This type of group work is formally termed cooperative learning, and is defined as the instructional use of small groups to promote students working together to maximize their own and each other's learning (Johnson, et al., 2008).

Cooperative learning is characterized by positive interdependence, where students perceive that better performance by individuals produces better performance by the entire group (Johnson, et al., 2014). It can be formal or informal, but often involves specific instructor intervention to maximize student interaction and learning. It is infinitely adaptable, working in small and large classes and across disciplines, and can be one of the most effective teaching approaches available to college instructors.

What can it look like?

Informal cooperative learning groups
In informal cooperative learning, small, temporary, ad-hoc groups of two to four students work together for brief periods in a class, typically up to one class period, to answer questions or respond to prompts posed by the instructor.

Additional examples of ways to structure informal group work
Think-pair-share
The instructor asks a discussion question. Students are instructed to think or write about an answer to the question before turning to a peer to discuss their responses. Groups then share their responses with the class.
Peer Instruction
This modification of the think-pair-share involves personal responses devices (e.g. clickers). The question posted is typically a conceptually based multiple-choice question. Students think about their answer and vote on a response before turning to a neighbor to discuss. Students can change their answers after discussion, and "sharing" is accomplished by the instructor revealing the graph of student response and using this as a stimulus for large class discussion. This approach is particularly well-adapted for large classes.
Jigsaw
In this approach, groups of students work in a team of four to become experts on one segment of new material, while other "expert teams" in the class work on other segments of new material. The class then rearranges, forming new groups that have one member from each expert team. The members of the new team then take turns teaching each other the material on which they are experts.
Formal cooperative learning groups
In formal cooperative learning students work together for one or more class periods to complete a joint task or assignment (Johnson et al., 2014). There are several features that can help these groups work well:

The instructor defines the learning objectives for the activity and assigns students to groups.

The groups are typically heterogeneous, with particular attention to the skills that are needed for success in the task.

Within the groups, students may be assigned specific roles, with the instructor communicating the criteria for success and the types of social skills that will be needed.

Importantly, the instructor continues to play an active role during the groups' work, monitoring the work and evaluating group and individual performance.

Instructors also encourage groups to reflect on their interactions to identify potential improvements for future group work.

This video shows an example of formal cooperative learning groups in David Matthes' class at the University of Minnesota:

There are many more specific types of group work that fall under the general descriptions given here, including team-based learning, problem-based learning, and process-oriented guided inquiry learning.

What's the theoretical underpinning?

The use of cooperative learning groups in instruction is based on the principle of constructivism, with particular attention to the contribution that social interaction can make. In essence, constructivism rests on the idea that individuals learn through building their own knowledge, connecting new ideas and experiences to existing knowledge and experiences to form new or enhanced understanding (Bransford, et al., 1999). The consideration of the role that groups can play in this process is based in social interdependence theory, which grew out of Kurt Koffka's and Kurt Lewin's identification of groups as dynamic entities that could exhibit varied interdependence among members, with group members motivated to achieve common goals. Morton Deutsch conceptualized varied types of interdependence, with positive correlation among group members' goal achievements promoting cooperation.

Lev Vygotsky extended this work by examining the relationship between cognitive processes and social activities, developing the sociocultural theory of development. The sociocultural theory of development suggests that learning takes place when students solve problems beyond their current developmental level with the support of their instructor or their peers. Thus both the idea of a zone of proximal development, supported by positive group interdependence, is the basis of cooperative learning (Davidson and Major, 2014; Johnson, et al., 2014).

Cooperative learning follows this idea as groups work together to learn or solve a problem, with each individual responsible for understanding all aspects. The small groups are essential to this process because students are able to both be heard and to hear their peers, while in a traditional classroom setting students may spend more time listening to what the instructor says.

Cooperative learning uses both goal interdependence and resource interdependence to ensure interaction and communication among group members. Changing the role of the instructor from lecturing to facilitating the groups helps foster this social environment for students to learn through interaction.

Is there evidence that it works?

