Annette Gourgey asked the following questions about cooperative learning which I thought I would share with the list. Comments and/or your answers to these questions would be appreciated. Send them back to the list or to me directly.
Ted

<<I have read all your teaching tips with great interest, especially the last one on getting your math-anxious algebra students to work together. I am about to teach a basic algebra course for the first time at Fashion Institute of Technology in NYC. (I have previously taught arithmetic, problem solving in a lab format, and statistics.) So your suggestions couldn't have come at a better time.>>

<<1. When you have students work in groups on problem sets, do they all work on the same problems, or does each group get a different set?>>

I have them work on the same problems so that we can investigate a variety of possible solutions that are used to answer the same question. In introductory level math courses students have a tendency to want to see only one method to solve problems. When students are asked to put their solutions on the board their procedures may differ from those of their fellow students. It is important to establish an environment where multiple solutions are acceptable. I emphasize that students do not have to adopt another method if they are comfortable with their process, but it is also very inappropriate for them to deny someone else's method simply because it is new. I kid with them and suggest they put their fingers in their ears, close their eyes and hum to block all sound, if we are discussing a method which appears to confuse them and they do not want to hear it, rather than saying we shouldn't even discuss the new process.

<<2. When they put their answers on the board, how is the discussion focused--i.e. if they have worked on the same problems, do you focus on clarifying discrepancies? Do students explain how they got the answers?>>

I ask students to put their solutions on the board often having several problems presented at the same time. I find it encourages students to go to the board if they are not alone in front of the class. With several students working out problems there is a feeling of comroderie. Often students will help each other while they are writing out their solutions if they see a mistake in someone elses work or if another student starts having an anxiety attack. Quite common in developmental math classes. I allow time for the students to review the board solutions and ask for questions or comments. If the problem warrants I will ask the author to explain what they did in order to reinforce a particular concept or procedure. This also creates a form of repetition of

problem solutions. I will ask for alternative solutions at this point which often requires my calling on someone who I have observed doing the problem differently. Since I use cooperative learning techniques I am easily able to move around the class to observe the students. I need to know in advance what alternatives I am looking for in order to try to encourage students to use other procedures. At this point we are able to observe and discuss as a class the benefits or advantages of each method. Another benefit to the board work occurs when students make mistakes. This usually mortifies students but I stress that this is a very positive thing because it allows me to see what they are doing and it helps their classmates who may tend to make the same mistake. I discuss the value of making a mistake in public and also emphasize that we are among friend who want to help each other. In the past students have been criticized or harrassed when they have put work on the board. I assure them that they will never be criticized for making an honest effort. After one such explanation the problem disappears and students willing use the board.

<<3. If the groups work at a different rate, what do the faster groups do when the slower ones are still working on the problems? How do you make sure that the slower students cover enough of the material?>>

For the group assignments I make up seperate work sheets based upon the text material. For those groups which finish early I "suggest" they review the homework together and check each others answers, especially if they had any questions about a particular problem. I encourage them to work out the solution together before I attempt to answer one partner's question. If they have done the work beforehand as requested then this does not take much time. At this point I encourage them to start on the next section. I kid them that this is their bonus for being so good and working so well together. I keep track of the slower students by the pace at which we go over problems on the board. Remember I have been observing students working together so I am familiar with how much work they were able to accomplish. The slower students to not drive the process but I am able to work with them seperately and often other pairs will help their neighbors or slower pairs will seek out help from other people in the class. The process is incredibly synergistic. Lastly, I find that when pairs or groups finish all the material for the class they will tend to socialize. I do not find this a problem as long as they are quiet and do not disturb people around them. It is a nice carrot for them and builds a class spirit. The conversations that I over hear are often pretty serious and include things like where people find time to do the work, how other classes are going, what other teachers are like as well as the usual where are you going Saturday night. Who ever heard of talking in math class as a benefit for doing exceptional work. It is my job to keep them on task until they have completed all the necessary material for that day.

