Cooperative Learning
A cooperative
learning environment helps students develop social skills from basic communication skills to collaborative
problem solving. At the root of a cooperative environment is 'cooperation.' A
basic function of society is cooperation. Through encouraging a cooperative
learning environment we, as teachers, more adequately prepare students for the
structural format of modern society. As our society becomes more integrated
through communication networks and more complex social structures, the skills
developed through collaborative learning environments increase in value
exponentially.
The ability to communicate
effectively is a key life skill. Cooperative learning involves groups
comprising multiple perspectives, skill sets and communication procedures. By
working within these groups students are encouraged to express themselves and
listen to the feedback of others. Oftentimes another perspective can add
clarity to one's own perception of events and of the ways in which one relays
information. The ways in which we communicate ideas is shaped by the needs of
our audience. The process of re-telling an idea in order that other people can
fully understand one's self is an extremely valuable skill because it teaches
students not only how they speak, but how others listen. Minimizing
misunderstandings allows a student to build an invaluable skill set for
conflict resolution, clear, concise communication and an understanding of the
diversity of their counterparts' experiences.
The mastery of communication is by
far the most important portion of cooperative learning environments. However,
communication is merely the foundation of the benefits of a collaborative
learning environment. Cooperation is built upon solid communication. Through
the combination of communication and cooperation the full benefits of
collaboration may be realized due to the development of one very important
skill - compromise. Cooperation
requires, at most levels, some form of compromise. Each member of a group may
develop strong reasoning for a given solution but the best solutions to a
problem rarely arise from a single idea. More often than not, the best
solutions involve a give and take from many interested parties. With strong
communication, collaboration can move more smoothly through a phase of
compromise and ultimately arrive at a destination that best expresses a group's
best solution or course of action given the information and background which
were made available to them. Certainly, this method is beneficial to students
as they work their way through public school, but it is also useful in giving
them direct, personal experience of the complex nature of social and political
history.
Most great feats of modern
civilization have been the result of collaboration. The development of the US
constitution, the ability to fly, the complex global economic systems are all
examples of the effects of collaborative problem solving. Our great
achievements as people have been made possible through the work of skilled
collaborators, communicators, and calculated compromises. The future success of
our great nation, and indeed, the world is dependent on each successive
generation operating in a world with highly trained and skilled collaborative
learners.
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Application:
Project Title: Explorers.
Goal: The goal is to have students learn everything necessary to master the different aspects of the exploratory era from the perspecive of different key players. The assignment incorporates research skill development, various writing styles and the potential for a technology component.
Description: A class of 20 is divided into four groups.
Group 1: Nations (financiers)
France (Francis I), England (Henry VII), Spain (Ferdinand and Isabella), Netherlands (Dutch East Indies Company), Portugal
Group 2: Crew
Traders, Colonists, Soldiers, Industrialists, Agricultural Settlers
Group 3: Writers
(research those people responsible for primary source accounts of the different voyages)
Group 4: Ship Captain
Verrazzano,John Cabot (Giovanni Cabota),Cortes or Columbus, Hudson, Cabral
Each group has five members in this scenario.
Group 1: Nations (financiers)
The first group is
comprised of the Dutch, the Spanish, the English, the French, and the
Portuguese. Each member has separate goals and motivations, which are provided
on a handout. The first group interviews each of the fourth group to decide who
can best meet their goals. The interviews would be panel interviews where the
interviewers and interviewees don’t reveal which nation/ ship captain they
represent. Using the information they find through research, the nations will
choose the best captain. This group remains separate from the other groups because there is a difference economically and geographically between them and the other groups.
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Spain:
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Chief Financial Officers:
Ferdinand and Isabella
Budget:
Read the Capitulations of Santa Fe and determine the budgetary
allowances for Columbus’ voyage.
(include link to document or instructions on navigating in JSTOR or similar resource)
Motivations:
GOLD, GLORY and GOD.
(include link to document or instructions on navigating in JSTOR or similar resource)
Job
Openings:
You will need to write "help wanted" ads for each of these people. If you hire your writer first, they can help you write an ad for a Ship Captain.
1. Writer: This person will communicate
between yourself and the Ship Captain.
2. Ship Captain: This person will lead
your exploration, make sure he shares your goals and will agree to your terms.
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Group 2: The Crew
Each of these
individuals represents different crews, for instance, the English group is
colonists, the Spanish group is soldiers etc. It is up to the Captains group to
interview each of the crews and decide which crew will best meet the shared
goals for themselves and the financiers. The captain will collaborate with the
writers to write a help wanted ad and then there is a ‘job fair’ where the
captains hire crews by interviewing them.
Group three: Writers
This group is charged with communication
between the financiers and the captain. They are chosen by the financiers to
write help wanted ads, and later to accompany the captains and send reports
back and forth between financiers and the captain.
