| Council of Teachers of Mathematics agrees with these findings in their book, Principles and Standards for School Mathematics. They argue that "excellence in mathematics education requires equity-high expectations and strong support for all students" (12). One method that the NCTM suggests we promote is equity through the use of effective communication. An instructional program that incorporates effective communication is one which allows all students to "organize and consolidate their mathematical thinking through communication" (NCTM, 2000, p. 348). It provides students the opportunity to clearly communicate their mathematical thinking to other students and teachers (NCTM, 2000, p. 348). Also, it allows students to "analyze and evaluate" other students mathematical ideas and solution methods while providing a chance for students to use mathematical language to express ideas (NCTM, 2000, p. 348). These results arise from the effective communication that is the main body of cooperative learning. William Glasser's theories also support the use of cooperative learning. According to Glasser, humans learn only 20% of what they hear and only 30% of what they hear. On the contrary, according to Glasser, humans learn 70% of what is discussed with others, 80% of what is experienced personally, and 95% of what we teach someone else. Since cooperative learning is based on small group discussions, student-to-student interactions, and group accountability, where students are encouraged to explain ideas and skills to each other, it follows that we should use cooperative learning to promote learning. Therefore, if one's goals are to increase student learning, motivation, attitude, and communication skills, cooperative learning is one method to consider incorporating into the curriculum. |
| In addition to the benefits that have already been discussed, the National Association for Research in Science Teaching finds that students who learn in a cooperative structure also develop the skills that are basic to productive, working teams, including leadership and conflict resolution (1). Research shows that many students do not have the basic skills associated with group interactions (NARST). These skills include but are not limited to active listening, checking members for understanding, conflict resolution, leadership, and constructive criticism. There is evidence that the positive interdependence of cooperative learning focuses on these skills (NARST). According to the NARST, "the stronger the 'we sink or swim together' feeling in a group, the more likely the group will be successful and that all members will master the material" and also the skills associated with group interactions (NARST). This "team feeling" also leads to an increase in the value students place on academic work since it helps the whole team to succeed (Slavin 3). Since cooperative learning places a strong emphasis on achieving a group goal and thus emphasizes individual learning since group success depends on it (Slavin 3). Without a team goal, "students may feel ashamed to ask peers for help" (Slavin 3). By creating small, heterogeneous groups, we are creating environments that are inviting for students to ask others for help. In fact, we are creating learning environments that focus on student-to-student questioning and explaining. Often, "students are able to translate the teacher's language into 'kid language' for one another. Thus, the cooperative learning environment fosters the use of small group discussions to allow all students to master the material and skills necessary. Robert Slavin, Director of Elementary School Program at the Center for Research on Elementary and Middle Schools at Hopkins University sums up the findings by explaining that cooperative learning has made it possible to arrange schools around the concept of "everyone's working together to improve all aspects of the school" (Slavin 1). (National Association for Research in Science Teaching. "Research Matters to the Science Teacher: Encouraging Student/Student Interaction") (Slavin, Robert E. "Cooperative Learning and the Cooperative School") (NCTM. Principles and Standards for School Mathematics. NCTM, Inc. 2000.) |
| R E S E A R C H |
| R E V I E W |
| * Higher Achievement * Increased Retention * Greater use of Higher Level Reasoning *Increased Perspective Taking * Greater Intrinsic Motivation * More Positive Heterogeneous Relationships * Better Attitudes toward School * Better Attitudes toward Teacher * Higher Self-Esteem * Greater Social Support *More Positive Psychological Adjustment * More On-Task Behavior * Greater Collaborative Skills Taken From: Johson, D.W. & Johnson, R.T. (1987). Learning Together and alone: Cooperative, competitive, and individualistic learning. Englewood Cliffs, NJ: Prentice Hall. |