<<4. Do you prefer to let students choose whom to work with, or do you assign them in any particular ways?>>

On the first day students usually sit randomly, that is they do not sit with friends or acquaintances, because they come to class at different times and seats are taken. In

my advanced classes where students have had me before they will gravitate to familiar faces from the last class. I do not try to make any special arrangements. On the first day I ask them to pair up with someone next to them, preferably someone they do not know so they can meet a new friend. In the next class I ask them to pair up and work with their new buddy. After that I let them change seats to work with whomever they wish. I find there is not much movement but it is important to allow people to change if they find early on that they do not wish to work with the new person. My only requirement is that everyone have a partner before I hand out materials. Sometimes students will group into threes because they become comfortable with each others style and personality. Another school of thought is to group students heterogenously with higher and lower level students matched. I find that this happens to a certain extent by allowing students to move around over time and to encourage them to seek help from other pairs or groups.

<<5. Your suggestion that students read and do problems *before* class seems quite revolutionary. I've never been able to get many of them to get much out of the book on first reading. Do you discuss tips for how to work with the book? What kinds of issues still need to be discussed after they have read the chapter the first time? Do you end up having to do any lecturing? If not, what do you do instead when students have widespread difficulty with a particular topic or concept?>>

It only seems revolutionary to them. It seems quite natural to me. However, it is necessary to explain, defend and maniacly cheerlead this approach. I do so by sending my students a letter before the semester starts which explains my class procedures and asks them to get the text and do the first section prior to the first class. Wow! What a response I get. Not the negative one you would expect but they say they are very pleased that I take the time to communicate with them and that I try to establish high expectations from before the beginning of class. In class I start by handing out worksheets to pairs and then follow the above procedures for board work. During thre first few classes students will try to talk me out of doing it this way, beg and plead for lectures and try to disuade me. I patiently discuss the importance of being prepared and how it benefits them. We also discuss their previous experiences with lectures where they go home and have no clue what was said in class, even though the lecture appeard to be informative, humorous and very well organized. Their talking about their experiences helps to sell them on this approach. Another very important point is that I assure them that they are not learning the material on their own and that we will go over more material and understand it better by working on it in class. They can't do that if I am lecturing. Once the fear of not covering the material is removed they relax and for the most part make a reasonable attempt. This all fits into the cooperative learning mode and a mastery approach I use for evaluating their progress in the course. Most resistance to doing math comes from students fear or reprisal in the form of a bad grade. If you can remove that then they begin to learn for themselves.

One qualification is helpful here. It is possible for students to come to class unprepared. Since the class covers all the material needed to understand the concepts a student can see enough and try enough problems in class to learn the material. The problem that arises is that they do not contribute much to their group. Sometimes the group will carry those students for a while and then make it clear they will have to work or find another group. For those students who I cannot inspire or the process does not motivate I suggest they work independently until they are ready to make the effort to help their group. Some students do work better alone and can make up the material after class or by seeking extra help. My only caveat is that I will not lecture because of a few students who think it is easier for them and I will not tutor them if they do not make any effort themselves. I can adopt this approach because I bend over backward to help those students who do try and everyone knows this.

One aspect of all of this discussion which needs seperate highlighing is the idea that force of personality is very important in encouraging students to work together and use cooperative learning approaches. If you are uncertain or not convinced about the benefits of CL then the students will react accordingly. I hand out articles on CL and ask them to write about what is happening in class. I ask them to analyse the 7 principles of good teaching and apply them to math classes. In short I sell CL every class because that is how I feel about it. This helps carry along many doubting Thomas's.
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From: "David J. Falcone" <falcone@hp800.lasalle.edu>

I'll get the ball rolling here. But first need for clarification ...

1. How much material have you dropped from the course because of the interactive-group technique?

2. Who are your students? Majors? Non-majors? Honors?

3. Has your assessment of learning changed because of interactive-group techniques?

4. What did you see as the most fundamental change in your attitudes about teaching and learning that made it possible
for you to take the direction you have?