David Johnson, Roger Johnson, and Karl Smith performed a meta-analysis of 168 studies comparing cooperative learning to competitive learning and individualistic learning in college students (Johnson et al., 2006). They found that cooperative learning produced greater academic achievement than both competitive learning and individualistic learning across the studies, exhibiting a mean weighted effect size of 0.54 when comparing cooperation and competition and 0.51 when comparing cooperation and individualistic learning. In essence, these results indicate that cooperative learning increases student academic performance by approximately one-half of a standard deviation when compared to non-cooperative learning models, an effect that is considered moderate. Importantly, the academic achievement measures were defined in each study, and ranged from lower-level cognitive tasks (e.g., knowledge acquisition and retention) to higher level cognitive activity (e.g., creative problem solving), and from verbal tasks to mathematical tasks to procedural tasks. The meta-analysis also showed substantial effects on other metrics, including self-esteem and positive attitudes about learning. George Kuh and colleagues also conclude that cooperative group learning promotes student engagement and academic performance (Kuh et al., 2007).

Springer, Stanne, and Donovan (1999) confirmed these results in their meta-analysis of 39 studies in university STEM classrooms. They found that students who participated in various types of small-group learning, ranging from extended formal interactions to brief informal interactions, had greater academic achievement, exhibited more favorable attitudes towards learning, and had increased persistence through STEM courses than students who did not participate in STEM small-group learning.

The box below summarizes three individual studies examining the effects of cooperative learning groups.

What are approaches that can help make group work effective?
Preparation Articulate your goals for the group work, including both the academic objectives you want the students to achieve and the social skills you want them to develop. Determine the group conformation that will help meet your goals.
In informal group learning, groups often form ad hoc from near neighbors in a class.

In formal group learning, it is helpful for the instructor to form groups that are heterogeneous with regard to particular skills or abilities relevant to group tasks. For example, groups may be heterogeneous with regard to academic skill in the discipline or with regard to other skills related to the group task (e.g., design capabilities, programming skills, writing skills, organizational skills) (Johnson et al, 2006).

Groups from 2-6 are generally recommended, with groups that consist of three members exhibiting the best performance in some problem-solving tasks (Johnson et al., 2006; Heller and Hollabaugh, 1992).

To avoid common problems in group work, such as dominance by a single student or conflict avoidance, it can be useful to assign roles to group members (e.g., manager, skeptic, educator, conciliator) and to rotate them on a regular basis (Heller and Hollabaugh, 1992). Assigning these roles is not necessary in well-functioning groups, but can be useful for students who are unfamiliar with or unskilled at group work.
Choose an assessment method that will promote positive group interdependence as well as individual accountability.
In team-based learning, two approaches promote positive interdependence and individual accountability. First, students take an individual readiness assessment test, and then immediately take the same test again as a group. Their grade is a composite of the two scores. Second, students complete a group project together, and receive a group score on the project. They also, however, distribute points among their group partners, allowing student assessment of members' contributions to contribute to the final score.

Heller and Hollabaugh (1992) describe an approach in which they incorporated group problem-solving into a class. Students regularly solved problems in small groups, turning in a single solution. In addition, tests were structured such that 25% of the points derived from a group problem, where only those individuals who attended the group problem-solving sessions could participate in the group test problem. This approach can help prevent the "free rider" problem that can plague group work.

The University of New South Wales describes a variety of ways to assess group work, ranging from shared group grades, to grades that are averages of individual grades, to strictly individual grades, to a combination of these. They also suggest ways to assess not only the product of the group work but also the process. Again, having a portion of a grade that derives from individual contribution helps combat the free rider problem.
Helping groups get started Explain the group's task, including your goals for their academic achievement and social interaction. Explain how the task involves both positive interdependence and individual accountability, and how you will be assessing each.
Assign group roles or give groups prompts to help them articulate effective ways for interaction. The University of New South Wales provides a valuable set of tools to help groups establish good practices when first meeting. The site also provides some exercises for building group dynamics; these may be particularly valuable for groups that will be working on larger projects.

Regularly observe group interactions and progress, either by circulating during group work, collecting in-process documents, or both. When you observe problems, intervene to help students move forward on the task and work together effectively. The University of New South Wales provides handouts that instructors can use to promote effective group interactions, such as a handout to help students listen reflectively or give constructive feedback, or to help groups identify particular problems that they may be encountering.

Assessing and reflecting

In addition to providing feedback on group and individual performance (link to preparation section above), it is also useful to provide a structure for groups to reflect on what worked well in their group and what could be improved. Graham Gibbs (1994) suggests using the checklists shown below.

The University of New South Wales provides other reflective activities that may help students identify effective group practices and avoid ineffective practices in future cooperative learning experiences.

References

Bransford, J.D., Brown, A.L., and Cocking, R.R. (Eds.) (1999). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.

