REZAPARVIZ
۱۱ دی ۱۳۸۷, ۰۱:۰۵
points are awarded to each student when the class can spell more words than a reasonable, but demanding, criterion set by the teacher.
There is a points are awarded to each student when the class can spell more words than a reasonable, but demanding, criterion set by the teacher.
There is a difference between "having students work in a group" and structuring students to work cooperatively. A group of students sitting at the same table doing their own work, but free to talk with each other as they work, is not structured to be a cooperative group as there is no positive interdependence. (Perhaps it could be called individualistic learning with talking.) There needs to be an accepted common goal on which the group will be rewarded for their efforts. In the same way, a group of students who have been assigned to do a report where only one student cares, does all the work and the others go along for a free ride, is not a cooperative group. A cooperative group has a sense of individual accountability that means that all students need to know the material or spell well for the group to be successful. Putting students into groups does not necessarily gain positive interdependence and/or individual accountability; it has to be structured and managed by the teacher or professor.
THE RESEARCH SUGGESTS...
When examining the research comparing students learning cooperatively, competitively, and individualistically, a very interesting paradox develops. Common practice in schools today has teachers striving to separate students from one another and have them work on their own. Teachers continually use phrases like, "Don't look at each other's papers!", "I want to see what you can do, not your neighbor!" or "Work on your own!". Having students work alone, competively or individualisticly, is the dominant interaction pattern among students in classrooms today. The paradox is that the vast majority of the research comparing student-student interaction patterns indicates that students learn more effectively when they work cooperatively. The data suggest:
1) Students achieve more in cooperative interaction than in competitive or individualistic interaction. With several colleagues, we recently did a meta-analysis on all the research studies that compare cooperation, competition and individualistic learning (122 studies from 1924 to 1980). The results indicated that cooperation seems to be much more powerful in producing achievement than the other interaction patterns and the results hold for several subject areas and a range of age groups from elementary school through adult.
2) Students are more positive about school, subject areas, and teachers or professors when they are structured to work cooperatively.
3) Students are more positive about each other when they learn cooperatively than when they learn alone, competitively, or individualistically - regardless of differences in ability, ethnic background, handicapped or not.
4) Students are more effective interpersonally as a result of working cooperatively than when they work alone, competitively or individualistically. Students with cooperative experiences are more able to take the perspective of others, are more positive about taking part in controversy, have better developed interaction skills, and have a more positive expectation about working with others than students from competitive or individualistic settings.
With all the data that is available in this area (we now have collected over 500 studies), it is surprising that practice in classrooms is not more consistent with research findings.
STRUCTURING COOPERATIVE INTERACTION
To help change this, one of our on-going tasks has been to translate the concept of cooperation into a set of practical strategies for use by teachers and professors. We are presently working with over twenty school districts and several colleges and universities on training staff in the strategies of structuring cooperative interactions and teaching students the skills needed to work difference between "having students work in a group" and structuring students to work cooperatively. A group of students sitting at the same table doing their own work, but free to talk with each other as they work, is not structured to be a cooperative group as there is no positive interdependence. (Perhaps it could be called individualistic learning with talking.) There needs to be an accepted common goal on which the group will be rewarded for their efforts. In the same way, a group of students who have been assigned to do a report where only one student cares, does all the work and the others go along for a free ride, is not a cooperative group. A cooperative group has a sense of individual accountability that means that all students need to know the material or spell well for the group to be successful. Putting students into groups does not necessarily gain positive interdependence and/or individual accountability; it has to be structured and managed by the teacher or professor.
THE RESEARCH SUGGESTS...
When examining the research comparing students learning cooperatively, competitively, and individualistically, a very interesting paradox develops. Common practice in schools today has teachers striving to separate students from one another and have them work on their own. Teachers continually use phrases like, "Don't look at each other's papers!", "I want to see what you can do, not your neighbor!" or "Work on your own!". Having students work alone, competively or individualisticly, is the dominant interaction pattern among students in classrooms today. The paradox is that the vast majority of the research comparing student-student interaction patterns indicates that students learn more effectively when they work cooperatively. The data suggest:
1) Students achieve more in cooperative interaction than in competitive or individualistic interaction. With several colleagues, we recently did a meta-analysis on all the research studies that compare cooperation, competition and individualistic learning (122 studies from 1924 to 1980). The results indicated that cooperation seems to be much more powerful in producing achievement than the other interaction patterns and the results hold for several subject areas and a range of age groups from elementary school through adult.
2) Students are more positive about school, subject areas, and teachers or professors when they are structured to work cooperatively.
3) Students are more positive about each other when they learn cooperatively than when they learn alone, competitively, or individualistically - regardless of differences in ability, ethnic background, handicapped or not.
4) Students are more effective interpersonally as a result of working cooperatively than when they work alone, competitively or individualistically. Students with cooperative experiences are more able to take the perspective of others, are more positive about taking part in controversy, have better developed interaction skills, and have a more positive expectation about working with others than students from competitive or individualistic settings.
With all the data that is available in this area (we now have collected over 500 studies), it is surprising that practice in classrooms is not more consistent with research findings.
STRUCTURING COOPERATIVE INTERACTION
To help change this, one of our on-going tasks has been to translate the concept of cooperation into a set of practical strategies for use by teachers and professors. We are presently working with over twenty school districts and several colleges and universities on training staff in the strategies of structuring cooperative interactions and teaching students the skills needed to work
There is a points are awarded to each student when the class can spell more words than a reasonable, but demanding, criterion set by the teacher.