This set of questions may sound like I'm not a supporter. Actually, I'm on the fence on this one ... not sure what's going on. Often, I hear faculty say that their techniques are working (e.g., problem based learning, interactive, technology based, etc.) because they hear from student that "they like it." Not to say that education should be painful but I'm not sure this represents a sufficient condition for concluding that education is happening.

I heard a speaker a few years ago suggest that with each passing year we are finding ways of teaching that involve putting more and more responsibility on the teacher and less and less work on the student. Some part of my skepticism comes from this place. For example, the marketing of text books has texts looking less and less like what we might generally think of books looking like. The assumption is that there isn't enough intrinsic motivation or work ethic in the student to have them read a book unless it captures them with pictures, colors, and easy to find information.

This is not an accusation but a question: is interactive learning filling in a space that used to be inhabited by what in the past, and still for some, is simply knowing how to study and being willing to do so?

David J. Falcone, Ph.D La Salle University
falcone@lasalle.edu Dept of Psychology
215-951-1270 Philadelphia, Pa. 19141 USA

TED'S  REPLY
The following questions were posed by David Falcone. I hope others will address these also.

1. How much material have you dropped from the course because of the interactive- group technique?

I have not dropped any material. Initially the class covers material at a slower pace until we get comfortable working in groups. I use warmup and group building exercises while moving into content based work. We try pairs triples and quads in order to get to know each other and how we best work. Over time I encourage people to form their own groupings. I do work on encouraging the shy or non-participating student and eventually they see the results and join in. If someone requests to work alone I will respect that, but it is rare.

2. Who are your students? Majors? Non-majors? Honors

I have a mixed bag. I teach developmental math, engineering freshman and sophomore and technical courses. The developmental math students need much more

help and encouragement to work together than do the advanced engineering students some of whom I will have over 2 years.

3. Has your assessment of learning changed because of interactive-group techniques?

Definitely. Being in the math area I use problem based tests but I have moved into a mastery approach where students may retake tests and make correction in class with time permitting. I also do not always set a time limit such as 50 minutes to do 20 problems. I also rely somewhat on my observations of what students are doing in class during their group work and on the board. I can tell if they have math anxiety or homework phobia and then react accordingly. Thinking about it I can generally predict how each student will do on a test based on my class observations.

4. What did you see as the most fundamental change in your attitudes about teaching and learning that made it possible
for you to take the direction you have?

I do not think there has been a fundamental change. I have always been interested in my students and see class as a social experience for myself as well as the students. What has changed is my understanding and knowledge of group dynamics as applied to teaching. I did my doctorate at Boston Univ. where humanistic psych. was the basis for most of the courses, I don't know if they still do this but we had a class run like a tea group. The entire responsibility for the course was ours. I guess having lived through it has convinced me of the merits. We demanded more direction like some of my students do to avoid the responsibility but the professor held his ground and we are better off for it. I do not go that far but boy I would like to.
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<<<<Our school recently went the route of groups/teams in the classroom. All
teachers were given three days of training in the basics of cooperative
learning, and group projects and assignments were built into all the
curriculum. We were encouraged to use it in all of our classes and will be
evaluated on our ability and willingness to do so. Now that we are three
weeks into the quarter, the students are saying, "Enough!" They attend class
five days a week, five periods a day, and it seems that every teacher is
using group techniques. The students are literally "grouped out." I
envision all of them seeking employment upon graduation where they can work
in a cubicle all alone! How would you handle this? Sure, we could cut back,
but the administration is expecting us to do this and salary increases will
be dependent upon it. Help!
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To: in%"aednet@pulsar.acast.nova.edu"
CCSeefer describes a situation below where his school has adopted cooperative
learning with a vengeance and the students are overwhelmed by it being used
in every class every day. The post also states that the teachers had threee
days of training and were sent off to institute CL.

