Subject: cooperative learning benefits (67)
From: ted panitz (tpanitz@capecod.net)
Date: Sun Feb 27 2000 - 16:06:43 EST
Hi Listers,
I have been asked from time to time for information on my list of
benefits for cooperative learning. Below I have provided and outline of
benefits by topic area followed by a numerical listing. The expanded
descriptions and bibliography can be found at my web site at:
http://www.capecod.net/~tpanitz/tedspage/tedsarticles/coopbenefits.htm
A short explanation will put this in perspective. Several years
ago I started collecting articles on cooperative learning benefits
which, were documented by research papers. I noticed that most authors
focused upon a few items. As the list grew I became more and more
impressed with the research base on cooperative learning, so I kept
building my list. The last time I published the list I had 47 benefits.
My list is now up to 67 benefits. It seems almost to incredible to
believe, but if you read through the explanations, each one is backed by
research studies and a strong rationale based upon psychological, social
and biological concepts.
I would love to add new items to this list but I have run out of
them.
Please e-mail me at my new e-mail address if you can think of anything I
have left off. If you can, please provide any citations you may have to
justify the benefit.
If you wish, please sent the CL benefit to the entire list with your
own discussion and/or observations.
Regards,
Ted
tpanitz@capecod.net
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
67 BENEFITS OF COLLABORATIVE LEARNING
The capital letters describe the benefits the small letters give the
outline topics.
CL Promotes critical thinking skills
CL DEVELOPS HIGHER LEVEL THINKING SKILLS
CL STIMULATES CRITICAL THINKING AND HELPS STUDENTS CLARIFY IDEAS
THROUGH DISCUSSION AND DEBATE
SKILL BUILDING AND PRACTICE CAN BE ENHANCED AND MADE LESS
TEDIOUS THROUGH CL ACTIVITIES IN AND OUT OF CLASS
CL DEVELOPS ORAL COMMUNICATION SKILLS
CL FOSTERS METACOGNITION IN STUDENTS
COOPERATIVE DISCUSSIONS IMPROVE STUDENTS' RECALL OF TEXT
CONTENT
Involves students actively in the learning process
CL CREATES AN ENVIRONMENT OF ACTIVE, INVOLVED, EXPLORATORY
LEARNING
CL ENCOURAGES STUDENT RESPONSIBILITY FOR LEARNING
CL INVOLVES STUDENTS IN DEVELOPING CURRICULUM AND CLASS
PROCEDURES
CL PROVIDES TRAINING IN EFFECTIVE TEACHING STRATEGIES TO THE NEXT
GENERATION OF TEACHERS.
CL HELPS STUDENTS WEAN THEMSELVES AWAY FROM CONSIDERING
TEACHERS THE SOLE SOURCES OF KNOWLEDGE AND UNDERSTANDING
CL FITS IN WELL WITH THE TQM AND CQI MODELS OF EFFECTIVE
MANAGEMENT
Cl PROMOTES A LEARNING GOAL RATHER THAN A PERFORMANCE GOAL.
CL FITS IN WELL WITH THE CONSTRUCTIVIST APPROACH
CL ALLOWS STUDENTS TO EXERCISE A SENSE OF CONTROL ON TASK
Classroom results are improved
CL PROMOTES HIGHER ACHIEVEMENT AND CLASS ATTENDANCE
Cl PROMOTES A POSITIVE ATTITUDE TOWARD THE SUBJECT MATTER
CL INCREASES STUDENT RETENTION
CL ENHANCES SELF MANAGEMENT SKILLS
CL INCREASES STUDENTS' PERSISTENCE IN THE COMPLETION OF
ASSIGNMENTS AND
THE LIKELIHOOD OF SUCCESSFUL COMPLETION OF ASSIGNMENTS
STUDENTS STAY ON TASK MORE AND ARE LESS DISRUPTIVE
CL PROMOTES INNOVATION IN TEACHING AND CLASSROOM TECHNIQUES
Models appropriate student problem solving techniques
Cl FOSTERS MODELING OF PROBLEM SOLVING TECHNIQUES BY STUDENTS'
PEERS
CL ALLOWS ASSIGNMENT OF MORE CHALLENGING TASKS WITHOUT
MAKING THE WORKLOAD UNREASONABLE.
