11.a study of home environment and reasoning ability among secondary scho...
Cooperative learninggroup3 (1) norrrrrrrrrah
1. Cooperative Learning:
Leveraging Cognitive and Social
Developmental Stages
in the Middle School Environment
to Improve Academic Achievement
Jenne Cary Kevin Staller
Norah Alghamdi Tim Gallagher
3. Cooperative Learning Example
Cooperative learning provides an outlet for
students to engage with one another in an
enjoyable manner.
Their teamwork fosters
multiple skills such as:
• communication
• brain storming
• comprehension
4. Cooperative Learning in
Middle Schools
• An instructional approach that is congruent
with the developmental needs of
adolescents (Slavin, 1996)
• Means of harnessing the peer-oriented
energies of adolescents for pro-social rather
than antisocial activities (Slavin, 1996)
5. Cooperative Learning :
A Brain Turn-On
• Brain scans show facilitated passage
of information from the intake areas
into the memory storage regions of the brain
(Willis, 2007)
• Fulfillment of adolescents’
need of inclusion and the sense of
belonging to a group promotes
resiliency (Willis, 2007)
6. Interrelationship of
Relationships and Achievement
• Transition to the middle school learning climate
is easier when one is relating successfully to
other people (Hartup & Stevens, 1997)
• Peer relationships account for 33 to 40% of the
variance in achievement of middle school
students (Johnson, Johnson, & Roseth, 2010)
7. Middle School Learners in
Multicultural, Multilingual
Classrooms
• By 2020 almost half of the U.S.
school population will be non
Caucasian (Allison & Rehm, 2007)
• Promote inter-ethnic
friendships
• Develop cross cultural
understandings
8. Generation Z:
Meet Cooperative Learning
• Born between the 1990s and early 2000s
• more self directed
• more able to quickly process information
• Notoriously social but
prefer texting to talking
(Igel & Urquhart, 2012)
9. Academic Social Networking
• Transform learning from passive to
active participation (Taranto, Dalbon, &
Gaetano, 2011)
• Communication and connection
to digital resources allows students
to make personal connections to
text and prompt debatable issues
(Taranto et al., 2011)
10. References
Allison, B. N., Rehm, M. L. (2007). Effective teaching strategies for middle school learners in multicultural, multilingual
classrooms. Middle School Journal, 39(2), 12-18.
Hartup, W., & Stevens, N. (1997). Friendships and adaptation in the life course. Psychological Bulletin, 121, 355-370.
Igel, C., & Urquhart, V. (2012). Generation Z, meet cooperative learning. Middle School Journal, 43(4), 16-21.
Johnson , D. W. & Johnson, R. T. (1999). Making cooperative learning work, Theory Into Practice, 38(2), 67-73.
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), 1-18.
Science Education Resource Center, Carleton College. (2012, August 21). Cooperative learning techniques. Retrieved from
http://serc.carleton.edu/introgeo/cooperative/techniques.html
Slavin, R. E. (1996). Cooperative learning in middle and secondary schools. Clearing House, 69(4), 200-204.
Taranto, G., Dalbon, M., & Gaetano, J. (2011). Academic social networking brings Web 2.0 technologies to the middle
grades. Middle School Journal, 42(5), 12-19.
TeacherTube Middle School (Producer). (2007, January 5). This is a video of my eighth grade English class using a Kagan
structure to review for an exam. Cooperative Learning. Podcast retrieved from
http://www.youtube.com/watch?v=nJ69iyj-AZE
Willis, J. J. (2007). Cooperative learning is a brain turn-on. Middle School Journal, 38(4), 4-13.
