Small-Group-Discussions-and-Cooperative-Learning-Handout-Edited.pdf

NATIONAL UNIVERSITY COLLEGE OF ALLIED HEALTH SMALL GROUP DISCUSSIONS AND COOPERATIVE LEARNING MLSPSTHE ORGANIZING AND INITIATING DISCUSSION GROUPS Understanding the reasons for listening helps students...

NATIONAL UNIVERSITY COLLEGE OF ALLIED HEALTH SMALL GROUP DISCUSSIONS AND COOPERATIVE LEARNING MLSPSTHE ORGANIZING AND INITIATING DISCUSSION GROUPS Understanding the reasons for listening helps students improve their skills and enhances their discussion THE DISCUSSION METHOD DEFINED performance and academic achievement. Discussion Methods involve various forums where Listening is a learned behavior, and the teacher’s teachers and students, or students among themselves, attitude illustrates to the student that listening is important engage in open-ended, collaborative exchanges of ideas. (Gehring et al. 2003; Mosher 2001). This active process of student-teacher involvement encourages participants to share diverse perspectives, respond to each other’s ideas, and reflect on their own, Lecturing thereby deepening their knowledge, understanding, or Aarabi (2007) emphasizes that a lecture should interpretation of the subject matter (Gauthier 2001). Through integrate information or provide a more detailed explanation such discussions, both teachers and students work together with examples, rather than simply reiterating material from to promote a more interactive and reflective learning the textbook. environment. KEY ELEMENTS OF SMALL GROUP DISCUSSIONS: TEACHING GOOD LISTENING SKILLS GOALS AND OBJECTIVES Effective discussions require good listeners. Listening involves both a positive attitude and strong skills. The first task in planning a successful process- Based on insights from Carico (2001) and others, here are oriented learning activity is to develop a set of long-range tips for fostering effective listening in the classroom: priorities or goals. A. Process objectives: require the learner to I. Model Good Listening Habits participate in some technique, interaction, Show interest through positive body language (lean or strategy. It usually calls for the gradual forward, make eye contact). and more openly defined development of Avoid negative signals like fidgeting or looking skills and attitudes. distracted. B. Performance objectives: indicate a Provide nonverbal feedback to students to show specific desired achievement. you're listening. II. Use Clear Instructional Practices IDEAL GROUP SIZE Give short, simple directions, especially for younger Group size is an important variable that influences students. learner participation. Avoid repeating directions; expect students to listen the first time. Group Sizes: Minimize background noise to help students focus. Small groups can consist of three to fifteen III. Reinforce the Importance of Listening participants. (Miller 1986). Two to five is the ideal size. (Cohen, Lotan, & Give students practical reasons to listen, helping Holthuis 1997; Schmuck & Schmuck 2001). them apply skills during discussions. Six is the maximum. (Johnson, Johnson, & Holubec Improved listening contributes to academic success 1994, 1998). across subjects. Observations indicate that the optimal group size is Teachers' attitudes toward listening set the tone for six to eight students. its importance. William W. Wilen (2004) advocates for whole-class discussions, where the teacher aims to involve all students in the interaction. AFP-PMC-CST | NU-MNL | BSMT  NATIONAL UNIVERSITY COLLEGE OF ALLIED HEALTH SMALL GROUP DISCUSSIONS AND COOPERATIVE LEARNING MLSPSTHE ROOM ARRANGEMENT C. Performing ✓ Collaboration: Members actively engage in Rooms can easily be rearranged to promote discussions, share ideas, and work towards discussion. Probably the optimal physical arrangement for achieving the group’s goals. small group discussion consists of several discussion ✓ Role Fulfillment: Individuals take on their centers located within a large room. A simpler way is to turn assigned roles and responsibilities, student desks so that participants face one another and are contributing to the group’s overall not distracted by activities in the rest of the room. effectiveness. D. Cohesion CHOICE OF TOPICS AND APPLICATIONS ✓ Fostering Team Spirit: A strong sense of belonging and commitment develops, often The topic chosen should be pertinent to classroom referred to as the “We” attitude. This studies and be able to hold students’ interest. In short, the enhances collaboration and morale. topic must have relevance to those discussing it. ✓ Conflict Resolution: Effective groups Controversial issues and moral dilemmas are excellent address conflicts constructively, using them topics for small-group discussions. as opportunities for growth rather than Introducing a new topic is appropriate for small groups, as is setbacks. seeking alternative solutions to problems or respecting the viewpoints of others on controversial issues (Scotty-Ryan E. Adjourning 1998). ✓ Reflection: Once goals are achieved, groups often reflect on their experiences, Asking open-ended questions allows for all kinds of discussing what worked well and what could responses. The key is to involve everyone. (Instructional be improved. Equity) ✓ Closure: Members may celebrate their achievements and formally disband, which can be an emotional process. BASIC SMALL GROUP CONCEPTS: PROCESS AND INTERACTION ROLES AND RESPONSIBILITIES A. Formation A. Leader/Facilitator: Guides the discussion, sets the ✓ Initial Meeting: Groups often start with an agenda, and ensures that everyone has a chance introductory meeting where members get to to contribute. They help keep the group focused know each other and establish a common and on track. purpose. ✓ Setting Goals: Defining clear objectives B. Note-Taker/Recorder: Documents key points, helps align the group’s efforts. decisions, and action items during the discussion. This role is crucial for maintaining a record of what B. Norming was discussed and agreed upon. ✓ Establishing Norms: Groups develop norms or rules that guide behavior and C. Timekeeper: Monitors the time allocated for each interaction. This can include communication agenda item to ensure the group stays on schedule. styles, decision-making processes, and They help prevent discussions from dragging on too conflict resolution strategies. long. ✓ Building Trust: Members begin to build relationships and trust, which is crucial for D. Devil’s Advocate: Challenges ideas and open communication. assumptions to stimulate critical thinking. This role can help the group explore different perspectives and strengthen their conclusions. AFP-PMC-CST | NU-MNL | BSMT  NATIONAL UNIVERSITY COLLEGE OF ALLIED HEALTH SMALL GROUP DISCUSSIONS AND COOPERATIVE LEARNING MLSPSTHE EVALUATION IN SMALL GROUP SETTINGS: PROVIDING E. Supporter/Encourager: Provides positive POSITIVE FEEDBACK reinforcement and encouragement to group members. They help create a supportive Why use positive feedback in a small-group setting? atmosphere, making it easier for quieter members to share their thoughts. First, positive feedback increases responses. Many students do not respond because they are afraid of giving an F. Participant/Contributor: Actively engages in the incorrect reply and receiving a negative teacher reaction. discussion by sharing ideas, asking questions, and Second, students need to learn to cooperate with providing feedback. Every member should strive to and support others. Students can and will learn to give fulfill this role to ensure a rich dialogue positive feedback to one another, but only if you are not the only one giving feedback. G. Observer: Watches the group dynamics and provides feedback on the process. This role can Evaluative processes should provide feedback help identify areas for improvement in future concerning group members’ progress in discussion skills and discussions. processes, and they should inform the teacher about how the group is progressing in relation to process objectives and group goals. LEADERSHIP Evaluation should be non threatening and varied, A. Leadership Styles: Effective leaders adapt their and it should be based on specific learning objectives. style based on the group’s needs. Common styles include: BENEFITS OF SMALL GROUP DISCUSSIONS ✓ Directive: Provides clear guidance and structure. Small-group discussions have been proven to be ✓ Participative: Involves group members in beneficial to students, particularly if the groups are involved decision-making. in tasks requiring higher-level thinking, decision making, ✓ Supportive: Focuses on member well-being problem solving, or positive social behaviors and attitudes. and morale. The now classic HumRRO study noted five benefits to the ✓ Achievement-Oriented: Sets high standards learners associated with discussion (Olmstead 1970). and encourages excellence. Increased depth of understanding and grasp of course content B. Emergent vs. Designated Leaders: Leaders can Enhanced motivation and greater involvement be formally appointed or emerge naturally based on with the course their influence and skills within the group. Positive attitudes toward later use of material presented in the course Problem-solving skills specific to content of the COHESION: THE “WE” ATTITUDE” course A. Group Cohesion: This refers to the bonds that hold Practice in the application of concepts and the group together. High cohesion often leads to information to practical problems increased satisfaction and performance. B. The “We” Attitude: Emphasizing collective identity fosters a sense of belonging and commitment. Members who feel part of a team are more likely to collaborate effectively and support each other. AFP-PMC-CST | NU-MNL | BSMT  NATIONAL UNIVERSITY COLLEGE OF ALLIED HEALTH SMALL GROUP DISCUSSIONS AND COOPERATIVE LEARNING MLSPSTHE BASIC SMALL GROUP DISCUSSIONS D. ROLE PLAYING A. BRAINSTORMING A process-oriented group technique in which students act out or simulate