Bruffee, K. A. (1993). Collaborative learning: Higher education, interdependence, and the authority of knowledge. Baltimore, MD: Johns Hopkins University Press.

Cabrera, A. F., Crissman, J. L., Bernal, E. M., Nora, A., Terenzini, P. T., & Pascarella, E. T. (2002). Collaborative learning: Its impact on college students' development and diversity. Journal of College Student Development, 43(1), 20-34.

Davidson, N., & Major, C. H. (2014). Boundary crossing: Cooperative learning, collaborative learning, and problem-based learning. Journal on Excellence in College Teaching, 25 (3&4), 7-55.

Dees, R. L. (1991). The role of cooperative leaning in increasing problem-solving ability in a college remedial course. Journal for Research in Mathematics Education, 22(5), 409-21.

Gokhale, A. A. (1995). Collaborative Learning enhances critical thinking. Journal of Technology Education, 7(1).

Heller, P., and Hollabaugh, M. (1992) Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups. American Journal of Physics 60, 637-644.

Johnson, D.W., Johnson, R.T., and Smith, K.A. (2006). Active learning: Cooperation in the university classroom (3 rd edition). Edina, MN: Interaction.

Johnson, D.W., Johnson, R.T., and Holubec, E.J. (2008). Cooperation in the classroom (8 th edition). Edina, MN: Interaction.

Johnson, D.W., Johnson, R.T., and Smith, K.A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journl on Excellence in College Teaching 25, 85-118.

Jones, D. J., & Brickner, D. (1996). Implementation of cooperative learning in a large-enrollment basic mechanics course. American Society for Engineering Education Annual Conference Proceedings.

Kuh, G.D., Kinzie, J., Buckley, J., Bridges, B., and Hayek, J.C. (2007). Piecing together the student success puzzle: Research, propositions, and recommendations (ASHE Higher Education Report, No. 32). San Francisco, CA: Jossey-Bass.

Love, A. G., Dietrich, A., Fitzgerald, J., & Gordon, D. (2014). Integrating collaborative learning inside and outside the classroom. Journal on Excellence in College Teaching, 25(3&4), 177-196.

Smith, M. E., Hinckley, C. C., & Volk, G. L. (1991). Cooperative learning in the undergraduate laboratory. Journal of Chemical Education 68(5), 413-415.

Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 96(1), 21-51.

Uribe, D., Klein, J. D., & Sullivan, H. (2003). The effect of computer-mediated collaborative learning on solving ill-defined problems. Educational Technology Research and Development, 51(1), 5-19.

Vygotsky, L. S. (1962). Thought and Language. Cambridge, MA: MIT Press.

Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Group work: Using cooperative learning groups effectively

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by Cynthia J. Brame and Rachel Biel Print Version Cite this guide: Brame, C.J. & Biel, R. (2015). Setting up and facilitating group work: Using cooperative learning groups effectively. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/. Many instructors from disciplines across the university use group work to enhance their students' learning.

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Cooperative learning is an effective way for students to learn and process information quickly with the help of others. The goal of using this strategy is for students to work together to achieve a common goal. It is essential that each student understands their cooperative learning group role. Here we will take a brief look at a few specific roles, expected behavior within that role, as well as how to the monitor groups.

Assign Individual Roles to Help Students Stay on Task

Assign each student a specific role within their group, this will help each student stay on task and help the overall group work more cohesively. Here are a few suggested roles:

Task Master/Team Leader: This role entails the student to make sure his/her group stays on task. Sample statements: "Have we read the paragraph on George Washington yet?" "We need to move on, we only have ten minutes left."

Checker: The checker's role is to make sure that everyone agrees with an answer. A Sample statement may be, "Does everyone agree with Jen's answer on the year Washington was born?"

Recorder: The role of the recorder is to write down everyone in the group's responses once they have all agreed to them.

Editor: The editor is responsible for correcting all of the grammatical errors and to check for neatness.

Gatekeeper: The role of this person can be described as the peacemaker. He/she must make sure that everyone is participating and getting along. Sample statement: "Let's hear from Brady now."

Praiser: This role entails a student to encourage other students to share their ideas and to work hard. A sample statement may be, "Great idea Reesa, but let's keep trying, we can do this."