Group four: Ship Captains
This group attempts to get a position as
an explorer through interviewing with a nation and then hires a crew by conducting an interview process. They then organize their expedition and
communicate with the financiers through the writer.
Ultimately, there will be five groups of four members. The goal is
to develop a working relationship between all four members that meets all of
their private goals.
The groups progress from leaving their country of origin to
arrival in their destination, making choices along the way as to how to raise
money and dealing with native populations as well as balancing the needs of
their crew, themselves and the financiers. The different scenarios are
presented by the teacher. An example of a scenario would be native contact. For instance, the decision would need to be made whether to trade or war with the native populations, these decisions effect the outcome of the expedition.
Final reports are required of each of the members as well as a
summative analysis.
Time: Variations of this outline could be used from a simple project
lasting only one class period, to as much as an entire unit.
Variations with technology:
Fakebook could be used to develop the different groups and to
communicate with each other using a medium the students already have excessive
experience with. The students could develop LinkedIn sights to show their
skills and goals. The project would incorporate researching online to find
relevant primary source documents for example, actual correspondence between
explorers and nations. Skype could be used for communication between nations
and explorers while they are “overseas.”
Assignment Goals: SWBAT Skype, develop professional web pages,
construct professional and personal correspondence, and identify the pressures,
goals, key players and outcomes of all five of the key exploration missions of the
fifteenth century. SWBAT research databases and identify primary source
documents. SWBAT write an essay that takes information from multiple sources
and communicates it in a direct and effective manner. SWBAT interview and be interviewed.
The idea behind setting up the skype interviews, linkedin sights etc. is to give the student experience for the future with college and job interviews as well as understand some of the basics around contract negotiation and relationships between finance and labor.
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Benefit Breakdown
Active Participation in Class, Community, Culture
Encouraging
students to be active participants is the goal of collaborative learning and a
key component of Democracy. Encouraging activism, participation, and
collaboration prepares students to reshape the future of personal, local, and
global relationships and politics. Encouraging active participation within the
classroom creates an environment of active learning as opposed to passive
learning. It is important that students understand that this is THEIR education
and through active participation they may shape it into the most beneficial and
rewarding experience possible. Also, it shifts the role of the teacher from orator
to facilitator. A teacher who is guiding a student is one who is encouraging
the process of learning rather than limiting a student's experience based upon
rote memorization.
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How does one ensure shared responsibility in collaborative learning?
Sharing responsibility for a project is important for student
growth and development. Requiring documentation, personal summaries and
collaboration as constructs of the assignment help prevent uneven distribution
of work. Additionally, offering personal and group grades is important to
communicate to the students that their role within the group is as important as
their individual role. Most importantly, using creative, fun projects that
operate within student's skill sets helps them to enjoy and take ownership of
the experience. When a student has taken ownership of a project they are much
more likely to put in more work and inspire those around them to stay involved
and on task.
2 methods for assessing participation:
1.Identifiable portion of
group work.
It is important for each member of a group to have a distinct role.
However, these roles should be equally important within the construct of the
group. In this way, the members are able to take ownership of their role and
understand the importance of their contribution as a component of the group's
success.
2.Peer evaluation.
Peer evaluation is important to get, as a teacher, insight into the
working dynamics of the group and to ascertain how each member perceived each
of the other member's contributions. This can be done through a survey or a
writing assignment.
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Ways to choose groups.
a. Student choice
b. Proximity
c. Number off
Student Choice.
This
option allows students to choose their own groups. This method would be useful
at the beginning of the semester to determine preexisting social conditions
within the classroom. A risk of using this
method regularly is that it discourages new relationships and lacks
diversity. Additionally, the amount of ti e it takes to organize cuts into
time-on-task. However, this method also works as a form of reward for positive
behavior, which can be a very powerful motivator while meeting the goals of the
students and teachers. Ultimately, the method is useful but should be utilized
with other methods as well to insure diverse groups and time-on-task.
Proximity.
This method
assigns, for instance, every student in Row 1 to Group 1 and so forth. This is
a helpful method to help insure diverse groups as well as reduce time between
transitions, which increases time-on-task. However, this method limits the
students to the same group throughout the semester. A possible solution would
to be using proximity in a diverse way. Using columns instead of rows, changing
the number of groups or allowing for multiple seating arrangements that would
change the dynamics of, for instance, Row 1. A mixture of methods is more
effective than relying solely on proximity.
Number off.
This is a very popular method of choosing
groups but does require a bit of time while the students move about the room to
get in their groups. This method would work best for breaking up the class into
more random groupings than using proximity. This method is also very useful for
allowing students to move about the classroom in a semi-organized way and could
be useful from a management perspective to get some blood flowing.
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