Cooperative learning

from Wikipedia, the free encyclopedia

Cooperative learning refers to learning arrangements such as partner and group work , which require a synchronous or asynchronous (via computer), coordinated, co-constructive activity of the participants in order to develop a joint solution to a problem or a jointly shared understanding of a situation.

Main components of cooperative learning

The terms “cooperative learning”, “ group lessons ”, “group work”, “learning in groups”, “collaborative learning” and “cooperative learning” are not defined uniformly.

However, a distinction is made between "collaborative learning" and "cooperative learning" in terms of the way they work together. The former describes working together on a task in which the goal is to find a consensus or a solution together. "Cooperative learning" describes the division of tasks so that each group member deals with a specific topic in more detail. Only then are the results compiled.

The basic principle of cooperative learning is based on three phases: Think - Pair - Share. In the 1st phase, the students work alone. In the 2nd phase you discuss and compare your results in the group before you present your results to the class in the 3rd phase.

Individual and group accountability

Central to cooperative learning is that everyone is responsible for the group's learning as well as for their own.

There are two levels of responsibility in cooperative learning: on the one hand, there is the responsibility of the entire group for achieving the group goals and, on the other hand, the individual responsibility of each group member to do his or her part in the work.

Both levels of responsibility must be integrated into cooperative teaching. This is achieved by measuring and reporting the performance of individual members on the one hand, and giving rewards on the team level on the other. Research shows, however, that group membership and interpersonal interaction between students only lead to higher performance if the positive dependency is clearly structured.

Civic Education

Cooperative learning is a component of civic education and is part of " learning by speaking ". It is based on the thesis of John Dewey that the joint research of students and a. promotes a democratic learning culture and thus democracy . It also provides the necessary qualifications for the world of work . With appropriate implementation , students learn communicative skills in cooperative learning such as: asking questions, listening, telling stories, developing new ideas and solutions in conversation. In addition, they also learn cooperative skills such as: respecting others, respecting other opinions and learning to experience them together. So cognitive and social learning are combined here .

Since the pupils can actively contribute their own knowledge and ideas to the learning process in cooperative learning , it also promotes learning motivation and thus the learning process. Cooperative learning should precede more complex methods of democratic communication ( debating , deliberating , parliamentary simulation , deliberative polling ). Cooperative learning is a complex interplay of task (i.e. material-centered) and personal work (effectiveness of the group). However, cooperative teaching is not to be equated with the acquisition of social skills, since these, like technical skills, must be taught in a targeted and precise manner.

Degree of division of labor

In the English-language literature, the terms collaborative learning and cooperative learning are usually differentiated based on the degree of division of labor. In cooperation , the task is shared, whereby everyone solves a partial task and the results are compiled, whereas in collaboration , work is usually not divided between work, but instead one devotes to the same task together from the beginning. This distinction is not common in the German-speaking area, so that cooperative learning usually includes both.

Evaluate in the groups

An assessment of the work in the groups takes place when group members discuss how well they have achieved their goals and how effectively they have established working relationships. When students describe which actions of their members were helpful or less helpful, they can decide which behaviors need to be maintained or changed.

Direct interaction

Cooperative learning demands and promotes direct communication and interaction between students. Joint success will be achieved faster if you plan learning together, share resources and help, encourage and praise one another.

Cooperative learning methods

There are different groups of researchers who deal with cooperative learning. These groups have developed, refined and investigated various methods.

Research at Johns-Hopkins University

According to SLAVIN (1986), the following types are distinguished at Johns Hopkins University :

Student Teams-Achievement Divisions (STAD; SLAVIN 1986)
STAD is best suited for clearly defined objects for which there is only one correct answer (mathematics, language usage, geographical knowledge, ...).
The following process takes place over the period of three to five lessons: first the teacher introduces the topic. Then the students work together in groups of four, which are heterogeneous in terms of performance, in order to ensure that each other understands the material.
At the end there is an individual performance review in the form of a quiz. Each student is rated based on their individual standards, so that everyone can get the same amount of points for their team. The team rating corresponds to the sum of the individual ratings. Good teams are rewarded as a team with certificates or similar.
Teams-Games-Tournament (TGT; DEVRIES & SLAVIN, 1978; SLAVIN, 1986)
TGT is largely similar to STAD. Here, too, there are heterogeneous groups of four who work together according to the teacher's input. However, the verification takes place in the form of competitions in which equally strong students from different teams compete against each other. Weak students compete against other weak students, stronger students against other stronger ones. The student who wins in a round receives a point value that is independent of the class of the round. So every student can contribute equally to the success of the team. Here, too, good teams are rewarded as a team with certificates or similar.
Team Assisted Individualization (TAI; SLAVIN ET AL., 1986)
TAI was specially developed for mathematics teaching in grades 3–6 and combines cooperative learning with individualized instruction.
After a placement test, heterogeneous groups of four are formed to support and help each other and to check each other on the basis of answer sheets. So each group can work at their own pace. Individual reviews take place regularly, from which the learning progress of the group is calculated on a weekly basis. Teams are rewarded as a team with certificates or similar.
Cooperative Integrated Reading and Composition (CIRC; STEVENS ET AL., 1987)
CIRC is used to practice reading and writing in grades 3–5. Groups are formed, and pairs within the groups work together on texts. The pupils read to each other, make predictions about the end of a story, summarize, etc. When writing their own texts, there is mutual consultation. Assessment of achievement takes place in the form of a quiz, whereby the students have to assess each other beforehand whether the partner is ready for the quiz.
Rewards are in turn certificates or the like that are awarded to the group as a whole.
Jigsaw (ARONSON ET AL, 1978)
The original group puzzle works as follows: Students form groups of six (core groups) and everyone receives a part of the academic material that is to be worked on. Everyone works their part and thereby becomes an expert. Then the experts for each part meet in so-called expert groups to discuss their own material and clarify questions. Each expert then returns to their home group and presents their own material.
Since listening is the only way to get relevant information from the material, this method is intended to increase student motivation to listen and arouse interest in the content
Jigsaw II (SLAVIN, 1986)
SLAVIN modifies the group puzzle in that he uses groups of four or five, in which everyone receives and works on the same material, but each student has an individual focus. Then it continues as in the original version: Discussion in expert groups and presentation to the home group.
Finally, there is a quiz to check the knowledge. The individual achievements are added to a group value and the group as a whole is rewarded if necessary