Responsibilities and Expected Behaviors in Groups

An essential element of cooperative learning is for students to use their interpersonal skills in a group setting. In order for students to accomplish their task, each individual must communicate and work collectively (use the talking chips strategy to control noise). Here are a few of the expected behaviors and duties each student is responsible for:

Expected behaviors within the group:

Everyone must contribute to the task

Everyone must listen to others within the group

Everyone must encourage group members to participate

Praise good ideas

Ask for help when needed

Check for understanding

Stay on task

Responsibilities for each individual:

4 Things to Do When Monitoring Groups

In order to ensure that groups are working effectively and together to complete the task, the teacher's role is to observe and monitor each group. Here are four specific things that you can do while circulating around the classroom.

1. Give feedback: If the group is unsure of a specific task and needs help, give your immediate feedback and examples that will help reinforce their learning.

2. Encourage and praise: When circulating the room, take the time to encourage and praise groups for their group skills.

3. Reteach skills: If you notice that any group does not understand a particular concept, use this as an opportunity to reteach that skill.

4. Learn about the students: Use this time to learn about your students. You may find that one role works for one student and not another. Record this information for future group work.

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Smart Cooperative Learning Strategies and Roles

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Here you will find cooperative learning strategies to help improve your students' skills. Learn what students should do when working in groups.

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By Katie Gibbons and Sarah B. Bush, Posted April 13, 2015 -
Middle school students are social beings and are often much more concerned with the social aspects of school than with their success in math class. Middle school students often overlook ways in which the understanding of concepts learned in math class connects to real life, such as how the understanding of decimals connects to financial literacy. As a first-year teacher, I've learned quickly that the more cooperative learning opportunities that I integrate into my lessons, the more motivated my students are to completely immerse themselves in learning.

The seating arrangement of my classroom is structured to accommodate groups of four students, called study teams. This setup is adapted from College Preparatory Mathematics. Students are encouraged to use their study team members as their first line of defense when they are confused or lost (similar to the " ask 3, then me " practice found on The Teaching Channel). This study-team grouping eliminates unnecessary conversations that interrupt instruction and cause unneeded distractions. My sixth graders initially struggled to stay on task with this side-by-side seating arrangement, but simple reminders about what it means to work successfully in a group, along with consistent and clear expectations, remedied this issue. As a result, students have learned how to use their classmates as productive resources instead of social distractions.

According to the College Preparatory Mathematics model of study team setup, there are four specific roles that are designed to incorporate cooperative learning throughout the lesson. The Facilitator's job is to "help the team get started by having someone read the task" and "keep the team together to make sure everyone understands the team's answers before moving on." The next role is the Task Manager, whose main responsibility is to "make sure no one talks outside your team" and to "make sure your team is on task and talking about math." This person ensures on-task behavior. The Resource Manager ensures that the team is prepared by gathering the supplies and enlisting the teacher's help if all other resources have been exhausted. The final role is the Recorder/Reporter. This individual ensures that the group is able to accurately describe the mathematical thinking of the team to the rest of the class, as needed. These roles help students engage in the eight Common Core State Standards for Mathematical Practices because students are the ones doing the thinking, reasoning, and problem solving.

Using strategically planned cooperative groups, as discussed in this blog post, helps the teacher establish a student-centered classroom environment. In such an environment, the teacher can implement high-leverage practices as outlined in NCTM's 2014 landmark publication Principles to Actions: Ensuring Mathematical Success for All. For example, such cooperative grouping can provide an avenue for Mathematics Teaching Practices four (facilitate meaningful mathematical discourse, p. 29) and seven (support productive struggle in learning mathematics, p. 48). As teachers, it is our job to make mathematics interesting to our students. One avenue for doing so is to appeal to their social needs through the use of cooperative groups.

Katie Gibbons teaches 6th grade mathematics at Noe Middle School in Louisville, Kentucky. She strives to maintain a student-centered classroom where students are challenged each and every day.

Sarah B. Bush, sbush@bellarmine.edu, is an assistant professor of mathematics education at Bellarmine University in Louisville, Kentucky. She is a former middle grades mathematics teacher who is interested in interdisciplinary and relevant and engaging math activities.

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Cooperative Group Work in the Middle School Math Classroom

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By Katie Gibbons and Sarah B. Bush, Posted April 13, 2015 - Middle school students are social beings and are often much more concerned with the social aspects of school than with their success in math class.

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A team of three boys begins constructing an equilateral triangle, after which they will construct two parallel lines and a triangle circumscribed by a circle. One student holds the rope in place at one vertex of the triangle, while the other two slowly move in a circle, using the rope as a giant compass to mark out the other points of the triangle. "Excellent work, fellas," Thomas says, nodding her approval.