Editor's Notes
David W. Johnson & Roger T. Johnson (1999): Making cooperative learning work, Theory Into Practice, 38:2, 67-73Cognitive development stages which leverage cooperative learning strategies.Adolescents think more clearly than children. They are more “planful” (Lachman & Burack, 1993).Older adolescents are more deliberative and systematic when using information (Nakajima & Hotta, 1989).Adolescents think more abstractly than children and thus are able to monitor and control their own learning (Kuhn, 2006). Lachman, M. E., & Burack, O. R., (1993). Planning and control processes across the lifespan: An overview. International Journal of Behavioral Development, 16, 131-143.Nakajima, Y., & Hotta, M. (1989). A developmental study of cognitive processes in decision-making: Information searching as a function of task complexity. Psychological Reports, 64, 67-79.Kuhn, D., & Pease, M. (2006). Do children and adults think differently? Journal of Cognition and Development, 7, 279-293.Social development stages which leverages cooperative learning strategies.Developmental tasks of adolescents include: achieving new and more mature relations with peers of both sexes and achieving socially responsible behavior (Havighurst, 1972). Havighurst, R. J. (1972). Developmental tasks and education (3rded). New York: David McKay.http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2NETS·S The National Educational Technology Standards (NETS) are the standards for learning, teaching, and leading in the digital age and are widely recognized and adopted worldwide2. Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and mediad. Contribute to project teams to produce original works or solve problems
Cooperative learning exists when students work together to accomplishshared learning goals (Johnson & Johnson, 1999). David W. Johnson & Roger T. Johnson (1999): Making cooperative learning work, TheoryInto Practice, 38:2, 67-73http://serc.carleton.edu/introgeo/cooperative/techniques.htmlhttp://www.keansburg.k12.nj.us/cms/lib02/NJ01001933/Centricity/Domain/163/Intro_to_Coop_Learning.pdf**Emphasize those that might be most effective for middle school age**Categories: discussionreciprocal teachinggraphic organizerswriting problem solvingStrategies:Think-Pair-ShareQuiz-QuizPrairie FireNumbered Heads TogetherJigsawSTAD (Student Teams Achievement Division)Group Investigation (group roles)Note-taking pairsThree-step interviewGroup gridSequence chains
http://www.youtube.com/watch?feature=player_detailpage&v=nJ69iyj-AZEThis is a video of my eighth grade English class using a Kagan structure cooperative learning (Numbered Heads Together) to review for an exam."Cooperative learning provides an outlet for students to engage with one another in an enjoyable manner. Their teamwork fosters multiple skills such as: communication, brain storming and comprehension."
Cooperative learning in middle and secondary schools. Authors: Slavin, Robert E. Source: Clearing House; Mar/Apr96, Vol. 69 Issue 4, p200, 5pResearch on cooperative learning methods in secondary schools supports the usefulness of those methods for improving student achievement at a variety of grade levels and in many subjects and for improving intergroup relations and the self-esteem of students. Cooperative learning, especially when groups are rewarded based on the individual learning of all group members, is an instructional approach that is congruent with the developmental needs of adolescents. It gives adolescents a degree of independence and authority within their groups, and it creates a situation (as in sports) in which the progress of each group member contributes to the success of his or her peers. This creates peer norms favoring academic excellence, a strong motivator for adolescents. Cooperative learning is not a panacea for all of the problems of adolescence, but it can provide a means of harnessing the peer-oriented energies of adolescents for pro-social rather than antisocial activities, and for this reason alone it should be an important part of every middle and high school teacher's repertoire
Cooperative Learning Is a Brain Turn-OnArguments for cooperative learning: allows varied learning styles to naturally collaborate and build bridges with others, -When students participate in engaging learning activities in well designed supportive cooperative groups their brain scans show facilitated passage of information from the intake areas into the memory storage regions of the brain -cooperative learning addresses adolescent needs of inclusion and the sense of belonging to a group thus building resiliency. Resilient adolescents have greater success, social competence, empathy, responsiveness and communication skills. -Students experienced a greater level of understanding of concepts and ideas when they talked, explained and argued about them with their group, instead of just passively listening to a lecture or reading a text.Willis, J. J. (2007). Cooperative learning is a brain turn-on. Middle School Journal, 38(4), 4-13. An educational psychology success story: Social Interdependence theory and cooperative learning; Johnson, DW; Johnson, RT Educational Researcher); 2009 Vol. 38, p365-379, 15p. Document Type: article; (AN ER.CH.CFE.JOHNSON.EPSSSI) [Citation Record]
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), 1-18. Hartup, W., & Stevens, N. (1997). Friendships and adaptation in the life course. Psychological Bulletin, 121, 355-370.Title: Cooperative Learning in Middle Schools: Interrelationship of Relationships and Achievement. Author(s):Johnson, David W. ; Johnson, Roger T. ; Roseth, Cary Source: Middle Grades Research Journal, v5 n1 p1-18 2010. 18 pp.In middle school students the quality of peer relationships accounts for 33 to 40% of the variance inachievement of middle school students. These outcomes are expected only when cooperative learning is structuredto include positive interdependence, individual accountability, promotive interaction, appropriate use ofsocial skills, and group processing. Cooperative learning is the instructionaluse of small groups so that studentswork together to maximize their own and eachother's learning (Johnson, Johnson, & Holubec,2008). Any assignment in any curriculumfor any age student can be donecooperatively. There are three types of cooperativelearning—formal, informal, and basegroups.Finally, life transitions, such as the transitionfrom the elementary school learning climateto the middle school learning climate, areeasier when one is relating successfully toother people (Hartup & Stevens, 1997). Theacademic integration of students into the middleschool may be more successful, therefore,when students have positive relationships withtheir peers and relevant adults (such as teachers).Middle School students are uniquely suited for peer(cooperative) learning. This is a time when they face 2 major challenges, one involving biological, cognitive and socio-emotional changes and the other involving the transition from elementary to middle school. How well a student manages these challenges determines academic success. The research indicates that cooperation promotes greater efforts to achieve more positive relationships and greater psychological health than do competitive or individualistic efforts. In middle school students the quality of peer relationships accounts for 33 to 40% of the variance in achievement of middle school students. Cooperative learning is the key.
