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Using Cooperative Learning in the Elementary Science Classroom

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Using Cooperative Learning in the Elementary Science Classroom

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Source: Peer Reviewed
Abstract:
This study explored teacher’s beliefs and practices of cooperative learning. Findings revealed that teachers thought of cooperative learning as students working together to accomplish a specific assignment.  The teachers who participated in the study were observed using practices that reflected their ideas of cooperative learning, which lacked important components of this instructional strategy.

Findings:
The results also showed that vast differences appear in the implementation of cooperative learning among teachers.The study concluded that cooperative learning improves socialization, collaborative, and communication skills

APA Citation
Ransdell, M. (2003). Using cooperative learning in elementary science classrooms. Professional Educator, 26(1), 23-36. Retrieved from https://files.eric.ed.gov/fulltext/EJ842388.pdf

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Assigning Students in Cooperative and Individual Learning Environments According to Cognitive Styles: Achievement and Perceptions in Computer Technology Learning

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Assigning Students in Cooperative and Individual Learning Environments According to Cognitive Styles: Achievement and Perceptions in Computer Technology Learning

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Source: Peer Reviewed
Abstract:
This study looked at students using technology alone and in cooperative groups. Research was done to determine if students performed better when working independently or cooperatively. When students are working in groups, they are in a sense dependent on each other. This interdependence can help students to facilitate each other’s efforts to learn through interaction.

Findings:
Research has found that incorporating cooperative learning into technology-integrated learning environments students perform at a higher level than working alone.
APA Citation
Bai, H. (2009). Assigning students in cooperative and individual learning environments

according to cognitive styles: Achievement and perceptions in computer technology learning.  I-Manager's Journal On School Education Technology, 5(1). Retrieved from https://files.eric.ed.gov/fulltext/EJ1102919.pdf

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The Influence of a Peer-Tutoring Training Model for Implementing Cooperative Groupings with Elementary Students

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The Influence of a Peer-Tutoring Training Model for Implementing Cooperative Groupings with Elementary Students

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Source: Peer Reviewed
Abstract:
This study researched the effects of peer-tutoring on student communication and collaboration skills when used with cooperative learning. The data obtained from the study suggested that overall students in the training group achieved better communication and collaborative skills than the control group.

Findings:
The study concluded that teachers need adequate resources and training to effectively implement cooperative learning in the elementary classroom.
APA Citation
Nath, L. R., & Ross, S. M. (2001). The influence of a peer-tutoring training model for implementing cooperative groupings with elementary students. Educational  technology research and development, 49(2), p. 41-56. Retrieved from:

http://www.jstor.org.ezproxy.una.edu/stable/pdf/30220310.pdf

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Not Just Group Work-Productive Group Work!

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Not Just Group Work-Productive Group Work!

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Source: Practitioner
Abstract:
Creating Structure for productive group work. Set a purpose for group work and make students aware of that. Carefully group students with success in mind. Go over group procedures and have guidelines.Scaffold group communication. Make students individually accountable to ensure they are putting their best effort forward in the group.

Findings:
Following these steps will help to ensure that this instructional strategy is productive and effective.

APA Citation
Miller, A. (2014). Not Just Group Work -- Productive Group Work!. Edutopia. Retrieved 10

December 2017, from https://www.edutopia.org/blog/productive-group-work-andrew-miller

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Research Spotlight on Cooperative Learning

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Research Spotlight on Cooperative Learning

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Source: Practitioner
Abstract:
Small teams of students with varied levels of ability engage in different learning activities to improve their understanding.Group members should work together until all members understand the concept. This will promote an environment of achievement and success.

Findings:
When students are working in a group, they are all actively engaged and taking ownership of the content being learned.

APA Citation
Research Spotlight on Cooperative Learning. (2017). NEA. Retrieved 10 December 2017,

from http://www.nea.org/tools/16870.htm

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Source: Practitioner
Abstract: When working in a group, students can feel a responsibility for their individual effort in the group. Students learn to encourage others and how to engage in discussions. Students learn social, interpersonal, and collaborative skills working with group members. Students can learn to analyze the work done by their group and their individual work.

Findings:
Through cooperative learning, students learn social, collaborative and communication skills.

APA Citation
Cooperative Learning: Teaching Strategy (Grades K-12). (2017). TeacherVision. Retrieved 10

December 2017, from

https://www.teachervision.com/professional-development/cooperative-learning?page=3

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Check for Understanding with Cooperative Learning Structures

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Check for Understanding with Cooperative Learning Structures

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Source: Popular
Abstract:

Four Structures to get students moving and thinking critically:
-Take-Off Touchdown: Students will listen for a question and if they agree they will stand up and the teachers yell “Touchdown”
-Find Someone who: Students are looking for a partner who can answer their question or solve their problem.
-Find the Fiction: Students work within their group to write down two facts and one misconception about a topic. Students try to make the misconception believable. Students take turns sharing their statements and others try to determine which statement is a misconception.
-Quiz Quiz Trade: Each student has cards with a question on one side and the answer on the other. Students pair up to quiz each other using the cards. Students can praise each other for correct answers and help each other when they are incorrect.

Findings:
This source supports the idea that there are many different activities and structures that can be used to promote cooperative learning while checking for understanding.

APA Citation
Lane, T. (2017). Check for Understanding with Cooperative Learning Structures. Teaching

in the Fast Lane. Retrieved 9 December 2017, from

http://4thgraderacers.blogspot.com/2015/08/check-for-understanding-with.html

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Cooperative Learning Tips and Techniques

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Cooperative Learning Tips and Techniques

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Source: Popular
Abstract:
While students are working together, the teacher is the facilitator and observer. Each student within the group should have a specific role. Arrange students in a group of no less than 2 and no more than 6.Teachers need to monitor each group and teach skills as needed.Evaluate students on not only the product but also on how well they work together. Manage cooperative learning by controlling the noise level, having a signal to get students’ attention, using a timer, answering questions, and modeling.

Findings:
This source concludes that certain tips and techniques help ensure that cooperative learning is taking place in a safe learning environment.

APA Citation
Take Two Minutes to Become an Expert in Cooperative Learning. (2017). ThoughtCo. Retrieved 9

December 2017, from

https://www.thoughtco.com/cooperative-learning-tips-and-techniques-2081730

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Cooperative Learning: Making Group Work Productive

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Cooperative Learning: Making Group Work Productive

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Source: Popular
Abstract:
Heterogeneous groups consist of students of all levels. In this group setting, lower students learn from higher achieving students. Higher students are benefiting by sharing their knowledge and teaching others. Homogeneous groups are groups of students of similar learning abilities. This type of grouping makes it easier for the teacher to differentiate instruction based on the needs of the group. Groups can be challenged with more advanced skills or can receive extra practice with weaknesses.  Random grouping is when students are arranged in groups using a system such as numbering students. This gives students an opportunity to work with students they may not have otherwise. Students are constantly changing groups which exposes them to different learning styles that they must adapt.

Findings:
Grouping is very important when it comes to cooperative learning. There is debate around rather or not to mix or not mix students of various learning levels when arranging groups. There are benefits to each type of group.

APA Citation
Kraft, R. (2016). Cooperative Learning: Making Group Work Productive | K-12 Educational BLOG Continental Press. K-12 Educational BLOG | Continental Press. Retrieved 10 December

2017, from https://www.continentalpress.com/blog/cooperative-learning-making-group-work-productive