College Prep is an elite, coed, nonprofit private high school, tucked into a scenic glen in the foothills of Oakland, California. The school enrolls students from almost 80 different schools in the San Francisco Bay Area. Tuition is about $34,000 per student and roughly 25 percent of students receive financial aid or scholarships. None have special needs or require English-language-learner services; 100 percent are admitted to college, most to top-tier universities.

It's obvious that the school possesses opportunities and resources beyond the dreams of the majority of America's schools. And yet, when you look at the learning strategies the school embraces and you ask the faculty and students what has made the most positive difference for them, what you see and hear are not freighted with dollar signs. What you see and hear are the age-old power and impact of collaborative learning, where three boys, sharing strings and chalk, are bent over the blacktop surveying triangles, as the father of geometry, Euclid, might have directed them to do more than 2,000 years ago.

The Sights and Sounds of Peer-to-Peer, Student-Led Learning

On any given day at College Prep, you will likely see quartets of students unraveling problem sets in math class (PDF) and hear the buzz of them asking questions and explaining things to each other; in English classes, you may see the teacher silently observing from the corner of the classroom while her students lead their own discussion about the book they are reading. Outside class, the peer-to-peer learning continues as students huddle around laptops and textbooks during breaks in the courtyard or in The Learning Center.

"What our collaborative learning style empowers and enables is a student's resilience -- how do you look to your neighbor as a resource, how do you test your own theories, how do you understand if you're on the right track or the wrong track?" says Monique DeVane, College Prep's head of school. "It teaches them that it's not just about content; it's about cultivating habits of mind that are the underpinnings of deeper scholarship."

Teachers at College Prep have strategies that facilitate this style of learning and promote a sense of shared responsibility among the students. In math, for instance, the teachers prompt the students to ask each other their questions before asking the teacher, so that students learn to rely on their own collective wisdom. The daily class worksheets (PDF) and periodic group tests (PDF) are intentionally designed to be harder than the individual homework or exams, and students quickly come to recognize how they are able to solve things as a group that they might not have been able to on their own. "I like the group tests because there are more challenging questions," one student explains, "and if I were doing them by myself, I probably wouldn't get them. But when you have three other people to help, then we figure it out together."

In English classes, students are encouraged to share and to listen to each other's individual interpretations of the text, underscoring the notion that there can be multiple right answers. During a discussion on The Odyssey (PDF), students offered differing opinions for why King Alcinous of the Phaeacians offers his beautiful daughter Nausicaa to Odysseus. Using points in the text, one student suggested it was for economic reasons; another thought it was because the King saw Odysseus as a Greek-god-like figure. And a third proposed that it was because the King recognized Odysseus's shrewdness. Although they didn't come to a consensus, that wasn't the point. Nurturing students' abilities to challenge peers' ideas and scrutinize and articulate their own is the focus of this student-led learning style.

"Our discussions give us a much broader perspective of cultures and different ideas because each of us, every student, has a different background," says Zander Sante, a junior at College Prep. "We're really learning that you don't necessarily have to be right. You just have to believe in your conclusions and find ways to prove them."

Opening the Door to Classroom Collaboration

For math teacher Thomas, who was strictly a lecture-style teacher before coming to College Prep, ceding the floor to her students was at first "unsettling." But now it's clear to her why allowing her students to learn in this way is so powerful. "They're learning more than just math," she says. "They're learning to be more proactive; they're learning how to depend on their peers. When they go off to college, they already know how to work with people and draw out their strengths."

And their graduates seem to bear this out. College Prep alumni consistently report back -- through surveys and anecdotes -- how well the school prepared them for the academic challenges of college, teaching them how to reach out for help when needed and helping them to develop the confidence to contribute to college seminars with their own analyses.

Establishing a culture of collaboration isn't resource-intensive. It doesn't take hours of professional development, or technology, or even technical know-how. And assessing collaborative work is usually simple and straightforward. But you do need open minds and the willingness to trust students with their learning. You need a culture that values every student's strengths and a school community that believes everyone can learn from each other. In other words, it requires the very things that nearly every school strives for. So why not give it a try?

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How Collaborative Learning Leads to Student Success | Edutopia

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A team of three boys begins constructing an equilateral triangle, after which they will construct two parallel lines and a triangle circumscribed by a circle. One student holds the rope in place at one vertex of the triangle, while the other two slowly move in a circle, using the rope as a giant compass to mark out the other points of the triangle.