Cooperative Learning and Constructivists Theories

Cooperative learning has many solid applications for use in the classroom, however the teacher who uses this approach must be a very good manager of discipline and designing instruction to optimize student learning outcomes and actions. As a teacher who was taught Jigsaw and the other Cooperative Learning strategies over 20 years ago, and used the techniques and strategies with my disabled high school students at that time, I know for sure that Cooperative learning has great applications but also has to be highly structured so as  to produce an end product that reflects the learning for each student. The old model of putting students into groups for group work only to have one or two students doing all the work while the others just sit there looking like they are working, should not happen when Cooperative Learning is deployed correctly. As Dr. Orey (2003) tells us, Cooperative Learning  is more than just putting students in groups to socialize or to break up the task of learning into component parts:

The main purpose of cooperative learning is to actively involve students in the learning process; a level of student empowerment which is not possible in a lecture format. The underlying premise is founded in constructivist epistemology. It is a process which requires knowledge to be discovered by students and transformed into concepts to which the students can relate. The knowledge is then reconstructed and expanded through new learning experiences. Learning takes place through dialog among students in a social setting.

The dialogue and the structured interaction towards a common goal is what defines the cooperative learning model. Cooperative learning is indeed built on Constructivists theory as evidenced as students work towards a common goal to produce an artifact of some sort, as a group unit. The grouping dynamics cannot be under appreciated as you plan for students to work in cooperative groups. These dynamics can make or break the group and could happen as students attempt to learn collaboratively and cooperatively. This can be a huge challenge for many students as they lack social communication skills.  

Students will have to be taught to work effectively in a group setting. Resolving group conflict can be a major challenge for instructors. Groups will need to make sure that every member listens to and appreciates each group member's contribution. Identifying responsibilities within the group and encouraging each to do their best work needs to be addressed before group work begins.Deciding how groups should be formed is an important part of the cooperative learning planning process. There has been some debate as to how groups should be formed in order for students to effectively work together and reach their maximum potential.(Orey, 2003)

Using the Jigsaw structure can help to minimize differences, however the structure needs to assist the less capable students or students who cannot work without a great deal of support. As each student is assigned a responsibility, the less capable or less fluent learners can be given framed structures which lead them to the end desired result. Using differentiated instructional models of varying the types for content produced, or the volume of content, can assist the less able students to gain the level of competency needed for the group’s success.  As Dr Orey (2011)  tells us, the Jigsaw strategy is a great way to structure groups:

Jigsaw strategy each member of the collaborative team is responsible for learning information and teaching to the teammates.

In the constructivists theory,

“Social learning Theory: Teaching  Others helps the learner develop a deeper understanding of  the content.” (Orey, 2011)

When students work collaboratively and cooperatively, they can gain from the experience of learning with others as opposed to the traditional model of lecture, with students as isolated learners, responsible for producing their own individual products. This is the Constructivist philosophy in a nutshell. Cooperative learning capitalizes on the Constructivist Theory by joining students together for a common purpose of learning, development of social educational skills, responsibility, interdependence, and production of a shared and collaborative artifact demonstrating student learning.




References:

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved on February 3, 2013, from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved February 4, 2013, from http://projects.coe.uga.edu/epltt/

Image: http://www.pitt.edu/~etbell/CanPhone.gif