Cooperative Learning May Change Your Mind About Group

Work
Two heads are better than one.

Or so the expression goes. It means that two people working

together have a better chance of solving a problem than one
person alone. But not everyone likes working with others
especially when that means working in a group.

There can be a number of reasons why people dislike group

work. Some may feel nervous or uneasy in group situations.
Others might have had a bad experience with individuals who
did not work well as a team.

Another criticism is that teachers or supervisors fail

to assign roles to group members. This may create a situation
where everyone or no one wants to lead.
Whatever the issue, the result is the same: the group does not
realize its goal.

Cooperative learning is an educational method that can help

to solve this problem.

There are many methods of cooperative learning. Today we

will talk about one: giving each person in a small group a
specific duty to reach a shared goal. For example, if learners
are divided into groups of four people each, their roles might
be: leader, writer, checker and speaker.
The "writer" writes down important information from the task. They may
also write down the ideas for the speaker to present.

This structure helps ensure that everyone takes part equally in

group work. It also allows each member to play a meaningful
part in completing the shared goal.

Retired educator Michelle Manville has written several books

about education and learning standards. Many of her books
note that cooperative learning creates a supportive group
structure and lessens the problem of competitiveness.
Studies have also shown that cooperative learning improves
learner achievement. This includes one study by American
researcher Robert Slavin.*
Cooperative learning in non-class settings

The method we are talking about today can be used in a

number of educational settings, both structured
and informal.
Teachers may use it in a classroom. But the method is also
useful in other situations. Companies, for instance, may use it
as they train employees in team-building and other exercises.

Organizations for English learners, such as English clubs, can

also achieve a lot from this method. Such groups meet in any
number of places at restaurants, coffee houses, in
classrooms and even at people's homes. Cooperative learning
can be used in all of these situations.

For example, imagine that the head of an English club divides

club members into small groups. Each group is told to come
up with directions for making a specialty food. Your group
chooses pizza.

Before you begin, the "leader" makes sure everyone

understands the activity and their responsibilities. During the
activity, that person also makes sure the group
stays focused on the work to be done.
The group identifies the materials needed for making the
pizza and also talks about how to prepare it. As this happens,
the "recorder" writes down the step-by-step directions. At the
same time, the "checker" can look up words to make sure the
group is choosing the right language. When the work is
complete, the "speaker" shares your group's pizza recipe with
the other people in the club.
The "checker" makes sure that the information and language the group
uses is correct. They also stay aware of the time remaining for the
activity.

Preparing for an activity

Before dividing learners into groups, it is a good idea for the
teacher or clubs supervisor to first have knowledge about the
language skill levels of participants. The goal is to make each
group a mixture of higher- and lower-level language learners.
Putting too many people with similar skill levels together
could make the work too difficult or easy.

Role cards can be a helpful tool in this method of cooperative

learning. The reusable paper cards have notes describing the
role of each person. Their purpose is to remind learners of
each persons role. The cards can be placed on a table or
on desks.
You can download role cards from the VOA Learning English
website and print them onto card stock or regular paper.
(Click here to download the role cards.)
Before, during and after the activity
Before the cooperative activity, the role of the teacher or
activity supervisor is make sure to explain two things to the
group: the main task for the activity and how the cooperative
roles work. The person in charge may appoint these roles or
let the English learners choose them.
Then, during the activity, the supervisor's job is to watch the
groups and provide more guidance when needed.

After the activity, the supervisor may wish to

provide feedback to groups on their work and their use of
cooperation.
Hearing friends or classmates speak about their group's work
gives everyone a chance to listen to other learners speaking
English. Learners can also gain a lot from seeing how others
in their club or class complete language tasks and from
hearing different perspectives.
With this cooperative learning method, you could say that
four heads are better than just one.

Visit learningenglish.voanews.com for examples of this

method in Units 2 and 6 of the video-based training
course Let's Teach English.
I'm Bruce Alpert. And I'm Alice Bryant.

Alice Bryant wrote this story for Learning English. George

Grow was the editor.
Have you used a cooperative learning method in an English
club, classroom, company or somewhere else? Did you enjoy
it? What did you learn from it? Write to us in the comments
section.
*Finding from Robert Slavin's paper "Cooperative learning
and the cooperative school"
__________________________________________
_____________________

Words in This Story

assign v. to give someone a particular job or duty
standard n. a level of quality or achievement that is
required or considered acceptable or desirable
informal adj. having a friendly and relaxed quality
remind v. to cause someone to remember something
desk n. a piece of furniture that is like a table for one
person
card stock n. a paper stock that is thicker than normal
writing/printing paper
task n. a piece of work that has been given to someone
feedback n. helpful information or criticism that is given to
someone to say what can be done to improve something
perspective n. a way of thinking about and understanding
something
focus v. to cause attention to be directed at something specific
Leader Makes sure everyone understands the activity before the group begins working.
Makes sure the group stays focused and members actively take part.

Useful phrases include, "Does everyone understand their role?" "Let's start by
doing." and "Let's stay on the task we have to complete."
Writer / Writes down important information from the task. They also write down the ideas
Recorder for the speaker to present.

Useful phrases include, "Can you say that again, please?" "How shall I write
 this?" and "Have I written this clearly?"
Checker Makes sure that information and language the group uses for the work is correct.
Also stays aware of the time remaining for the activity.

Useful phrases include, "Is this what the teacher/manager wants?" "Let me check
the spelling/meaning of that word" and "We have five minutes left."
Speaker Summarizes the group's work for the rest of the club or class.

Useful phrases include, "Shall I start with.?" and "How does this sound?"