Cooperative Learning

 

"Students completing cooperative learning group tasks tend to have higher academic test scores, higher self-esteem, greater numbers of positive social skills, fewer stereotypes of individuals of other races or ethnic groups,
and greater comprehension of the content and skills they are studying."
(Johnson, Johnson, and Holubec 1993; Slavin 1991; Stahl and VanSickle 1992)

Student-Centered Assessment of Cooperative Learning Activities

Reflection Journals can be used during the closing of a lesson or activity period to allow students to reflect on their experiences, understandings and group work. The journals provide a record of accomplishments and one more resource for evaluation and assessment.
Group and Peer Assessment - Prior to the activity or project, a list of descriptors is provided for or brainstormed by the large group. Throughout the activity or at the end f the activity, each member of the group provides an assessment of their effort in the assigned task. A rating scale or mark is accompanied by the student's explanation for the rating. Group members can also provide a rating for another group member and give a reason for the rating.

“I really worked hard. I tried to be a leader without taking over. I helped when people needed help. Inside it feels like this project was the project that I worked the hardest on a project yet! I was a great group member.”
Kyle (48/50, effort 1)

“I think I deserve this mark because I worked hard but I needed a lot of help. I’m glad that Brad was in my group, I don’t know how I would have done it without him.” (37/50, effort 3)

“Brad worked hard at this project. I think he deserves this mark because he knew where everything was. He was always willing to help other people.” (50/50, effort 1) - Tyler

How do I do it? What does it look like? How do I assess? How can I learn more? What is it?

Best Practices: Pieces of the Puzzle

Copyright 2003 Regina Public Schools and Saskatchewan Learning