There is a difference between "having students work in a group" and structuring students to work cooperatively. A group of students sitting at the same table doing their own work, but free to talk with each other as they work, is not structured to be a cooperative group as there is no positive interdependence. (Perhaps it could be called individualistic learning with talking.) There needs to be an accepted common goal on which the group will be rewarded for their efforts. In the same way, a group of students who have been assigned to do a report where only one student cares, does all the work and the others go along for a free ride, is not a cooperative group. A cooperative group has a sense of individual accountability that means that all students need to know the material or spell well for the group to be successful. Putting students into groups does not necessarily gain positive interdependence and/or individual accountability; it has to be structured and managed by the teacher or professor.
THE RESEARCH SUGGESTS...
When examining the research comparing students learning cooperatively, competitively, and individualistically, a very interesting paradox develops. Common practice in schools today has teachers striving to separate students from one another and have them work on their own. Teachers continually use phrases like, "Don't look at each other's papers!", "I want to see what you can do, not your neighbor!" or "Work on your own!". Having students work alone, competively or individualisticly, is the dominant interaction pattern among students in classrooms today. The paradox is that the vast majority of the research comparing student-student interaction patterns indicates that students learn more effectively when they work cooperatively. The data suggest:
1) Students achieve more in cooperative interaction than in competitive or individualistic interaction. With several colleagues, we recently did a meta-analysis on all the research studies that compare cooperation, competition and individualistic learning (122 studies from 1924 to 1980). The results indicated that cooperation seems to be much more powerful in producing achievement than the other interaction patterns and the results hold for several subject areas and a range of age groups from elementary school through adult.
2) Students are more positive about school, subject areas, and teachers or professors when they are structured to work cooperatively.
3) Students are more positive about each other when they learn cooperatively than when they learn alone, competitively, or individualistically - regardless of differences in ability, ethnic background, handicapped or not.
4) Students are more effective interpersonally as a result of working cooperatively than when they work alone, competitively or individualistically. Students with cooperative experiences are more able to take the perspective of others, are more positive about taking part in controversy, have better developed interaction skills, and have a more positive expectation about working with others than students from competitive or individualistic settings.
With all the data that is available in this area (we now have collected over 500 studies), it is surprising that practice in classrooms is not more consistent with research findings.
STRUCTURING COOPERATIVE INTERACTION
To help change this, one of our on-going tasks has been to translate the concept of cooperation into a set of practical strategies for use by teachers and professors. We are presently working with over twenty school districts and several colleges and universities on training staff in the strategies of structuring cooperative interactions and teaching students the skills needed to work difference between "having students work in a group" and structuring students to work cooperatively. A group of students sitting at the same table doing their own work, but free to talk with each other as they work, is not structured to be a cooperative group as there is no positive interdependence. (Perhaps it could be called individualistic learning with talking.) There needs to be an accepted common goal on which the group will be rewarded for their efforts. In the same way, a group of students who have been assigned to do a report where only one student cares, does all the work and the others go along for a free ride, is not a cooperative group. A cooperative group has a sense of individual accountability that means that all students need to know the material or spell well for the group to be successful. Putting students into groups does not necessarily gain positive interdependence and/or individual accountability; it has to be structured and managed by the teacher or professor.
THE RESEARCH SUGGESTS...
When examining the research comparing students learning cooperatively, competitively, and individualistically, a very interesting paradox develops. Common practice in schools today has teachers striving to separate students from one another and have them work on their own. Teachers continually use phrases like, "Don't look at each other's papers!", "I want to see what you can do, not your neighbor!" or "Work on your own!". Having students work alone, competively or individualisticly, is the dominant interaction pattern among students in classrooms today. The paradox is that the vast majority of the research comparing student-student interaction patterns indicates that students learn more effectively when they work cooperatively. The data suggest:
1) Students achieve more in cooperative interaction than in competitive or individualistic interaction. With several colleagues, we recently did a meta-analysis on all the research studies that compare cooperation, competition and individualistic learning (122 studies from 1924 to 1980). The results indicated that cooperation seems to be much more powerful in producing achievement than the other interaction patterns and the results hold for several subject areas and a range of age groups from elementary school through adult.
2) Students are more positive about school, subject areas, and teachers or professors when they are structured to work cooperatively.
3) Students are more positive about each other when they learn cooperatively than when they learn alone, competitively, or individualistically - regardless of differences in ability, ethnic background, handicapped or not.
4) Students are more effective interpersonally as a result of working cooperatively than when they work alone, competitively or individualistically. Students with cooperative experiences are more able to take the perspective of others, are more positive about taking part in controversy, have better developed interaction skills, and have a more positive expectation about working with others than students from competitive or individualistic settings.
With all the data that is available in this area (we now have collected over 500 studies), it is surprising that practice in classrooms is not more consistent with research findings.
STRUCTURING COOPERATIVE INTERACTION
To help change this, one of our on-going tasks has been to translate the concept of cooperation into a set of practical strategies for use by teachers and professors. We are presently working with over twenty school districts and several colleges and universities on training staff in the strategies of structuring cooperative interactions and teaching students the skills needed to work