WEAKER STUDENTS IMPROVE THEIR PERFORMANCE WHEN GROUPED WITH
HIGHER ACHIEVING STUDENTS
CL PROVIDES STRONGER STUDENTS WITH THE DEEPER UNDERSTANDING
THAT COMES ONLY FROM TEACHING MATERIAL (COGNITIVE REHEARSAL).
CL LEADS TO THE GENERATION OF MORE AND BETTER QUESTIONS IN
CLASS.
STUDENTS EXPLORE ALTERNATE PROBLEM SOLUTIONS IN A SAFE
ENVIRONMENT
CL ADDRESSES LEARNING STYLE DIFFERENCES AMONG STUDENTS
Large lectures can be personalized
CL ACTIVITIES CAN BE USED TO PERSONALIZE LARGE LECTURE CLASSES
CL CAN BE ADAPTED TO LARGE LECTURES INVOLVING STUDENTS IN
INTERACTIVE,
CRITICAL THINKING ACTIVITIES DURING CLASS
CL is especially helpful in motivating students in specific
curriculum
CL IS SYNERGISTIC WITH WRITING ACROSS THE CURRICULUM (WAC)
CL IS ESPECIALLY USEFUL IN FOREIGN LANGUAGE AND ESL COURSES
WHERE INTERACTIONS INVOLVING THE USE OF LANGUAGE ARE
IMPORTANT
JIGSAW IS AN IDEAL STRUCTURE FOR LABORATORY AND DESIGN PROJECTS
CL IS ESPECIALLY BENEFICIAL IN MATHEMATICS COURSES.
Social benefits
Develops a social support system for students
CL PROMOTES STUDENT FACULTY INTERACTION AND FAMILIARITY
CL DEVELOPS SOCIAL INTERACTION SKILLS
CL PROMOTES POSITIVE SOCIETAL RESPONSES TO PROBLEMS AND
FOSTERS A SUPPORTIVE ENVIRONMENT WITHIN WHICH TO MANAGE
CONFLICT RESOLUTION
CL CREATES A STRONGER SOCIAL SUPPORT SYSTEM
CL FOSTERS AND DEVELOPS INTERPERSONAL RELATIONSHIPS
STUDENTS DEVELOP RESPONSIBILITY FOR EACH OTHER
CL Builds diversity Understanding among students and
staff
CL BUILDS MORE POSITIVE HETEROGENEOUS RELATIONSHIPS
CL ENCOURAGES DIVERSITY UNDERSTANDING
CL FOSTERS A GREATER ABILITY IN STUDENTS TO VIEW SITUATIONS FROM
OTHERS' PERSPECTIVES (DEVELOPMENT OF EMPATHY)
CL HELPS MAJORITY AND MINORITY POPULATIONS IN A CLASS LEARN TO
WORK WITH
EACH OTHER (DIFFERENT ETHNIC GROUPS, MEN AND WOMEN,
TRADITIONAL AND NON-TRADITIONAL STUDENTS)
CL Establishes a positive atmosphere for modeling and
practicing cooperation
ESTABLISHES AN ATMOSPHERE OF COOPERATION AND HELPING SCHOOL
WIDE STUDENTS ARE TAUGHT HOW TO CRITICIZE IDEAS, NOT PEOPLE
CL CLASSROOMS MAY BE USED TO MODEL DESIRABLE SOCIAL BEHAVIORS
NECESSARY FOR EMPLOYMENT SITUATIONS WHICH UTILIZE TEAMS AND
GROUPS. STUDENTS PRACTICE MODELING SOCIETAL AND WORK RELATED
ROLES
CL FOSTERS TEAM BUILDING AND A TEAM APPROACH TO PROBLEM
SOLVING WHILE MAINTAINING INDIVIDUAL ACCOUNTABILITY
CL PROCESSES CREATE ENVIRONMENTS WHERE STUDENTS CAN PRACTICE
BUILDING LEADERSHIP SKILLS.
