I have a love-hate relationship with this approach. I feel like it shares many of the same problems and barriers with the guided design approach. Group dynamics and management of the groups can be the very thing that makes or breaks cooperative learning (from my experience). One thing I have learned is quite a bad idea is allowing students to choose their own groups. If this is done, you will definitely have groups which are homogeneous and many groups will have a greater advantage over the others. Again we face the problem of the students who are either unwilling to work with others or prefers to do all/none of the work. I was intrigued by the article that pointed out these types of students and categorized them as individuals such as constant pupils. These were definitely patterns and roles I have noticed in the past.
However, I think the cooperative learning method can be highly effective and useful if done properly. My first experience using this method produced less than desirable results, mainly because I let them get into groups and then I stood back and watched. Later on, I found that the more involved I became in selecting the groups and supervising the groups, the better results I received. I think there may be a misconception that this type of activity requires less work for the instructor, if anything (done properly) it should be more demanding.
I agree that we the instructors should assign groups, instead of letting our students choose. I think we do a better job complimenting the abilities of our students. Dr. Oliver did a good job pairing my group for the module. Paul, Kathy and myself work very well together.
ReplyDeleteI have that same love-hate feeling when it comes to this cooperative learning. I think that it was a good decision for you to be involved in the learning process and overall, it will help the students understand the concept of teamwork and role assignments.
ReplyDeleteManaging groups in the face to face environment is difficult in itself! How would you suggest we manage groups in the online environment? That is where I struggle with understanding that aspect of this model. We are adults and can manage ourselves, but if we are designing this for K12 students, group management becomes a huge portion of the design.
ReplyDeleteI like the idea of flexible grouping, grouping by ability, interest, MI, etc and then changing it up. I don't like homogenous groups. I feel learning becomes static when we put like kids together (not that they are ever truly alike). I think learning is maximized when we use heterogenous groups and then mix them up like in the jigsaw example.
Zac,
ReplyDeleteI agree that cooperative learning works better if the instructor is more involved. I compare it to directing traffic.
I think one of the instructor's roles that Zac refers to could be making sure each student is doing their part. We assume interdependence and "sink or swim" together will lead to peer pressure and make each student do their part, but in reality the instructor may have to step in and say you aren't doing your part, or at least have structures in place that students know will reveal their effort such as peer reviews at the end of a project. I'm not sure at what point cooperative learning becomes "forced cooperative learning," or when all the extra forces kill the overall effect. Balancing act for sure.
ReplyDelete