Effective Teaching Strategies for Middle School Learners in Multicultural, Multilingual ClassroomsAuthor(s): Allison, Barbara N. ; Rehm, Marsha L. Source: Middle School Journal, v39 n2 p12-18 Nov 2007. 7 pp.The reality of a multicultural, multilingual student population demands changes in teaching strategies. By 2020 almost half of the U.S. school population will be non Caucasian. Peer tutoring and cooperative learning are the most effective strategies for diverse classrooms. Grouping students from different cultural backgrounds into heterogeneous groups and instructing them to collaborate and cooperate with each other on activities and problem solving tasks has been found to promote inter-ethnic friendships, develop cross cultural understandings and build team work while also enhancing literacy and language acquisition among linguistically diverse students. -Cooperative learning assists diverse students in developing intellectual autonomy.
Generation Z, Meet Cooperative LearningAuthor(s):Igel, Charles ; Urquhart, Vicki.Source:Middle School Journal, v43 n4 p16-21 Mar 2012. 6 pp.Some consider members of Generation Z(born between the 1990s and early 2000s) to be smarter, more self directed and more able to quickly process information than previous generations. -Generation Z notoriously social but prefer texting to talking. -Learning has its roots in social nature. Humans are social creatures and our brains are designed accordingly. Humans acquire and extend knowledge through interaction with one another. -cooperative learning is good for the brain. Current research suggests that social learning experiences - often called group or cooperative learning in the classroom - can have positive effects on young people. Learning with others attaches positive emotion to that which often is isolated or abstract thus enhancing long term memory and skill acquisition. -Researchers at McRel (Mid-continental Research for Education and Learning) found that well-designed cooperative instruction had a consistently positive effect, accounting for an average 17-percentile-point gain in student learning.
Academic Social Networking Brings Web 2.0 Technologies to the Middle GradesAuthor(s):Taranto, Gregory ; Dalbon, Melissa ; Gaetano, Julie Source: Middle School Journal, v42 n5 p12-19 May 2011. 8 pp.The middle grades are an exciting time for adolescents to explore, learn and collaborate with one another. Making use of existing academic social networks as part of the classroom experience, collaboration and active learning take on new forms and can transform learning from passive to active participation. Today's adolescents are digital natives having grown up with digital technology and using it daily. Technology is a natural part of their lives. Mass communication can empower a growing cohort of connected individuals and organizations to create unprecedented heights in learning. Communication and connection to digital resources allows students to make personal connections to text and prompt debatable issues. Challenges and examination of beliefs becomes real and transformative.
Slide 2, David W. Johnson & Roger T. Johnson (1999). Making cooperative learning work, Theory Into Practice, 38:2, 67-73. http://serc.carleton.edu/introgeo/cooperative/techniques.htmlSlide 3,http://www.youtube.com/watch?feature=player_detailpage&v=nJ69iyj-AZE This is a video of my eighth grade English class using a Kagan structure cooperative learning (Numbered Heads Together) to review for an exam.Slide 4, Cooperative learning in middle and secondary schools. Authors: Slavin, Robert E. Source: Clearing House; Mar/Apr96, Vol. 69 Issue 4, p200, 5p.Slide 5, Willis, J. J. (2007). Cooperative learning is a brain turn-on. Middle School Journal, 38(4), 4-13. Slide 6, Title: Cooperative Learning in Middle Schools: Interrelationship of Relationships and Achievement. Author(s):Johnson, David W. ; Johnson, Roger T. ; Roseth, Cary Source: Middle Grades Research Journal, v5 n1 p1-18 2010. 18 pp.Hartup, W., & Stevens, N. (1997). Friendships and adaptation in the life course. Psychological Bulletin, 121, 355-370.Slide 7, Title: Effective Teaching Strategies for Middle School Learners in Multicultural, Multilingual Classrooms. Author(s): Allison, Barbara N. ; Rehm, Marsha L. Source: Middle School Journal, v39 n2 p12-18 Nov 2007. 7 pp.Slide 8, Title: Generation Z, Meet Cooperative Learning.Author(s):Igel, Charles ; Urquhart, Vicki.Source:Middle School Journal, v43 n4 p16-21 Mar 2012. 6 pp.Slide 9, Title: Academic Social Networking Brings Web 2.0 Technologies to the Middle Grades. Author(s): Taranto, Gregory ; Dalbon, Melissa ; Gaetano, Julie Source: Middle School Journal, v42 n5 p12-19 May 2011. 8 pp.