CL INCREASES LEADERSHIP SKILLS OF FEMALE STUDENTS
Develops learning communities
CL PROVIDES THE FOUNDATION FOR DEVELOPING LEARNING
COMMUNITIES WITHIN INSTITUTIONS AND IN COURSES
CL ACTIVITIES PROMOTE SOCIAL AND ACADEMIC RELATIONSHIPS WELL
BEYOND THE CLASSROOM AND INDIVIDUAL COURSE
IN COLLEGES WHERE STUDENTS COMMUTE TO SCHOOL AND DO NOT
REMAIN ON CAMPUS TO PARTICIPATE IN CAMPUS LIFE ACTIVITIES, CL
CREATES A COMMUNITY ENVIRONMENT WITHIN THE CLASSROOM.
Cl HELPS TEACHERS CHANGE THEIR ROLES FROM THEIR BEING THE FOCUS
OF THE TEACHING PROCESS TO BECOMING FACILITATORS OF THE
LEARNING PROCESS. THEY MOVE FROM TEACHER CENTERED TO STUDENT
CENTERED LEARNING
Psychological benefits
Student Centered Instruction Increases students' Self Esteem
CL BUILDS SELF ESTEEM IN STUDENTS
CL ENHANCES STUDENT SATISFACTION WITH THE LEARNING EXPERIENCE
CL PROMOTES A MASTERY ATTRIBUTION PATTERN RATHER THAN HELPLESS
ATTRIBUTION PATTERN
CL ENCOURAGES STUDENTS TO SEEK HELP AND ACCEPT TUTORING FROM
THEIR PEERS
Cooperation Reduces Anxiety
CLASSROOM ANXIETY IS SIGNIFICANTLY REDUCED WITH CL
TEST ANXIETY IS SIGNIFICANTLY REDUCED
CL Develops positive attitudes towards teachers
CL CREATES A MORE POSITIVE ATTITUDE TOWARD TEACHERS, PRINCIPALS
AND OTHER SCHOOL PERSONNEL BY STUDENTS AND CREATES A MORE
POSITIVE ATTITUDE BY TEACHERS TOWARD THEIR STUDENTS
CL SETS HIGH EXPECTATIONS FOR STUDENTS AND TEACHERS
Alternate student and teacher assessment
techniques
Collaborative teaching techniques utilize a variety of
assessments
CL PROVIDES A BASIS FOR ALTERNATE FORMS OF ASSESSMENT SUCH AS
OBSERVATION OF GROUPS, GROUP SELF ASSESSMENT, AND SHORT
INDIVIDUAL WRITING ASSESSMENTS
CL PROVIDES INSTANTANEOUS FEEDBACK TO STUDENTS AND THE
TEACHER ON THE EFFECTIVENESS OF EACH CLASS AND THE PROGRESS
STUDENTS ARE MAKING BY OBSERVING STUDENTS WORKING IN GROUPS
AND INDIVIDUALLY GROUPS ARE EASIER TO SUPERVISE THAN INDIVIDUAL
STUDENTS
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
BENEFITS OF COLLABORATIVE LEARNING BY NUMERICAL LISTING
1. DEVELOPS HIGHER LEVEL THINKING SKILLS
2. PROMOTES STUDENT FACULTY INTERACTION AND FAMILIARITY
3. INCREASES STUDENT RETENTION
4. BUILDS SELF ESTEEM IN STUDENTS
5. ENHANCES STUDENT SATISFACTION WITH THE LEARNING EXPERIENCE
6. PROMOTES A POSITIVE ATTITUDE TOWARD THE SUBJECT MATTER
7. DEVELOPS ORAL COMMUNICATION SKILLS
8. DEVELOPS SOCIAL INTERACTION SKILLS
9. HELPS MAJORITY AND MINORITY POPULATIONS IN A CLASS LEARN TO
WORK WITH
