Structuring Cooperative Learning
- groups are responsible for the other members of the group
- project tasks must present authentic learning activities - complex enough to engage the students and easily solved by one group member on their own
- discussion of problem and solutions is encouraged
- students are aware of purpose of task
- have groups outline acceptable group behaviors, then use this as a baseline for self and group evaluations
- students self evaluate their work and the contributions of others - often if one person contributed little, everyone in that group will agree and that person’s grade would be lowered
- individual students must be held accountable for their work
- the grading structure must reward and encourage group work
- organize students in heterogeneous groupings
“The drawbacks of groups composed entirely of weak students are obvious, and groups of all strong students are likely to parcel out the work rather than engaging in groups discussions and informal tutoring sessions that lead to many of the instructional benefits of cooperative learning.” (Felder and Brent)
- approach group problems from a problem-solving perspective and provide strategies as needed