a real-life situation with Brainstorming is a simple and effective skill-building a maximum of seven to ten participants. And they technique to use when a high level of creativity is should be acquainted with role-playing techniques desired. The entire class can participate in a and coaching, to use the technique effectively. brainstorming activity, but the shorter the time Role-playing group discussion is a unique available for discussion, the smaller should be the experience, but there are some common criteria on number of participants (which should, in any case, which you can base your evaluation of a group’s be between five and fifteen persons). effort. It can be used to investigate situations and topics like environmental problems. It can also be Rules For Brainstorming effective in developing students' social skills and 1. All ideas, except for obvious jokes, should be help teachers assess the students competency acknowledged and recorded. levels. The limits of using role-playing as a learning 2. No criticism is to be made of any suggestion. and evaluation tool are the creativity and students 3. Members should build on one another’s ideas. abilities. Role playing involves briefing students, In the final analysis, no idea belongs to any conducting drama, and debriefing individual, so encourage “piggybacking.” 4. The leader should solicit ideas or opinions from silent members and then give them E. SIMULATION positive reinforcement. 5. Quality is less important than quantity, but this It can be used to motivate students, provide does not relieve group members of the need to information, enhance conceptual development, think creatively and intelligently. change attitudes, assess performance, and provide interdisciplinary activities. These are re-creations of real objects, problems, events, or situations, removing the possibility of injury or risk to B. TUTORIAL participants. Simulation groups are present in military, medicine, business, and administrative The tutorial discussion group is most frequently planning. Simulation exercises encourage used to help students who have difficulties learning independent study, break down diverse groups, and or processing information at a satisfactory rate. encourage risk-taking, particularly in decision- The tutorial leader performs three major functions: making tasks. With some ingenuity, knowledge of questioning the students to pinpoint the exact your subject, initiative, and imagination, you too, problem that has blocked learning, providing can design an effective small-group simulation feedback or skills to facilitate learning, and (Brown 1999). It aims to change students' attitudes, encouraging students to ask questions and to seek behaviors, prepare them for future roles, enhance answers among themselves. their application of principles, reduce complex problems, illustrate life roles, motivate learners, develop analytical processes, and sensitize C. TASK DIRECTED DISCUSSION individuals. One of the least complex types of small groups used for discussion is the task group. Each student in a task group can make significant contributions to the discussion. Task groups tend to begin as teacher-dominated groups, as the teacher usually selects the tasks and assigns each group member to a specific role. AFP-PMC-CST | NU-MNL | BSMT  NATIONAL UNIVERSITY COLLEGE OF ALLIED HEALTH SMALL GROUP DISCUSSIONS AND COOPERATIVE LEARNING MLSPSTHE F. INQUIRY CENTERED DISCUSSION COOPERATIVE LEARNING The inquiry discussion group is extremely valuable A. RATIONALES FOR COOPERATIVE LEARNING to emphasize problems solving.They stimulate Cooperative learning is an educational approach scientific thinking, enhance problem-solving where students work together in small groups to achieve abilities, and foster the discovery and analysis of shared learning goals. This method fosters positive new facts. The teacher may be the leader, but a interdependence, as each member of the group contributes student with good questioning skills can lead the to and learns from the collective process. Cooperative group. To introduce a technique, students should learning is especially beneficial for students who thrive in master observing and inferring skills, encourage social learning environments, including many students from these behaviors through questioning, collecting cultures that emphasize group collaboration and oral data, summarizing and drawing conclusions. traditions. Evaluate the group by assessing their ability to ask higher order questions and whether they learned This approach improves engagement, time on task, the concept of being discussed. Inquiry groups and academic achievement across subjects like reading, should explore television commercials, major writing, math, and physical education. Cooperative learning newspaper headlines, school lunchroom waste, also helps develop important social skills such as respect for traffic patterns, and political party themes, as well diversity, communication, and conflict