Simultaneity, proximity, social skills, and group evaluation as elements differentiating cooperative learning from group work¶

Element · All elements
Evidence · 1 claim (1 for) · 3 studies (2 review, 1 design), q2 · 0 of 3 report an effect size

Description¶

Digest 3 presents four further elements differentiating cooperative learning from ordinary group work. Simultaneity, proposed by Spencer Kagan, means all groups work on the assigned task at the same time, contrasting with sequential instruction where only one student speaks at a time. Proximity means seating students face to face, close enough to interact, so they cannot avoid each other. Social skills, from basic (quiet voices, listening) to sophisticated (synthesizing information), must be taught, using the Johnsons' multifaceted approach of defining, explaining, modeling, and practicing the skill, often illustrated with a T Chart of what the skill looks like and sounds like. Group evaluation (group processing) lets members assess how effectively they functioned as a group and set goals for future performance.

Design Implications¶

Context¶

Requirements¶

• Social skills must be introduced and illustrated, either on a needs basis after observing groups or infused into each academic lesson
• Seating must make it impossible for group members to avoid each other

Constraints¶

• Teachers often see the group seating arrangements as threatening at first, but with practice realize grouping students like this is not difficult

Target Learners¶

• elementary and secondary students

Target Learning Goals¶

• effective group functioning
• social skill development
• reflective group improvement

Claims¶

• Three practitioner digests report, second-hand, Johnson and Johnson's finding that cooperative learning tends to promote higher achievement than competitive and individualistic learning across ages, subjects, and types of learning [+W]

Related Elements¶

• Positive interdependence and individual accountability as the two necessary elements of cooperative learning

Examples¶

• Combine needs-based and pre-taught approaches when introducing social skills to cooperative groups

Key Sources¶

• Daniels, Ed; Gatto, Mike. (1996). The Cooperative Companion Digest (No. 1-4). Thinking about the Nature and Power of Cooperative Learning. https://eric.ed.gov/?id=ED402038