Cooperative Learning

Image retrieved from
http://teacherrebootcamp.com/2010/11/19/cooperative-learning-effective-team-work-15-resources/

            Something of particular interest for me is cooperative learning. Slavin (2015) defines cooperative learning as a teaching method where children work together in small groups to help each other learn. This can be an effective teaching technique. The cooperative learning teaching strategy differs from traditional approaches. For example, cooperative learning classrooms seat children in a different manner.  In a traditional classroom approach students would be seated in rows facing the teacher. In a cooperative learning classroom students would sit in small groups together(Sharan, 2014). This seating arrangement supports collaborative learning because it can facilitate discussion in the classroom. As well, it changes the power dynamics of the classroom. It is no longer a teacher lecturing at the front of the classroom, but instead encourages group effort to learn collaboratively. Sharan also elaborates that it is important that students feel comfortable to ask questions of one another and the teacher in a non-judgmental way (2014). Sharan (2014) also suggests that teachers would be impressed with the ideas their students come up with. A personal goal of mine is to establish a positive classroom learning environment where children feel they can speak freely without worrying about being judged. Cooperative learning may play an important role in helping me to achieve this. Here are some examples of cooperative learning activities!

            Slavin (2015) describes that the children in cooperative learning classrooms want to learn and help one another and want to see each other succeed. This is an excellent goal for any classroom because it discourages children from competing with one another. It encourages working together and reinforces that everyone can be successful. Slavin (2015) also describes a Jigsaw puzzle method, which is a type of cooperative learning strategy.  In the Jigsaw method students work in groups of four or five and each person focuses on a particular topic. Then the students will get together with an “expert group” which will consist of students that were all given the same topic. The expert groups will discuss their topic, and then everyone will return to their original groups. Within the student’s original groups they will then discuss each member’s expert topic. This is something that one of my elementary school teachers would use to teach history. We would each get a topic to discuss and she would give us a short reading in our expert group to read and discuss. Then we would return to our original group to teach each other what we had learned in our expert groups. When reflecting back on my elementary school experiences the lessons that stick out in my mind are ones that incorporated cooperative learning methods. These lessons gave us a sense of agency because it was our responsibility to learn and to make sure that our peers learned as well. This sense of responsibility is empowering for students and can make students genuinely care about their learning. Here is more information on the Jigsaw method! 

The diagram below helps explain the Jigsaw method!

Image Retrieved from
http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/jigsaw.html

I think that cooperative learning is a key classroom teaching method. Our blogs are a form of cooperative learning because we each take on a topic, learn more in-depth and then share with one other. I wish more of our classes provided the opportunity to investigate a topic on our own and then share with our peers. In investigating cooperative learning for this blog assignment I have come to realize that cooperative learning is an excellent teaching method. I feel this because cooperative learning has the potential to develop a positive atmosphere in the classroom, foster collaborative skills, and  create a sense of agency for the students. I would like to end with a quote from Benjamin Franklin, “Tell me and I forget. Teach me and I remember. Involve me and I learn”. Therefore, in order to make learning more meaningful lessons for our students we should consider adopting a cooperative learning approach.

References

Sharan, Y. (2015). Meaningful learning in the cooperative classroom. Education, 43(1), 83-94. DOI: http://dx.doi.org/10.1080/03004279.2015.961723

Slavin, R. E. (2015). Cooperative learning in elementary schools. Education, 43(1), 5-14. DOI: http://dx.doi.org/10.1080/03004279.2015.963370

Additional websites:

Tewksbury, B. (2009, Feb 6). The Jigsaw Technique. Retrieved from http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/jigsaw.html

Insitute for Character Education. (2005). Cooperative learning or positive interdependence. Retrieved from http://charactered.ocde.us/ICE/lessons_html/cooperative.html

Photos

Cooperative Learning: Effective team work! (Photo)  (n.d.) Retrieved from http://teacherrebootcamp.com/2010/11/19/cooperative-learning-effective-team-work-15-resources/

 Jigsaw Technique (Photo) (n.d.) Retrieved from http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/jigsaw.html