Cooperative learning is a philosophy as well as a teaching technique.
People need to be given time to explore this area and experiment slowly with
adopting various aspects of CL. It probably takes 2 years to get comfortable
usiong these techniques and a lifetime of developing effective class processes.
CL practitioners are always learning new things from their classes as well as
through professional development opportunities. That is because they like to
cooperate. When CL is implemented effectively the students DO NOT get bored
with it or saturated because they are very involved with the learning process.
Teachers interact frequently with students providing a strong motivating
factor through CL. Initially owever it takes students some time to get used to
the new responsibility and fact that they will be required to do more of the
work in the learning process than when they just went to classes where lectures
were used to convey information. I suspect that is what Seever is hearing in
the student protests about doing too much CL. Students also need to be trained
in the social skills needed for effective CL participation. This is a long
term process. From what the post describes, very little time has been alotted
to make the trnsition from information transfer (lecture) classes to student-
centered classes.

My suggestions are to use CL sparingly at first. Start by having students
work in pairs during part of the class. Teachers might give a short presentation
and then ask the pairs to write a summery or answer a question about the
material. This procedure can be repeated throughout the class. Initially you'mig
ht have students work on part of their homework for ten minutes at the end of
the class, working in pairs, or they could compare their homework answers from
the previous night at the beginning of the class. Next I would have them work
on social skills by building T-charts of skolls they identify as being
important, such as STAYING ON TASK< EVERYONE PARTICIPATES, etc. If teachers
are not familiar with this then they need more training. I am assuming they had
this training in the 3 day workshop. I would have the teachers form support
groups to handle the stress of making these changes and include some students
to get their feedback on what works and what doesn't. Johnson et.al. call these
base groups. After the students get more comfortable working in pairs I would
move to groups of three. Groups of four or more generally break down into pairs
unless the teacher is using advanced CL techniques and has a lot of experience
with larger groups. Beginning teachers should only try larger groups if they
have had success with the pairs and have built up the confidence to move ahead.
I would also suggest that teachers pick their best class to initiate CL in order
to insure success. Pick only one class at first to try your new techniques, then
if they work you can expand to other classes. By rushing into all classes you
magnify any mistakes you might make versus building the confidence needed to
convince all your students that this is a good method.

One final observation. It sounds like the decision to move to CL was a top
down administrative edict.If this is true then it violates the very premise of
CL principles. I am not surprised that the teachers have had the reaction that
they did, especially if their future raises and evaluations are at stake. The
administration needs to back off and use cooperative, brainstorming techniques
to encourage the teachers to try CL. The teachers could probably use some
training in how to get students to brainstorm since that is a large part of CL.

I am convinced that if teachers can be encouraged to try CL in a risk
free environment, with proper encouragement and support that they will find
the benefits to their students and themselves to be significant. The excitement
that CL generates is unbelieveable when it work well and disasterous when it
is imposed upon teachers.
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From: ng13@cornell.edu (Nancy Grudens Schuck)
To: aednet <aednet@pulsar.acast.nova.edu>
Subject: Overdoing small groups

I have had the same experience - overusing small groups, which students
then protest. It helped to remind myself that small groups are a technique,
not an overall strategy for education or cooperative learning. In
democratic cooperative teaching, many methods contribute. If the goal is to
maximize learning by using all members of the class as a resource, then
some variations that include private work, sharing in pairs, simulations
and plenary break-outs, and lecture by whomever possesses the expertise for
a given task, go far. Regarding participation and preferred learning
contexts, small groups favor some but not others, as well. Variation helps,
plain and simple. Depending, of course, on some structure to the class and
some consistent authority so that students have a safe space in which to
work.

By the way, I have noticed that students actively complain more in
democratic teaching situations. I do not believe this is because the
strategies are less comfortable, etc. I believe students complain (in part)
because the very use of democratic teaching technique lets them verbally
challenge the teacher. So very few students actively protest use of
unremitting lecture TO THE TEACHER, yet we know how some students wither
under such a system.