EACH OTHER (DIFFERENT ETHNIC GROUPS, MEN AND WOMEN,
TRADITIONAL AND NON-TRADITIONAL STUDENTS)
10. CREATES AN ENVIRONMENT OF ACTIVE, INVOLVED, EXPLORATORY
LEARNING
11 USES A TEAM APPROACH TO PROBLEM SOLVING WHILE MAINTAINING
INDIVIDUAL ACCOUNTABILITY
12. ENCOURAGES DIVERSITY UNDERSTANDING
13. ENCOURAGES STUDENT RESPONSIBILITY FOR LEARNING
14. INVOLVES STUDENTS IN DEVELOPING CURRICULUM AND CLASS
PROCEDURES
15. STUDENTS EXPLORE ALTERNATE PROBLEM SOLUTIONS IN A SAFE
ENVIRONMENT
16. STIMULATES CRITICAL THINKING AND HELPS STUDENTS CLARIFY
IDEAS THROUGH DISCUSSION AND DEBATE
17. ENHANCES SELF MANAGEMENT SKILLS
18. FITS IN WELL WITH THE CONSTRUCTIVIST APPROACH
19. ESTABLISHES AN ATMOSPHERE OF COOPERATION AND HELPING
SCHOOLED
20. STUDENTS DEVELOP RESPONSIBILITY FOR EACH OTHER
21. BUILDS MORE POSITIVE HETEROGENEOUS RELATIONSHIPS
22. PROVIDES A BASIS FOR ALTERNATE FORMS OF ASSESSMENT SUCH AS
OBSERVATION OF GROUPS , GROUP SELF ASSESSMENT, AND SHORT
INDIVIDUAL WRITING ASSESSMENTS
23. FOSTERS AND DEVELOPS INTERPERSONAL RELATIONSHIPS
24. MODELING PROBLEM SOLVING TECHNIQUES BY STUDENTS' PEERS
25. STUDENTS ARE TAUGHT HOW TO CRITICIZE IDEAS, NOT PEOPLE
26. SETS HIGH EXPECTATIONS FOR STUDENTS AND TEACHERS
27. PROMOTES HIGHER ACHIEVEMENT AND CLASS ATTENDANCE .
28. STUDENTS STAY ON TASK MORE AND ARE LESS DISRUPTIVE
29. GREATER ABILITY OF STUDENTS TO VIEW SITUATIONS FROM OTHERS'
PERSPECTIVES (DEVELOPMENT OF EMPATHY)
30. CREATES A STRONGER SOCIAL SUPPORT SYSTEM
31. CREATES A MORE POSITIVE ATTITUDE TOWARD TEACHERS, PRINCIPALS
AND OTHER SCHOOL PERSONNEL BY STUDENTS AND CREATES A MORE
POSITIVE ATTITUDE BY TEACHERS TOWARD THEIR STUDENTS
32. ADDRESSES LEARNING STYLE DIFFERENCES AMONG STUDENTS
33. PROMOTES INNOVATION IN TEACHING AND CLASSROOM
TECHNIQUES .
34. CLASSROOM ANXIETY IS SIGNIFICANTLY REDUCED
35. TEST ANXIETY IS SIGNIFICANTLY REDUCED
36. CL CLASSROOMS MAY BE USED TO MODEL DESIRABLE SOCIAL
BEHAVIORS NECESSARY FOR EMPLOYMENT SITUATIONS WHICH UTILIZE
TEAMS AND GROUPS.
37. STUDENTS PRACTICE MODELING SOCIETAL AND WORK RELATED ROLES
38. CL IS SYNERGISTIC WITH WRITING ACROSS THE CURRICULUM (WAC)
39. CL ACTIVITIES CAN BE USED TO PERSONALIZE LARGE LECTURE CLASSES
40. SKILL BUILDING AND PRACTICE CAN BE ENHANCED AND MADE LESS
TEDIOUS THROUGH CL ACTIVITIES IN AND OUT OF CLASS.
41. CL ACTIVITIES PROMOTE SOCIAL AND ACADEMIC RELATIONSHIPS WELL
BEYOND THE CLASSROOM AND INDIVIDUAL COURSE
42. CL PROCESSES CREATE ENVIRONMENTS WHERE STUDENTS CAN
PRACTICE BUILDING LEADERSHIP SKILLS.
