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Case Overview: Cooperative Learning: Sound Practice or Social Experiement

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Case Overview: Cooperative Learning: Sound Practice or Social Experiement

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This case study focuses on the experience of a new school leader who implements a new educational program that is met with resistance from parents. Three teachers were chosen for professional development training to learn about how to create a cooperative learning classroom environment. Challenges arise from limited communication about the new program among administrators, teachers, and parents. In the discussion that follows we aim to determine the best course of action to regain the trust of parents to ensure the best outcomes for students.

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Lack of communication between administration and teachers

Lack of Communication and transparency with parents

The administrative team not on the same page

Facts about how this will affect curriculum or benefits for student learning

Not all of the students receiving the same cooperative learning

Professional development for all members of staff prior to use

*Parents are upset
*Students are scared of the unknown

*Teachers are getting negative feedback early on

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1. Communication:  Prior to implementing cooperative learning, all parties involved (staff, students, parents, administration) should have been trained, notified, or given detailed information about cooperative learning.

2. Technical:  No facts, figures, data presented to support that cooperative learning will benefit student learning

3. Professional Development:  This should be a school-wide initiative where all teachers understand this method of teaching and have been properly trained prior to implementation. All students in some capacity will be experiencing and working with a cooperative learning classroom environment.

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Course of Action of Solutions and Stategies

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Course of Action of Solutions and Stategies

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Looking back, the administration should have met about the benefits of cooperative learning and how to roll out this initiative as a united front. Then, cooperative learning training and professional development for all staff members should have been organized.  Once teachers were properly trained, the administrators should have asked all teachers to use cooperative learning within their classroom to some capacity (after parent meeting).

Parents should have been invited to a meeting to discuss the benefits of cooperative learning and how it would change the current educational landscape.  Parents should also be notified that ongoing data will be collected throughout the school year and how it will tie into benefits to student learning.

Moving forward, with the current situation, parent and student concerns should be addressed at a Board Meeting or PTA meeting where questions and issues can be addressed by the administration. All staff members will receive professional development and implement in some capacity. Collect data and communicate student progress and growth academically and socially using cooperative learning.  Create a teacher-centered committee to provide feedback on the growth of student learning and highlight the positive benefits. Administrators should be transparent about communicating all information surrounding this initiative.

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Our main motivation for this course of action is to make all parties feel supported, heard, and to build trust.  Using Servant Leadership, administrators will focus on building trust, tending to emotional needs of parents, students and staff, as well as genuinely listen to issues or concerns.  Combined with Distributed Leadership, the administration understands curriculum instruction, assessment and works to improve the students' learning experience.  By building a cooperative learning team to oversee the results of this style of teaching, the administrator is not relying on a single person but rather distributes functions and responsibilities to individuals who aim to improve the program.

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Amanda:  Initially I was focused on the lack of communication in this case, but after speaking with my team, I realized that you can't always look at the case with a "what I would do differently" view but a "what can I do now that it has happened" view.  Hearing differently perspectives on the case just reinforces why it is so important to have a shared leadership in administration.
Sabrina: Working with Mandy and Abby gave me a glimpse into what it might be like to address an issue like this at school. It never occurred to me to approach cooperative problem solving by clearly defining the major issues to focus on. It seems really obvious but I think we need to be explicit about the specific problem we are trying to solve because often when issues arise they can be complex and multi-faceted and when we zero-in on one specific problem at a time we can be more streamlined in our approach to finding creative solutions.
Abby: Collaboration and communication are key. Even as a group, we had to come together to find a shared vision for this case study. As displayed in this case, a lack of preparation and communication as a leader can cause unnecessary conflict and worry among parents, students, and teachers. It was great to come together as a group to share our perspectives on this case, and collaborate to reach an overall plan of action going forward.

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How did you feel after participating in a cooperative learning activity?
How do you think you would feel as a parent?
How would you have felt if you were notified prior to implementation?
What does communication do?
Are there any other issues you feel would have risen out of this situation?