Inquiry-Based Learning

During one of my classroom placements I developed an interest in a particular style of teaching. I was placed in a Kindergarten class that featured inquiry-based learning. The students were allowed to choose a workstation in the classroom that enabled them to play interactive games and learn through activities. As well, the walls of the classroom featured pictures of the children exploring a topic of their choice, for example collecting outdoor, nature materials to create letters and numbers. This inspired me to become more informed about inquiry-based learning. The Ontario Ministry of Education states that inquiry-based learning emphasizes the importance of students’ questions, ideas, and observations (2013). Inquiry-based learning is a shift from teacher directed learning, to student centered learning (Wu, Tseng, & Hwang, 2015). Inquiry-based learning fosters students’ active engagement in their learning. They are no longer passive recipients of knowledge but are active explorers (Wu, Tseng, & Hwang, 2015). The Ontario Ministry of Education suggests that one way to stay true to an inquiry-based learning topic is to keep track of questions that the students are asking (2013). These questions can be written in the classroom for the students to refer to about their investigations. The Ontario Ministry of Education’s document on inquiry-based learning can be found here:

Ontario Ministry of Education: Inquiry-Based Learning

Situated within constructivist theory, inquiry-based learning has been described as students actively integrating what they are learning into prior knowledge (Wu, Tseng, & Hwang, 2015). As well, inquiry-based learning emphasizes students as decision makers. Drake, Reid and Kolohon (2014) state that the goal of inquiry-based learning it to develop creative problem solving strategies. The diagram below retrieved Worksheet Library outlines the key components of inquiry-based learning.

Photo Retrieved from Worksheet library 

While attempting to become more informed about inquiry-based learning I came across one particular example in the Casey Middle School science classroom with teacher Ian Schwartz (Edutopia, 2015). In this classroom the students wanted to learn about whether a local creek was safe for swimming. The students went on day trips to the creek, collected data, and engaged in discussions. This was a good example of inquiry-based learning because it empowered the students to create their own research question and collect the necessary data. Dostál, (2015) suggests that it is important that inquiry-based learning relates to real life situations in order to further develop problem solving skills. The students at Casey Middle School developed a research question that had practical, real life implications for their community. As well, the students were active learners, as opposed to being a passive recipient of information provided by a teacher lecturing or reading from a textbook. The video is included below:

Inquiry-Based Learning in the Science Classroom

However, there are some challenges regarding inquiry-based learning. For example, Gutierez (2015) discussed one challenge teachers face regarding inquiry-based learning is that there is a lack of support and appropriate materials. There also appears to be a widespread opinion that inquiry-based learning is difficult and time consuming (Gutierez, 2015). The Ontario Ministry of Education also describes a misconception regarding inquiry-based learning. Some teachers have interpreted inquiry-based learning as “letting go of the class” (2013). The Ministry recommends that teachers still set parameters on the experiences. Teachers still play an active role in learning and must assume the responsibility of ensuring that the students observe small details that may have gone unnoticed without the teacher’s assistance. Overall, there is evidence that inquiry-based learning can be an effective learning strategy if teachers and students in expert roles work collaboratively towards a research question (Gutierez, 2015). I believe inquiry-based learning has its challenges, but when properly executed can have positive outcomes for students. Inquiry-based learning is a teaching strategy I hope to one day use in my classroom to inspire students to learn, to develop a sense of agency, and to foster critical thinking skills. 

References

Dostál, J. (2015). The definition of the term “Inquiry-based instruction”. International Journal of Instruction, 8(2), 69–82.

      Drake, S. M., Reid, J. L., Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21^st century learner. Don Mills, Ontario: Oxford University Press.

    

      Gutierez, S. B. (2015). Collaborative professional learning through lesson study: Identifying the challenges of inquiry-based teaching. Issues in Educational Research, 25(2), 118-134.

      

      Ontario Ministry of Education (2013). Capacity building series: Inquiry-based learning. Retrieved from https://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_InquiryBased.pdf

      Wu, J. W., Tseng, J. C. R., Hwang, G. J. (2015). Development of inquiry-based learning based on an intelligent knowledge exploration. Journal of Educational Technology & Society, 18 (3), 282–300.

    

      Video: 

      Edutopia (Producer). (2015, Aug 18). Casey Middle School. Retrieved from https://www.youtube.com/watch?v=BbqPaKTsDIU

Photo:

Inquiry-based Learning Visual Concept Diagram (Photo) (n.d.) Retrieved from http://www.worksheetlibrary.com/teachingtips/inquiry.html