Big+Ideas

=Big Ideas: Important concepts and features to consider when directing Cooperative Learning experiences=

Group Size
Optimally, the size of a cooperative learning group should range from two to four members. Factors effecting the size of a group include: purpose of the activity, duration of the activity, prior experience of the students (or the instructor) with cooperative learning, the depth and breadth of the skills and resources required for the activity, the amount of interaction that might be expected, the instructor's knowledge of the students, as well as the instructor's ability to coordinate and manage all of the above. Size of a cooperative learning group may also be influenced by variables of the learning environment. Is the class all face-to-face (F2F), online, or a combination of the two (hybrid)? In the end, the smaller the group the better. If the instructor can manage a cooperative learning experience with groups of two, go with two.

Competition
It might seem counter-intuitive to consider a factor such as competition in a cooperative learning experience. Yet, competition has its place and can be a powerful motivator as well as a tool for learning. Whenever you have groups teaming and learning together cooperatively as they work against the clock, maybe their partner, or another cooperative group (or the class), an element of competition exists. Sometimes competition is self-imposed (I'll do better next time!) and sometimes, for lack of a better explanation, it is what it is. The important thing to remember is that competition can be a part of the experience as long as its balanced with other approaches and strategies within the cooperative learning realm.

Informal Groupings:
Informal groupings are used when the groups formation is temporary (ad hoc). Informal groupings are primarily used to help the student focus on the material; on learning. Informal groupings are also effective for checking for understanding activities like Think-Pair-Share or Pairs-Check. In both cases, the length of time the group needs to exist is very short and the focus is on learning as opposed to community building. Informal groups are a great way to segway from one activity to another. Use the informal grouping activity to have students check for understanding before moving on to another topic or activity. While the informal groups are working, the activity provides a very short window of respite or pause for the instructor to prepare for another part of the lesson.

Formal Groupings:
Formal groupings are akin to Informal grouping with the addition of the teachers systemically observing/documenting/analyzing the students and groups as groups go about a specific academic task and roles assigned to each of the students in order to get the task completed successfully. Whenever necessary the instructor intervenes in order to provide help with academics or with coaching social skills that keep the task (and the group) running smoothly.

Base Groupings:
Base groupings are used for long-term activities where the membership of the group remains inteact for the duration of the project. Students are instructors are going to have to work to make sure that the heterogeneous group is getting the right kind of support to meet educational objectives, that they hold one another accountable for the learning on an individual basis, and finally, that each member is making the progress expected of them. Base groups are typically formed for a long-term project or for the duration of the semester, trimester, or the quarter. The size of a base group is typically not as small as an informal grouping. Three is a good minimum number, but four is acceptable.

=Creating Effective Groups:=

Creating effective groups requires planning. The first item for consideration in the creation of an effective cooperative learning group is the academic objective. What is the desired end result in terms of teaching and learning? Next, you'll have to decide on the size of the group. The size of the group may be influenced by the type of group. Will a formal group be needed? Informal? Base? Will the group be homogeneous or heterogeneous? What other factors should be considered? Once this second decision is made, you can begin to build the groupings. It is strongly suggested that groups be created using random factors. How the instructor does this is up to them as there are many, many ways to build groups using a random process. There are even online tools to help (see the Random Team-Maker on the CL Resource page). Once the groups are determined, the instructor can assign roles. Roles help students to understand expectations as well as developing interdependence within the group. Roles don't have to remain fixed, they can move from one person to another.

Other considerations of creating effective groups include: providing clear goals that can actually be accomplished, helping groups to communicate effectively within the group and with the instructor, and making sure that members are responsible for the success of the group through their participation and leadership skills.

=Building Trust:=

Building trust is one of several variables in developing group. Members of a group must be able to get to a point where they understand their contributions and connectedness to other members of the group. Interdependence is understanding that in order for the group to meet its goal(s) the other members of the group must be able to reach theirs as well. It's Sink or Swim. The group succeeds together or they fail together. Trust is about mutuality; about sharing openly with the members of the group. The key to interdependence, mutuality, and building trust is the ability of the group to to respond in an open, accepting, and supportive manner; not simply to the group as a whole, but to each individual member. Building trust is a long-term endeavor. Plant the seed today and continue to cultivate the desired outcomes. One day the time and effort will yield results.

=Power Within Groups:=

We often associate power with the negative. There's the adage of, absolute power corrupts absolutely, that often defines our definition of power. However, this adage, and this view of power does not hold true 100% of the time. How can we view power in a positive way? Let's begin with inducibility. Inducibility is the notion that when individual group members are open to ideas and influence of the other members, then the goals of the group are achievable. Hopefully, it follows that if the group becomes successful, then the coordinated efforts of all can mean success for the individual as well. In the case of inducibility, power is mutual. Through interaction and connectedness, group goals are met as well as individual goals. The key to this entire process is the individual's willingness to be honest, communicative, flexible, and open.