Cooperative learning is a widely-used classroom team-building strategy. The goal of each cooperative group is simply to accomplish an assigned task together. Cooperative learning group or teams work best when the size of the group is small and the task is well-suited to a “more heads are better than one” approach.

Probably one of the most important components of cooperative learning (beyond a clear understanding of objective) is the defining of roles for each group member. This is what separates cooperative learning from mere group work. Teachers and facilitators should use roles appropriate to the task. Although there are endless role possibilities, some examples commonly used are: materials gatherer, presenter, fact checker, cheerleader, and coach.

When each group member has a real and relevant role in completing the task, it builds a clear understanding that it will take the whole group to succeed. However, building successful cooperative teams takes time and practice. Students need to work through the cooperative process many times before the team process begins to be internalized.

Each of the temperaments tend to have different reactions to the cooperative learning process. Golds, for example, may express their frustration in having to work in a group while Blues are delighted to have the chance to work together. However, once in groups, the learning process begins and each temperament has a chance to reinforce their strengths and develop skill strengths found in other temperaments. Oranges, for example, may find themselves responsible for checking facts, which is a task that may appeal more to Golds or Greens.

Let’s look at some temperament-specific questions relating to cooperative grouping.

Q. Should I attempt to use cooperative learning strategies with all temperaments?

A. Absolutely, although there may be some initial stresses and complaints! Someone once said that “learning is uncomfortable.” Life requires cooperation and each of the temperaments will greatly benefit by learning how to cooperate within this structure.

Q. Should I consider temperament when deciding the makeup of each team?

A. Yes. It’s helpful to have a different mix of temperaments within any task group. Each temperament has skill strengths that will help the group move forward. It is also more realistic and therefore more relevant to future experiences.

Q. Wouldn’t it be better to create homogeneous temperament groups?

A. No. Assigning Blues to work only with other Blues does not use the cooperative model to it fullest capability. Blues need to learn to work with Golds, Greens, and Oranges. Each temperament needs to understand how the others prefer to work. Only then will the exercise be truly cooperative.

Q. When assigning roles, should I allow students to repeatedly have the same role if it’s a strength to their temperament?

A. No. If given their choice, most Golds will choose to be the coach, most Greens will check facts, and most Blues will cheerlead. While staying within their comfort zone will help them hone the skills they prefer, they will experience more growth and learning by practicing those skills that are not within their preference range. We call this “doing other colors” and it’s a vital part of the learning process.

There are many more components of cooperative learning than are addressed here. For example, more comprehensive information on cooperative learning strategies and how they compare to both competitive and individualistic strategies is available in the fifth edition of Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning by David W. and Roger T. Johnson.

If you’re not exactly sure if you are primarily a Blue, Gold, Green, or Orange personality type, then check out the free test at http://gaininginsight.com/ where you can learn more about human temperament. When you subscribe to the free blog, you’ll also receive a number of tips and strategies for finding more success with the people in your life, both at home and in the workplace.

ABOUT THE AUTHOR: Nathan Bryce, “The Temperament Guy,” is the inventor of the world’s first patented personality system, the Insight Temperament System, which extends the research of Carl Jung, David Keirsey, Isabel Myers (and many others) and applies it to real-life settings. His educational company, the non-profit Insight Learning Foundation, teaches hundreds of thousands of people all around the world how to understand people better and acquire the skills they need to succeed in life. Please visit http://www.insightlearning.com/ for more information.

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Cooperative Learning in its true form has groups of students working together to achieve a common goal or task. The problem is we usually end up with group work. Group work is drastically different from Cooperative Learning. When group work is occurring, students are usually bored, unmotivated and not actually cooperating much at all. One student may do all the work and give the answers to the other members of his/her group. Other times, each student may do a few questions each and then give the answers to everyone else in their group. The bottom line is, group work does not allow all students to gain as much as they can from the lesson. It is an unstructured learning experience where some students did a lot of the work and others did very little or none. Because of the lack of structure many students also feel left out.

In true Cooperative Learning, students are given a structured task where everyone is involved and individual accountability is built in. Students are working together to achieve success and have a positive learning experience. They all will participate equally so individuals aren’t left out or stuck doing the majority of the work. In following through with these basic principles, students can become successful learners and more involved in achieving certain life skills that they can hold onto throughout their school years and careers. Teachers must rid themselves of the same old group work routine and begin challenging their students to be a part of the process so that everyone can benefit from the success of the class.

Cooperative Learning is not the almighty solution to the education of our students, but it provides a framework ensuring that all of our students can be the best they can be. This set-up not only allows for a positive learning environment where everyone is engaged, but it also closely mimics the “real world” that our students will be thrown into. The majority of careers involve people working in teams to complete a common task. Our children must learn the value of cooperating with each other to be effective throughout the course of their lives.

The educational process may seem stagnant over time, but it should never remain still. Educators need to continue to further the variety of strategies that they use in the classroom throughout the course of their teaching careers. Ironically enough, teachers hold the key. Spreading the word of what works and what does not is achieved by educators sharing ideas. Whether it be veteran teachers or first year teachers, everyone must help out in a collegial setting to accomplish a common goal: Education of our youth by the best means possible.

