Group and Cooperative Learning: An Information Processing Model of Teaching > B. Marie Brady-Whitcanack

Group and cooperative learning strategies organize students and help them respond cognitively and socially to the tasks of information processing. The overall findings and conclusions regarding cooperative learning indicate such teaching techniques positively affect academic learning, social development, and the self-esteem of the learner (Kagan, 1990). Recent cooperative learning strategies have been successfully incorporated into electronic learning circles and classrooms (Riel, 2004), such as with visual and audio learning styles accommodated through Kaplan’s audio seminars. Cooperative learning is not a new teaching method, however. Foundations in group learning were developed by the great educational philosopher John Dewey (1919).

Dewey stated: “Group investigation should be the basic model for social and academic learning in a democratic society” (Joyce & Weil, 1995, p. 74). Dewey fostered such ideas as “cooperative sets” in dyads and triads. The basic philosophy is to begin instruction in straightforward and familiar activities, then move to more complex models of information processing, instructing students on methods of how to work with other group members as a means to introduce the group investigation (Slavin, et al., 1985).

The process of learning to study and work together on assigned tasks is the basis of cooperative learning. Joyce and Weil (1995) identify one of the tasks of cooperative learning as building cooperation and a sense of learning communities and social context for students. The goal of working together while growing and learning as individuals is seen as a process as well as a product of group and cooperative learning.

Cooperative learning provides an environment of peer collaboration as a means of development of social and cognitive skills. It is defined as: “a teaching strategy involving children’s participation in small group learning activities that promote positive interaction” (Lyman & Foyle, 1991, p. 14). Each person is expected to contribute to the group’s success and is recognized through the group’s reward. Individual students are assessed for participation in the group process and on group performance in cooperative behavior (Lazear, 1992; Lazear, 1997).

Cooperation is a fundamental social process in human interaction. Modern living requires emphasis on a citizen’s skills in relating well with other races, nation-states, and sexes. The future move toward globalization and multiculturalism will require increased skills in interpersonal, inter-societal, and intergroup conflict resolution and tension reduction (Sharan & Shachar, 1988). Group and cooperative learning theory focuses on cooperative and learning strategies in not only learning cooperation, but also the necessity to cooperate in order to learn.

The history of cooperative learning has evolved from the work of John Dewey and his research and theory on the social aspects of learning and the need to train learners to be future democratic thinkers. The following is a breakdown of the components for a group and cooperative learning model.

A. Purpose
     1. Generate motivation that exceeds individual competitiveness
          and build connectedness.

     2. Students learn from one another.
     3. Student interaction results in more cognitive and complex
          learning than occurs in isolated setting.
     4. Can result in positive group identify
     5. Can increase individual self-esteem.
     6. Can increase social and work skills.
     7. Group cohesion, cooperative behavior and improved intergroup
          relations increases group cohesion. (Kagan, 1987)

B. Assumptions
     1. It is assumed cooperative learning will result in cooperation
          instead of competition.
     2. Cooperative learning combines other learning models, such as
          information processes and social learning models.
     3. Cooperative learning will result in immediate effects, such as
          social support and cognitive complexity.
     4. Cooperative learning will reduce incidents of disruptive
          behavior and off task behavior.

C. Training for Cooperation
     1. Provide students with guidelines for efficiency, such as
          project grading rubrics.
     2. Monitor group size, such as working in dyads to triads
          or larger.
     3. Gradually increase the complexity of the group task.
     4. Monitor or increased efficiency as the complexity of
          task is modified.

