The first and most important element in
structuring cooperative learning is positive interdependence.
Positive interdependence is successfully structured when group members perceive that they are linked with each other in a way that one cannot succeed unless everyone succeeds. Group goals and tasks, therefore, must be designed and communicated to students in ways that make them believe they sink or swim together. When positive interdependence is solidly structured, it highlights that (a) each group member's efforts are required and indispensable for group success and (b) each group member has a unique contribution to make to the joint effort because of his or her resources and/or role and task responsibilities. Doing so creates a commitment to the success of group members as well as one's own and is the heart of cooperative learning. If there is no positive interdependence, there is no cooperation.
The nine ways in which positive interdependence can be structured are as follows:
1. Goal interdependence-The
group has a common goal and every member of the team is expected to achieve it.
2. Incentive
interdependence-Everyone receives the same reward but only if every member of
the team succeeds.
3. Resource
interdependence-Resources, information, and material are limited so that
students are obliged to work together and cooperate in sharing available
resources.
4. Sequence
interdependence-The overall task is divided into a sequence of subtasks.
Individual group members perform their particular tasks as part of a predetermined
order.
5. Role interdependence-Each
group member is assigned a role with specific responsibilities. Each role
contributes to and supports the task's completion.
6. Identity
interdependence-The group establishes a mutual identity through a name, flag,
logo, or symbol. These can be augmented by a group song or cheer.
7. Outside force
interdependence-The group, as a whole, competes against other groups.
8. Simulation
interdependence-The group members imagine that they are in a situation or role
where they must collaborate to be successful.
9. Environmental
interdependence-The group members work together within a specified physical
space, such as a section of the classroom.
.jpg)
(http://cooperativelearning.nuvvo.com/lesson/216-5-basic-elements-of-cooperative-learning)
"the
whole is greater than the sum of its parts."-Aristotle
As a first-year teacher, I do not know how I would have been
able to handle the daily stress, exhaustion, and, most importantly, the overwhelming
responsibility of ensuring that real learning is taking place in my classroom
if it were not for the support of my team. PLCs, or professional learning
communities, are constantly taking place at V.S.A. Benavente Middle School. Collaborative
efforts are put forth by all individuals in PLCs in order to realize the shared
mission and vision of our school: to provide a safe, conducive, and modern
learning environment that will prepare all students to become functional and
productive as they face the challenges of the twenty-first century (http://vsabms.weebly.com/vision-mission-and-eslrs.hml).
Regardless of status, from first-year teachers to veteran school aides, all
members of the faculty, staff, and administration at BMS work interdependently and
provide meaningful contributions that benefit everyone, most especially our students.
I have taken the same approach in my classroom by making my
students work in groups for their third quarter project. Of the nine ways in
which positive interdependence can be structured, my students were instructed to
assign roles to each member of the group. So far, I have observed that students
seem more engaged in the learning process because the success of the group is
dependent upon their contribution.
I learned this in my methods course last semester. I always thought group work was just simply having students work on a project together. My professor said that cooperative learning is not only having students work in groups together, but each member of the group must be assigned a specific role. Clearly, that makes more sense. The work is distributed evenly throughout the group, everyone contributes and learns about responsibility. There were countless times I've done group work and felt that only one other group member and myself carried the weight of the entire team. I vowed that I would never do that to my students. Everyone will have individual responsibilities to hold the team afloat.
ReplyDeleteA very informative post. Group learning helped me a great deal while I was a younger student being it allowed the lesson to be reinforced through peer work. However, assigning defined roles is a very good idea. Although it never happened in any group I was in, I know that sometimes one student will do all the work while the rest of the group doesn't. With clear objectives for each member, I don't think this would happen as often.
ReplyDeleteCursa, it's true that sometimes assigning roles doesn't really work especially when working with lower grade level but Fina mentioned in her respond that teachers have to assign each role and explain the responsibility in detail. Explain why is it important for each of the students to take on the responsibility of the role assign to each of them. Also before you apply this strategy show your students a video clip on cooperative learning so that they can understand it more. It work really well when i use this strategy when i was undergrad for my practicums.
DeleteGroup work or cooperative learning is such a great tool to use in the classroom. It's difficult to get the ball rolling in the right direction when you first have students work in groups, but once everyone knows their role, then the magic happens! Children become teachers and teachers take a step back to the role of observer. Children become independent, empowered, and excited through cooperative learning. The key to effective group work or cooperative learning is by assigning roles and explaining the responsibility of these roles in detail. If this is not established ear;y on in the process then the students are most likely gonna goof off.
ReplyDeleteI am not in the classroom right now but cooperative learning is a strategy that i always want to do when I have my own classroom. Gem, I also learned it in my undergrad method courses. Assigning roles after you place the students in each group is something that I have done it for my practicums and it worked really well even though not many teachers use this strategy. When the teacher assign each student in the group a role its more organize and easier to carry out the lesson and the students are learning to work together as a team.
ReplyDeleteWhen I was younger, group work always meant a project. I did not experience having roles during cooperative learning until I was in high school. Even with that, it was only once in a while. It wasn't until college that I felt the benefits of group work. By defining the roles of each member and working with diverse individuals, I have learned to appreciate team efforts.
ReplyDeleteI think that cooperative learning is essential in our classrooms today, especially with the increase of peer influences we see in our present student population.