resolution. It enhances as the frequency of these topics in school. emotional well-being, self-esteem, and problem-solving abilities, and has been shown to be particularly effective for students from diverse cultural backgrounds, including African Selected Topics For Inquiry Groups: American, Hispanic, and Native American communities. a. How are the commercials on television Additionally, cooperative learning benefits teachers presented to the viewers—that is, what by improving classroom management and reducing the need graphical representations deliver the message? for individualized instruction. It also supports students with b. What major issues or topics dominate special needs, including those with ADHD and English- newspaper headlines right now? language learners, by promoting collaboration. In essence, c. How much food is consumed or wasted in the cooperative learning provides an inclusive environment that school lunchroom? nurtures both academic and social skills, while preparing d. Which school intersections carry the heaviest students for future teamwork in various life contexts. traffic when students arrive at school or leave? e. What themes are most often repeated by Benefits Of Cooperative Learning: persons seeking political offices? 1. Improves comprehension of basic academic content. Instructional Strategies: Three Ways To Evaluate An 2. Reinforces social skills Inquiry Group 3. Allows student decision making 4. Creates active learning environment 1. Maintain a continuous checklist as each 5. Boosts student self-esteem participant comments during the discussion 6. Celebrates diverse learning styles (similar to taking minutes at a meeting). 7. Promotes student responsibility 2. Videotape the discussion and evaluate student 8. Focuses on success for everyone performance during playback. Examine questioning skills and accuracy of information exchange. 3. Invite a colleague or train a student to tabulate selected behaviors during the discussion sessions. AFP-PMC-CST | NU-MNL | BSMT  NATIONAL UNIVERSITY COLLEGE OF ALLIED HEALTH SMALL GROUP DISCUSSIONS AND COOPERATIVE LEARNING MLSPSTHE B. FEATURES OF COOPERATIVE LEARNING V. Group Evaluation Students should evaluate their goals, identify I. Positive Interdependence beneficial and harmful actions, and report their In traditional classrooms where progress. Teachers should develop plans for competition is emphasized, students experience problem-solving and conflict resolution, and negative interdependence – a management students should alert the teacher to group system that encourages competing with one problems. another for educational resources and academic recognition. Competition encourages better students to hoard knowledge and to celebrate their C. INITIATING COOPERATIVE LEARNING IN successes at the expense of other students. In CLASSROOM cooperative learning classrooms, students work together to ensure the success of each student. Teachers must carefully select student groups, plan cooperative learning activities, set both academic and social Positive interdependence is a goals for group work, and monitor individual student management system that encourages students to progress and group learning and social processes. It will work together and teaches students that school life take you about one year or longer to master the model for each one of them is enhanced when everyone (Ishler, Johnson, & Johnson 1998). succeeds. II. Face-to-Face Interaction I. Selecting Student Groups Cooperative learning fosters interaction, Groups may be formed on the basis of task assistance, and success among students in academic skill level, interests, personality small-group settings, promoting shared opinions, characteristics, social skills, or a combination of common understanding, and teamwork to ensure these factors. each member's success. Traditionally, cooperative learning groups have been set up to contain one above-average, two III. Individual Accountability average, and one below-average student Cooperative learning involves individual accountability for academic progress and task Difficulties completion, with traditional models involving sign-off statements describing their contribution, grades, ✓ It blatantly categorizes students when all and evaluations from teachers, peers, or the students have areas of greater and lesser individual. This approach differs from group-based ability. learning. ✓ It ignores the impact of coping and social skills and emotional factors to students’ academic performance. IV. Development of Social Skills Cooperative learning helps students develop You might also form groups and have them interpersonal skills like effective communication, pursue different activities based on students’ understanding and appreciation of others, decision interests. making, problem-solving, conflict resolution, and compromise. Teachers must actively teach and It is essential to group students carefully monitor these skills, encourage students to practice