Constructivist theories of learning propose that students should discover information for themselves, developing and questioning knowledge as necessary. Social learning theorists suggest that learning is heavily influenced by interaction with, and input from other individuals. A highly effective teaching strategy known as cooperative learning fuses these two perspectives of learning, taking a group discovery approach to learning in a broad spectrum of subject matters. This approach to classroom learning, when used appropriately, has enormous positive effects on academic achievement, as well as social development and relationships.
Cooperative learning is defined as a category of instructional strategies that place students in mixed-ability groups in which students work together to achieve a common academic goal. This type of learning has become more desirable as researchers study individual learning differences and styles as well as multiple intelligences. “Discussion of brain-based learning and teaching and multiple intelligences recommends moving away from the basic pattern of independent/individualist/competitive types of instruction to instructional practices that are more interactive and cooperative.” (Sparapani, 1)
Most cooperative learning strategies place students in groups of four to six students. Many of these strategies also implement team rewards as a means of motivating students to work well with group members and to be responsible for their part of the work. Examples of cooperative learning strategies include Student Teams-Achievement Divisions (STAD), Jigsaw, Cooperative Integrated Reading Composition (CIRC), and Group Investigation. Cooperative learning may take two forms – group study methods and project-based, or active, learning. Group recognition and individual accountability must each have their place in cooperative learning. (Slavin, 274) Effective cooperative learning should be structured in a systematic and intentional fashion.
Johnson, Johnson, Holubec, and Roy established a model of cooperative learning that consists of four basic principles – positive interdependence, individual accountability, face-to-face interaction, and group process. (Lopata, 1) Positive interdependence refers to the concept that students understand their dependence on other members of a group to achieve a certain goal. Individual accountability addresses the idea that each student be responsible for and held accountable for the content being covered. Face-to-face interaction requires that students value group members, as well as group meetings and productiveness. Group process simply implies that the learning be a process in which the entire group participates. (Lopata, 1) With these four bases set, cooperative learning may take its place in the classroom.
The effects of cooperative learning, in some ways, may be intangible and cannot be quantitatively assessed with accuracy. However, research has suggested that cooperative learning is a better way to promote academic achievement than traditional instruction. In a study conducted by Stevens and Slavin (1995) students who had participated in cooperative learning were post-tested two years after initial training. These students scored significantly higher on academic tasks than students involved in traditional classroom instruction. (Lopata, 1-2) “Academic benefits include higher attainments in reading comprehension and mathematics and enhanced conceptual understanding and achievement in science.” (Gillies, 1) Interaction between group members implies that students gain approximately five times more input concerning the content than students engaged in individualized tasks. This results in more relevant information, as well as improved language expression. (Gillies, 1-2) The academic benefits make cooperative learning a highly desirable asset in the education society.
Another difficult to measure, yet undeniable, effect of cooperative learning lies within the foundation of the concept itself. As cooperative learning finds its roots in social learning theory, it also finds its harvest. Social benefits include more on-task behaviors and helping interactions with group members, higher self-esteem, more friends, more involvement in classroom activities, and improved attitudes toward learning.” (Gillies, 1) There are two types of social benefits associated with cooperative learning – special education/remedial benefits and cross-race relational benefits.
Within special education and remedial classrooms, cooperative learning has promoted interaction, as well as emphasized the value of cooperation, among group members (both preferred and non-preferred). However, modifications and accommodations may be more necessary in these classrooms. The most dominant modification needed is in the selection of group members. (Jenkins, 16) Another noteworthy benefit of cooperative learning is the inclusion of students with exceptionalities and learning differences into regular classrooms. (Gillies, 1) In one study, the most common benefits mentioned by special education teachers implementing cooperative learning were “self-esteem, the security that comes from being part of a group, and higher success rates and/or better products.” (Jenkins, 7) Group relations — an obvious element of cooperative learning — can be used to bridge the gap between ethnic and race groups in society beginning in the classroom.
“The challenge for educators is to create the conditions under which students are likely to cross the borders that delimit their narrow personal and social worlds and provide opportunities to experience the worlds of those different from them. Positive cross-ethnic interactions help students expand their own self-identity and build an appreciation of difference at the same time.” (Cooper, 1)
Research has shown that children are generally taught to be intolerant of diversity, which can lead to racism. However, when grouped in an intentional cross-group manner, students begin to discover different perspectives and cultural differences in a positive and accepting manner as opposed to societal stereotypes. Because cooperative learning relies highly on interdependence, students learn to value each other equally, and students are more likely to make judgments based on individual merits as opposed to pre-determined thoughts and prejudices. (Cooper, 2) Cooperative learning can and should be used as a stepping stone to transform the classroom community into one wherein the individual and cultural differences of students are respected by their peers.
Cooperative learning, when systematically and intentionally implemented in classroom instruction, has various benefits spanning a wide array of childhood and adolescent development, as well as academic domains. Many studies have been conducted concerning the nature of cooperative learning as a constructivist and social learning approach to instruction. These studies have shown benefits on both social and cognitive levels. The information cited here simply scratches the surface of these studies. Perhaps the least available research on cooperative learning concerns the extent to which these strategies are used in classrooms. Because of the nature of cooperative learning, it may be more difficult to set up in a classroom. However, the harvest is worth the effort.
Works Cited
Cooper, Robert, and Robert E. Slavin. “Improving Intergroup Relations: Lessons Learned From Cooperative Learning Programs.” Winter 1999. v55. i4. 647. Plenum Publishing Corporation.
Gillies, Robyn M. The residual effects of cooperative-learning experiences: a two-year follow-up.” The Journal of Educational Research. Sept-Oct 2002. v 96. i1. 15-16. Heldref Publications.
Jenkins, Joseph R. Jenkins, Laurence R. Antil, Susan K. Waayne and Patricia F. Vadasy. How cooperative learning works for special education and remeiedial students.” Exceptional Children. Srping 2003. v69. i3. 279-314. Council for Exceptional Children.
Lopata, Christopher, Kathleen A. Miller, and Robert H. Miller. “Survey of actual and preferred use of cooperative learning among exemplar teachers. The Journal of Educational Research. March-April 2003. v96. i4. 232-239. Heldref Publications.
Slavin, Robert. Educatonal Psychology: Theory and Practice. 7th ed. Boston: Allyn and Bacon, 2003.
Sparapani, Ervin F., Frederick J. Abel, Stanley E. Easton, Peter Edwards, and Douglas L. Herbster. “Cooperativer Learning: an investigation of the knowledge and classroom practice of middle grades teachers.” Education. Winter 1997. v118. n2. 251-258. Project Innovation.