Mike Michels is a Science Teacher at Indian Hills High School in Oakland, New Jersey. He has Co-Authored two books through Kagan Cooperative Learning. They are “Cooperative Learning & Science: High School Activities” and “Higher-Level Thinking Questions: Biology”. The books can be previewed and purchased online by visiting http://kaganonline.com/. Spencer Kagan is an industry leader of Cooperative Learning throughout the world. His “structures” allow teachers to keep students accountable, positive and on task while interacting with each other in mangaed teams.

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The peer interaction that takes place during cooperative learning activities is especially helpful because peer language is generally less complex than the teacher’s.

These interactions also give all students a chance to actively participate and try out their own ideas in a small group setting.

These cooperative learning activities work especially well with your ESOL students (second language learners) because cooperative group learning allows them to develop their second language proficiency skills by allowing them to interact with native speakers in a low-anxiety environment.

And the fact of the matter is…interaction with native speakers helps promote second language acquisition.

Unfortunately, as many teachers know, cooperative learning activities are not necessarily easy to pull off.

Here are three things to remember when using cooperative group learning:

1. Vary Grouping Strategies ~ Groups should be arranged based on the purpose of the activity. Usually you will want to form mixed groups of general education students, special education, and ESOL students (non-native speakers). However, sometimes you will want to group ESOL students together so you or an aide can better individualize instruction.

2. Model Activities First ~ Teachers must explicitly show students how to work together. From how to get into groups to what to do for the activity…don’t assume anything!

3. Recognize Effective Group Work ~ Have successful groups share with the whole class why they were effective. You may want to give special recognition or points for successful or improved groups.

Want to learn more tips for cooperative learning activities? Then make sure to sign up for Adam Waxler’s FREE Teaching Tips Machine Newsletter @ http://www.TeachingTipsMachine.com

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Much has been written about cooperative learning and how it enhances overall academic performance. That is true if the following competencies are present:

1. Effective communication skills both verbal and non-verbal
2. Teamwork skills
3. Focus or mental concentration skills
4. Goal planning and goal achievement skills
5. Higher order thinking skills including decision making and problem solving
6. Emotional intelligence
7. Positive self-worth and self-identify
8. Age appropriate maturity and cognitive development

Upon reviewing this list, what skills are atually taught and then further developed in the elementary and middle school grades? During the last 5 year in working to develop student leadership skills and interacting with 500 students, I can absolutely state with 100% certainty that the students I have worked with from urban to private schools have never received any teaching or training regarding the first 4 skills within the schools’ instructional day. The teaching of the fifth skill is questionable. In fact, most high school students do not have the opportunity to consistently develop these first five skills except for communication and that is if the students are in speech and debate.

Yet, teachers continue to use this learning strategy and find themselves focusing more on classroom management and less on engaged learning. Even educational researchers such as Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1993) in their book Cooperation in the Classroom discuss the necessity to have specific skill sets in place. The end result is that desired result of cooperative learning where everyone works to achieve a goal is not realized.

So, what is the solution? First, let’s address the real problem preventing performance and that is the missing skill sets. Whatever the reason or reasons, many students today do not have the skill sets of yesterday and complaining about this doesn’t address the problem and wastes valuable time. Let’s accept what is, is and move forward.

Second, it is time to return to rows where students are forced to interact with the back of the student in front of them. By removing the non-verbal communication, this will improve the discipline environment within the classroom. Explain to the students that cooperative learning is a privilege and that for it to be effective requires specific knowledge and skills from each team member. Many students have been conditioned to accept cooperative learning as a social interaction and do not realize that this is a learning strategy to improve their academic performance.

Third, share with the students that during the next few weeks you and the students are going to develop those missing skill sets. Then integrate those desired skills into your daily lesson plans. Plan for numerous opportunities for repetition.

Fourth, reinstate cooperative learning with specific learning objectives only after each student has demonstrated the required skills. If the learning strategy is not delivering the desired result, then disband the groups and reassess the performance problem. Remember, if the process or the strategy does not deliver the results then disband the process and construct a new one. Otherwise, you may be repeating Einstein’s definition of insanity — doing the same thing over and over again hoping for different results.

By taking this approach, all shareholders including the students, teachers, administrators and parents should begin to see enhanced academic performance. And what is even more important, the students will have the skill sets that colleges such as Michigan State University say are continually missing in college graduates entering the workforce.

About the Author

Leanne Hoagland-Smith, President of ADVANCED SYSTEMS, works with large urban to private schools, certified staff, support staff, students and parents to improve performance in 30 to 180 days. Using proven tools, we can quickly and affordably identify the gaps in YOUR organization, provide you with an Action Plan that you can easily implement along with developmental programs from executive leadership to student leadership.

What would the value to you be if everyone within your school all rowed in the same direction with energy and enthusiasm?

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