whenever cooperative learning groups are first them in cooperative groups, and provide feedback formed, so that student experiences can be on group interactions. (Abruscasto 1994; kagan positive and reinforcing 1999; Wolford, Heward, & Alber 2001). AFP-PMC-CST | NU-MNL | BSMT  NATIONAL UNIVERSITY COLLEGE OF ALLIED HEALTH SMALL GROUP DISCUSSIONS AND COOPERATIVE LEARNING MLSPSTHE Assigning roles allows teachers to influence D. MONITORING AND EVALUATING INDIVIDUAL the workings of the group, to capitalize on students AND GROUP PROGRESS strengths, and to encourage students to take risks by assuming new roles. It is essential to monitor and evaluate the progress of individual students and working groups as a whole. Group roles often evolve, with students falling You need to assess both: into natural roles, which may also lock students into negative roles based on behaviors and social status. The academic progress, social functioning, and emotional well-being of individual students Keep in mind that it will take from three to nine weeks of experience before a class begins to Individual academic progress may be measured by maximize the benefits of cooperative learning. assessing the portion of the group project completed by a given student or by giving students individual assessments apart from their group work. II. Planning Activities Individual social functioning and emotional well- Learning activities may allow for both individual being may be assessed through teacher and collaborative work, or for small-group observation and group or self-evaluations that give feedback on how members are functioning within interaction followed by whole-class discussion and the group. analysis (see Zuckerman, Chudinova, & Khavkin 1998). The productivity and social functioning of the working groups III. Setting Academic and Social Goals You must carefully set academic and social Evaluations of group productivity may be made by goals for cooperative groups and articulate these assessing time logs, progress reports, and final goals to students on a daily to weekly basis. group projects Assessment of group social functioning may be It has been reported that students with poor made by teacher observations, conferencing with communication skills benefit less from cooperative groups, group self-evaluations, or requests for learning (Kramarski & Mevarech 2003). teacher assistance (see Johnson & Johnson 2004). Key Social Skills E. CRITICISMS OF COOPERATIVE LEARNING ✓ Knowing how to brainstorm with others Advocates for gifted children believe that ✓ Making sure each person has an equal heterogeneous grouping may hold back those with the opportunity to participate. greatest academic talent. ✓ Solving problems cooperatively ✓ Knowing what to do when one group For students with learning difficulties, they stated member fails to contribute that children with disabilities may not get a chance to ✓ Knowing how to handle conflict with other improve their reading, writing, and math skills when they group members receive so much assistance from peers. ✓ Choosing roles Also concerns the practice of rating, grading, or Academic as well as social learning must rewarding students on the basis of group accomplishment. be subdivided into meaningful tasks and goals AFP-PMC-CST | NU-MNL | BSMT  NATIONAL UNIVERSITY COLLEGE OF ALLIED HEALTH SMALL GROUP DISCUSSIONS AND COOPERATIVE LEARNING MLSPSTHE Several counterpoints to these concerns: All students have areas of lesser and greater abilities. Cooperative learning allows students to share their diverse talents and learn new skills. Cooperative learning provides benefits to students beyond academics, including the teaching of social skills essential to working in families, schools, communities, and workplaces. All students benefit from learning cooperative processes and social skills (see Baloche 1998; Gabriele & Montecinos 2001). The type of task assigned influences whether all students will benefit from a cooperative learning situation. Tasks that focus on finding information generally do not provide much benefit to gifted students, but if the assignment also involves understanding essential concepts, exploring new meanings, thinking critically, and synthesizing information, each group member can provide ideas that will contribute to emergent, constructivist learning (see Kagan 1994; Vermette 1998). Whether students benefit from group work seems to be a function of the classroom climate, which must be one of support, trust, and caring. Of greatest concern is whether students are building a sense of efficacy and self-esteem, both prerequisites to continued, successful academic learning. Cooperative learning groups should not remain static, nor should they always be based on heterogeneous grouping. Certainly, gifted students need opportunities to work, think, and learn together, and students with special needs need time to work together on essential reading, writing, and mathematics skills. AFP-PMC-CST | NU-MNL | BSMT