43. CL INCREASES LEADERSHIP SKILLS OF FEMALE STUDENTS
44. IN COLLEGES WHERE STUDENTS COMMUTE TO SCHOOL AND DO NOT
REMAIN ON CAMPUS TO PARTICIPATE IN CAMPUS LIFE ACTIVITIES, CL
CREATES A COMMUNITY ENVIRONMENT WITHIN THE CLASSROOM.
45. CL IS ESPECIALLY USEFUL IN FOREIGN LANGUAGE AND ESL COURSES
WHERE INTERACTIONS INVOLVING USE OF THE LANGUAGE THROUGH
SPEAKING ARE IMPORTANT.
46. ALLOWS ASSIGNMENT OF MORE CHALLENGING TASKS WITHOUT
MAKING THE WORKLOAD UNREASONABLE
47. WEAKER STUDENTS IMPROVE THEIR PERFORMANCE WHEN GROUPED
WITH HIGHER ACHIEVING STUDENTS
48. PROVIDES STRONGER STUDENTS WITH THE DEEPER UNDERSTANDING
THAT COMES ONLY FROM TEACHING MATERIAL (COGNITIVE REHEARSAL)
49. LEADS TO THE GENERATION OF MORE AND BETTER QUESTIONS
50. JIGSAW IS AN IDEAL STRUCTURE FOR LABORATORY AND DESIGN
PROJECTS
51. CL INCREASES STUDENTS' PERSISTENCE IN THE COMPLETION OF
ASSIGNMENTS AND THE LIKELIHOOD OF SUCCESSFUL COMPLETION OF
ASSIGNMENTS
52. PROVIDES TRAINING IN EFFECTIVE TEACHING STRATEGIES TO THE NEXT
GENERATION OF TEACHERS
53. HELPS STUDENTS WEAN THEMSELVES AWAY FROM CONSIDERING
TEACHERS THE SOLE SOURCES OF KNOWLEDGE AND UNDERSTANDING
54. CL FITS IN WELL WITH THE TQM AND CQI MODELS OF EFFECTIVE
MANAGEMENT
55. PROMOTES LEARNING GOALS RATHER THAN PERFORMANCE GOALS
56. PROMOTES A PATTERN OF MASTERY ATTRIBUTION RATHER THAN A
HELPLESS ATTRIBUTION PATTERN )
57. ALLOWS STUDENTS TO EXERCISE A SENSE OF CONTROL ON TASK
58. CL PROMOTES POSITIVE SOCIETAL RESPONSES TO PROBLEMS AND
FOSTERS A SUPPORTIVE ENVIRONMENT WITHIN WHICH TO MANAGE
CONFLICT RESOLUTION
59. CL IS ESPECIALLY BENEFICIAL IN MATHEMATICS COURSES
60. CL PROVIDES THE FOUNDATION FOR DEVELOPING LEARNING
COMMUNITIES
WITHIN INSTITUTIONS AND IN COURSES
61. CL PROVIDES INSTANTANEOUS FEEDBACK TO STUDENTS AND THE
TEACHER ON THE EFFECTIVENESS OF EACH CLASS AND THE PROGRESS
STUDENTS ARE MAKING
BY OBSERVING STUDENTS WORKING IN GROUPS AND INDIVIDUALLY
62. GROUPS ARE EASIER TO SUPERVISE THAN INDIVIDUAL STUDENTS
63. CL CAN BE ADAPTED TO LARGE LECTURES, INVOLVING STUDENTS IN
INTERACTIVE, CRITICAL THINKING ACTIVITIES DURING CLASS
64. CL ENCOURAGES STUDENTS TO SEEK HELP AND ACCEPT TUTORING
FROM THEIR PEERS
65. CL FOSTERS METACOGNITION IN STUDENTS
66. COOPERATIVE DISCUSSIONS IMPROVE STUDENTS' RECALL OF TEXT
CONTENT
67. Cl HELPS TEACHERS CHANGE THEIR ROLES FROM THEIR BEING THE
FOCUS OF THE TEACHING PROCESS TO BECOMING FACILITATORS OF THE
LEARNING PROCESS. THEY MOVE FROM TEACHER CENTERED TO STUDENT
CENTERED LEARNING
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