D. Example of Group Investigation

     1. Use of democratic process education:
          a.  This process is dependent upon an integrative
                organizational behavior of the group.
          b.  Use specific research tasks, such analysis as Plato’s
               Republic.
          c.  Use the cooperative teaching model to improve
               citizenship.
          d.  Examples include the application of concepts of ethics
               and the ideal citizen who lives in and enhances society
               and self.
          e.   Promote the use of methods of scientific inquiry,
                such as critical thinking.
          f.   Promote the use of critical thinking in problem solving,
               social and interpersonal conflict resolution.
          g.   Promote experience based learning scenarios.
          h.   Clarify basic concepts of the democratic model of
                cooperative learning (Joyce & Weil, 1996).
                     i. Social inquiry: Identification of a problem
                        that leads to the social process of inquiring
                        toward problem resolution that leads to further
                        inquiry.
                     ii. Search for a solution, or puzzlement, as to
                         how to resolve the issue: This questioning
                         stage of identifying a potential problem leads
                         to awareness of self and personal reasons for
                         the inquiry as both a participant and an
                         observer.
                     iii. Self-awareness: The participants identify their
                         role in the situation and its resolution.
                     iv. Methodology: Identify what method of
                         research or fact finding is appropriate and
                         possible for the situational inquiry.
                     v. Reflection: Conduct and after action form
                         of reflecting thinking about the conclusions
                         and consequences of the learning process
                         (Joyce & Weil, 1996)

A. Phase One: Encounter a question or puzzling situation.
B. Phase Two: Explore reaction to the problem of situation
C. Phase Three: Formulate the study task and organize the study:
    a. Define the problem or issue.
    b. Define what information is needed to resolve the problem
        or issue.
    c. Assign member roles and responsibilities.
D. Phase Four: Identify conclusions and consequences of findings.
E. Phase Five: Analyze the process as well as the process of the group activity using the grading rubric.
F. Phase Six: Repeat portions or recycle the entire activity for a new topic of situation


The concern for social skills development as a necessary response to multiculturalism in the electronic classrooms requires modification of teaching methods (Jacobs, Lee & Ball, 1997). At Kaplan University, we have classes made up of a diverse student body; therefore, it is worthwhile to consider our approaches to teaching in order to reach as many students as possible. The learning models in this article are just two examples of how this can be done.

References

Dewey, J. (1919). Chapter Seven: The Democratic Conception in 
     Education. Dewey: Democracy and education. Retrieved from
     http://www.ilt.columiba.edu-ILTweb-Publications-Microsoft
     InternetExplorer.

Jacobs, G., Lee, G. S., & Ball, J. (1997). Learning cooperative 
     learning via cooperative learning: A sourcebook of cooperative 
     learning lesson plans for teacher educator. San Clemente, CA:
     Kagan Cooperative Learning.

Joyce, B. & Weil, M. (1996). Models of teaching (5th Ed.).
     Boston: Allyn and Bacon.

Kagan, S. (July, 1990). Cooperative learning resources for teachers. 
     San Juan Capistrano, CA: Kagan Cooperative Learning.

Kagan, S. (1987). Cooperative learning: Student teams (2nd Ed.). 
     (1992).Washington, DC: National Education Association.

Lazear, D. (1997). Seven ways of knowing, teaching for multiple
     intelligences. San Clemente, CA: Kagan Learning Center.

Lazear, D. (1992). Teaching for multiple intelligence. (Library of 
     Congress No. 92-61017). Bloomington, IN: Phi Delta Kappa
     Educational Foundation.

Riel, M. (2004). Cooperative learning across classrooms in electronic
     learning circles. Journal of Instructional Science, 19, 445-466.
     Doi: 10.1007/BF0019390.

Sharan, S., & Schachar, H. (1988). Language and learning in
     the cooperative classroom: Recent research in psychology.
     New York: Springer-Verlag.

Slavin, R. E. (1988). Cooperative learning. New York: Longman 
     Inc.John Hopkins University.

Slavin, R. E. (1988). Cooperative learning: Theory, research and 
     practice (2nd Ed.). Boston: Allyn and Bacon.

Slavin, R. E. (1988). Cooperative learning: Student teams (2nd Ed.).
     Washington, DC: National Education Association Professional
     Library.

Slavin, R. E. (1991). Student team learning or practical guide to 
     cooperative learning (3rd Ed.). Washington, DC: National
     Education Association Professional Library.

Slavin, R. E. (1988). Student team learning: An overview and 
     practical guide. Washington, DC: National Education
     Association.

Did you know... 

I don't think many people know I started my academic career at the University of Hawaii as an opera, voice major, while also singing for Don Ho's backup band. Many twists and turns to finish with a PhD in Education.

Marie is a professor in Health Science at Kaplan University.