Chapter 8

Cooperative Learning in Social Studies

Looking AheadWhy might critics fear an emphasis

on teamwork?What are the two types of grouping

that this chapter will focus on?

Can You?identify the differences and similarities between

cooperative groups and collaborative groups?explain how cooperative and collaborative groups

benefit students learning and enhances your instruction?

describe how technology can be used to enhance cooperative and collaborative group projects?

think of activities and assessments that utilize cooperative and collaborative groups in the secondary social studies classroom?

Do You?know the social factors in cooperative

learning groups?know different grouping strategies?know what is meant by the term “active

learning?”understand different ways to implement

cooperative and collaborative group activities in the social studies classroom?

Focus Activity Think back about your experiences in the

classroom as a middle and high school student. What types of group activities did you

complete? Do you have any memorable experiences?

What were the positive and negative aspects of working with others?

How might your experiences with cooperative group work as a student influence your perceptions of this method as a classroom teacher?

Social Factors in Cooperative Learning GroupsWhat is “positive interdependence”

and why is it important to know think about when planning cooperative learning groups?

What factors would you consider in forming cooperative learning groups in your classroom?

Different Approaches to GroupingWhat are the five grouping

approaches discussed in the textbook?Special Interest GroupsAbility Level GroupsSpecial Skill Development GroupsRandomly Generated GroupsSelf-selected Groups

What are the pros and cons to each approach?

Cooperative and Collaborative Learning and Curricular GoalsWhy do so many teacher believe that “group

work” is the same thing as cooperative or collaborative work?

What are the similarities and differences between cooperative and collaborative learning groups?

What are the basic traits of cooperative learning?

What is considered one of the most important benefit to cooperative learning? Do you agree or disagree. Why?

Organizing Cooperative and Collaborative Learning GroupsAlthough there are several ways to

organize cooperative and collaborative groups, which two did the textbook describe?CompetitiveInterdependence

What are the pros and cons?

Student Roles in Cooperative LearningHow does cooperative and

collaborative learning bring a role shift from what they may experience in many traditional classrooms? Explain.

What are permanent cooperative base groups?

What are the advantages to using base groups?

“Minds-on” Learning InquiryWhy is cooperative learning

considered a “minds-on” learning?Can you identify any more

information–gathering and synthesizing processes in addition to what the textbook has provided?

Projects and Problem-Centered Group ActivitiesWhat are the benefits to using

problem-based learning?Are there any pitfalls to using

problem-based learning? Explain.How does a teacher facilitate

problem-based learning?

Cooperative CentersWhat are cooperative centers and

why might they work well for secondary students?

What are the advantages and pitfalls to utilizing cooperative centers?

Cooperative Learning and TechnologyAccording to the textbook, what is a contributing

factor to the absence, or at least to the shortage, of technology as a presence in many contemporary social studies classroom activities?

What are the four basic areas where technology can facilitate how teachers work with groups and make the group work even more appealing? research; record keeping and assessment;communication; and presentation.

Looking Back Cooperative and collaborative learning

groups are very different from traditional groups used by teachers in the past

Collaborative and cooperative groups give the students ownership of the learning

Groups allow all students to make use of the facilities of the classroom better

Technology advances have changed the complexion of group work

ExtensionYou are at the mid-point of the third nine weeks at

CHS. Today is Friday and you have set up a class display of students’ projects for parents, teachers, and administrators to view. During first period, Dr. Russell, the principal of CHS, stops in to see the projects. Pleased and impressed, he praises your efforts and explains that he is going to contact the local newspaper, in hopes that the newspaper will do a story about your dynamic teaching and the high–quality work CHS students are producing. He requests that you provide him with written details of the activity by the end of the day. Thankful and excited, you agree.

ExtensionDevelop an engaging cooperative learning

activity that incorporates the use of primary resources and/or technology (6–12 level and topic of your choice).

The activity should include a rationale for using cooperative learning, standards, detailed instructions for student roles within each group, and a method for assessing student learning (product, project, presentation, etc.).

Share your products with peers and/or instructor.

Self-TestWhat social factors need to be considered in

cooperative learning?What are some of the different approaches

to grouping?How can cooperative learning groups

benefit secondary students?How does cooperative grouping promote

active learning?Describe problem–centered group activities?In what ways does technology enhance

cooperative learning activities?

ResourcesJohnson. D., and Johnson, R. (1998). Learning together

and alone: Cooperation, competition, and individualism. 5th Ed. Boston: Allyn and Bacon.

Morton, T. (1996). Cooperative learning and social studies: Towards excellence and equity. San Juan Capistrano, CA.: Kagan Cooperative Learning.

Schul, J. (2011). Revisiting an old friend: The practice and promise for cooperative learning in the twenty-first century. The Social Studies, 102, 88–93.

Slavin, R. (1995). Cooperative learning: Theory, research, and practice. 2nd Ed. Boston: Allyn and Bacon.

Stahl, R., Vansickle, R., and Stahl, N. (2009). Cooperative Learning in the Social Studies Classroom. 2nd Ed. National Council for the Social Studies.