Learning through teaching (LdL) according to MARTIN, 1982-

In Germany, since 1982 around Jean-Pol Martin , the method of learning through teaching (LdL) has been researched and disseminated as a special form of cooperative learning. MARTIN distributes the new learning material to the learner group. After a short preparatory phase, the individual small groups (maximum 3 learners) are asked to convey the content they didactic to the entire group using appropriate learner-activating procedures. This includes the introduction of the new material as well as practicing and monitoring the learning success ( evaluation ). This procedure particularly promotes the development of empathy and, since the advent of the digital world, network sensitivity . After Jean-Pol Martin retired for reasons of age, Joachim Grzega continues the project.

See also

literature

  • Christine Biermann et al. (Ed.): Individual learning - cooperative work. (= Friedrich Jahresheft. 26). 2008. ISSN  0176-2966 .
  • Ludger Brüning, Tobias Saum: Teaching successfully through cooperative learning. Volume 1: Student Activation Strategies. Foreword by Kathy and Norm Green. 4th edition. nds-Verlag, Essen 2008, ISBN 978-3-87964-306-6 .
  • Ludger Brüning, Tobias Saum: Teaching successfully through cooperative learning. Volume 2: New strategies for student activation, individualization, performance assessment, school development. nds-Verlag, Essen 2009, ISBN 978-3-87964-312-7 .
  • Norm Green, Kathy Green: Cooperative learning in the classroom and in the staff. The training book. Kallmeyer, Seelze-Velber 2005, ISBN 3-7800-4937-6 .
  • Anne A. Huber (Ed.): Cooperative learning - no problem. Effective methods of partner and group work (for school and adult education). Klett-Verlag, Leipzig 2004, ISBN 3-12-924438-7 .
  • Ruth Kirchmann, R. Bochmann: Cooperative learning in elementary school. work together - active children learn more. nds Verlag, Essen 2006, ISBN 3-87964-307-5 .
  • Kirsten, Sven-Olaf Miehe: Practical Guide Cooperative Learning. dragonboard-publishers, Meezen 2004, ISBN 3-938287-03-9 .
  • Stefanie Schnebel: Lesson development through cooperative learning. Schneider Verlag Hohengehren, Baltmannsweiler 2003.
  • Shlomo Sharan (Ed.): Handbook of Cooperative Learning Methods. Praeger Publishers, Westport 1999 (first 1994).
  • Robert E. Slavin : Cooperative Learning . 2nd Edition. Allyn & Bacon, Needham Heights, Massachusetts 1995. ISBN 0-205-15630-4 .
  • Anne Sliwka: The Anglo-American Example. Volume 2, Weinheim 2001, ISBN 3-935696-02-7 .
  • Margit Weidner: Cooperative learning in class. The workbook. Kallmeyer, Seelze-Velber 2003, ISBN 3-7800-4934-1 .

Web links

Footnotes

  1. ^ Pauli & Reusser, 2000; Reinmann-Rothmeier & Mandl, 2002.
  2. ↑ L. Brüning, T. Saum: Teaching successfully through cooperative learning. Student Activation Strategies. Essen 2006, p. 17.
  3. ^ RE Slavin: Cooperative Learning. Theory, Research and Practice. 2nd Edition. Allyn and Bacon, Boston et al. a. 1995.
  4. ↑ P. Dillenbourg: Introduction: What do you mean by "collaborative learning"? In: P. Dillenbourg (Ed.): Collaborative Learning. Cognitive and computational approaches. Pergamon, Amsterdam 1999, pp. 1-19.
  5. ↑ G. Reinmann-Rothmeier, H. Mandl: Analysis and promotion of cooperative learning in network-based environments. In: Journal for Developmental Psychology and Educational Psychology. 34 (1), 2002, pp. 44-57.
  6. ^ Jean-Pol Martin: For a takeover of teaching functions by students. In: Practice of modern language teaching. 4/1986, pp. 395-403 ( PDF ( Memento of March 11, 2004 in the Internet Archive )), Jean-Pol Martin : Learning through teaching (LdL). In: The school management - magazine for educational leadership and training in Bavaria. 4/2002, pp. 3-9 PDF; 70 kB ( Memento from June 23, 2007 in the Internet Archive ), Jean-Pol Martin, Guido Oebel: Learning through teaching: paradigm shift in didactics? In: German Lessons in Japan. 12, 2007, pp. 4–21 (Journal of the Japan Teachers Association, ISSN  1342-6575 )