It has been a while since we have discussed cooperative learning
approaches on the list. I would like to jump start a discussion by
looking at student reactions I received after completion of a course
which utilizes cooperative learning techniques extensively.
Each of the students did well in the course (intermediate algebra),
receiving "A" grades, but as you will see they each had different
reactions. These students worked hard and had excellent exam results.
You might think that this would help convince them that the cooperative
processes were working for them. However, there were a number of
negative reactions despite the fact that the students were becoming
successful, independent, mathematics learners and doing very well in the
course.
Below are several student "self evaluations" written by the
students at the completion of the course. I have organized the
testimonials by alternating negative and positive student reactions. I
am finding that over time the positive responses are getting stronger
but so are the negative ones.
I would hypothesize that the negative reactions came in part from
students who were under pressure from outside sources and viewed the
extra time, effort and responsibility placed upon them as an unnecessary
burden which could have been relieved by my telling them the answers to
all their questions. Ironically their questions were answered by the end
of each class, but not necessarily by me.
(As an aside, to prove how burdened one student was she brought her
baby to class, when it was sick and they both looked pretty haggared and
miserable. She tried to make the case that she should be relieved of the
additional pressure brought on by this math class by my somehow infusing
her with the necessary information. )
(Ah, if only I had that power!!)
A second phenomenon I noticed was that at the beginning of most
classes the students would start out slowly and hesitatingly until they
realized I wasn't going to do the work for them. As the class progressed
they became more and more active until they became quite competent in
the subject under study. What surprised me is that this scenario played
out every class throughout the semester, despite the fact that I
encouraged them along and kept pointing out how they were indeed able to
learn together. In previous classes as students became more comfortable
with the cooperative approach they worked harder and complained less. I
wonder if this is a trend???
A second hypothesis I have is that students are becoming more and
more dependent (addicted??) upon the teacher for instructions and
information transfer. They are offended when asked to look something up
or try to solve a problem without first being shown and example.
My questions the the list are:
1. Has anyone else has noticed a change in student attitude toward
cooperative learning (or learning in general), toward the negative? Even
after the students have succeeded in a course?
2. What student reactions in general do people get when using
cooperative methods ?
3. What are people doing to deal with the changing student attitudes?
(In the class described above I actually did start lecturing at the
beginning of each new topic, had the students work on review sheets in
groups, and take group quizzes before taking individual exams, and the
students responded by asking me to go over my explainations again and
again.)
I look forward to hearing your responses and will build a file of
responses. Please send your messages to the list.
Regards,
Ted
tpanitz@cape.com
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Student #1-
This math course was certainly different for me this semester from
other semesters. I actually think I did worse this semester than I have
done in the past.
The thing that went well for me in this course is the group work.
It helped working in groups where we received no class room lecture. I
learned from the group work more than when I tried on my own.
I did not like the fact that when we asked a question on a problem,
that we did not receive an answer. We were given round about answers or
told to look it up in the book. The book does not help at all. What I
would have liked is if you would have taken the time to do the problem
that we had a question on, on the board. You did this at times
throughout the course, but most of the time you told us to look it up.
That does not help at all.
Another negative about group work is that if the whole group does
not understand the material, we are all teaching each other blindly. If
we do not understand the material, then it does not help to work in
groups.
Overall. I thought the course was OK. I have had better math classes
and in some ways I feel as if I have lost out this past semester.
Student #2-
My approach towards math has drastically been changed since the
first day of class. Before coming into this class I was extremely
reluctant where math was concerned, but now that I have completed the
course I feel I really can accomplish math if I work hard. This class
has given me a better outlook on math. I think I did quite well in this
course. A lot of that had to do with the fact that we were allowed to
work in groups. After not being in a math class for about three years I
was worried that I would be really far behind everyone in the class, but
working in groups showed me that it wasn't a big competition, we were
all working together to get each other through the class. The thing I
liked best was having numerous opinions on how to do a problem, that way
we could figure out which was the best way.
Student #3-
The next time I go through the process of selecting a math class, I
will inquire much more intently into the teaching methods. My feelings
toward math have not changed. I don't dislike math, but I would rather
avoid it whenever possible.
I felt that this collaborative learning approach as it was
presented to me was a miserable failure, and it didn't have to be. The
method was excellent for making students work together; nothing teaches
one better than teaching someone else. Without a teacher, however, to
teach the students, what are they going to teach each other? from the
book you might say? In that case why do we need to pay the instructor?
To improve this course, the teacher needs to earn the money the students
are paying him and teach in a concrete manner as well as using the
collaborative approach. If I had it to do over i would have transfered
to a course which had more concrete methods. The teacher could be an
excellent teacher if he would only realize that his students need to be
shown how the math is done. He should realize that if the students were
adept enough to learn straight out of the book, they would not need
intermediate algebra.
Student #4-
With each course I take I gain more confidence in my math ability.
In the past I would have said I had no head for math, but I was very
wrong. I always had the ability but never forced myself to use it. In
regard to my apporach to math, this particular course showed me that I
now have the capability to use the good math foundation and brain I have
to further my learning without constant hand holding.
As far as group work, I know from experience that all through our
lives there are many times we have to work as a group, just consider a
family unit or coworkers, but I also recognize that from time to time
there will be inevitable breakdowns in the groups dynamics, as happened
with our group. Sometimes we were functioning as small groups within a
larger group, but then as in the case of all groups, if the going got
tough, the group got going-together. All in all, you can not get around
the fact that any kind of collaborative work in school is good practice
for the future, what ever your plans.
I have signed up to take Survey of Mathematics this Summer (YAH!-
finally my college course) and it is a terrific feeling to know I will
enter the classroom having learned that I can do (corny as it may sound)
what ever I put my mind to.
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