Nancy Grudens Schuck
Kennedy Hall Dept. Education Cornell University Ithaca, NY 14853
ng13@cornell.edu
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From: Iain Barksdale <Gleschu@AOL.COM>
Subject: Class discussion & motivation
Sender: Teaching in the Community Colleges <TCC-L@UHCCVM.UHCC.Hawaii.Edu>
To: Multiple recipients of list TCC-L <TCC-L@UHCCVM.UHCC.Hawaii.Edu>

I'm sure someone on this list will have some helpful commentary on this
topic so here goes:

Althought I realise that a certain amount of old-fashioned lecturing is
required in a course, I like to keep it to a minimum, as I beleive that
students get more out of discussing the topic. It also tends to lead the
learning to aspects of the course that the students find interesting.
However, it seems that I tend to be forced back into full lecture mode by
my students. This is because they never seem to do the required readings,
so they have no idea what is going on, or what to discuss. So, I have to
lecture them about all the information. I assumed that having a test
every other week would help motivate them to read the text.
Any suggestions on how to get discussion going better would be greatly
appreciated.

Iain Barksdale, Adjunct Instructor Email: Gleschu@aol.co.
Anthropology, Archaeology, Snail mail: Madisonville CC
Comparative Religion 2000 College Drive
Madisonville CC, KY Madisonville, KY 42431
Henderson CC, KY
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From: eweber@EDU.YorkU.CA (Ellen Weber)
Subject: Re: CL and teacher evaluations

Ted, I was interested in how you framed the problem. Implication was that
"students had no experience or a negative one" and that might impact directly
on teacher evaluations. Unfair - me thinks!

The fact is that students get fired up about learning, when teachers
facilitate good cooperative learning initiatives. But many teachers require
more training and experience and therefore the groups are not meaningful to
students or productive in their endeavors.

So I feel that the same problem should be framed, "If teachers create bad
cooperative learning situations, will their ratings go down?" And the answer is yes.
But there is hope for those who want to move from top-down learning to
meaningful stuent-centered, caring learning. In my book, "Creative Teaching
From Inside Out" (EduServ 1995) I address the very exciting idea of even
evaluation be negotiated with students. It works - but that's another topic. ++++++++++++++++++++++++++++++++++++++++++
To: IN%"eweber@EDU.YorkU.CA"
Subj: RE: CL and teacher evaluations

Hi Ellen,

Your point is well taken. If teachers were well trained and were given
oppoprtunities to practice CL before implementing it in their classes they
would have much less difficulty and would probably see their evaluations
rise immediately. I think what I am seeing in responses comes from people who
have tried CL pretty much on their own. They have read up on the subject,
attended workshops and then started using it. They then modify their approach
depending upon the results and student reactions. Thus trial and error method
will work if people have the confidence to stay with it despite students
attemps to get back to lecturing.

A much better approach would be having institutions support the concept
of CL, provide training and professional development opportunities for faculty
and develop support groups among faculty and staff members. I have yet to see
this at many institutions. Perhaps it is a matter of administrators being to
far away from the classroom and unfamiliar with the benefits of cooperative
learning.

Thanks for putting the question in perspective.
Ted Panitz
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Don Bass
College of the Mainland
Texas City, Texas

MY REPLY
Thanks for your comments Don,
We have the same student reaction and success rates or lack of them. As you point out a lot of it has to do with the teachers attitude. Math teachers seem to be less empathetic. A colleague who lectures and is also very helpful to students and sympathetic as well as empathetic also has a good reputation. Note I said also. A query from another list asked if my evaluations has gone down. Quite the contrary, they have skyrocketed. Last summer I received a 4.9 average in an intense algebra class and that was with a text students didn't like (since changed). I attribute it to

the fact that I develop a personal relationship with almost every student because of the constant class interaction. I actually do not see students outside of class that much because we are a commuter school. When you know someone up close and personal it is hard to ding them on an evaluation. I also make a big effort to explain why I do the things I do. I hand out research paper on group learning and explain my rationale for every exercise. Even if they disagree with a particular assignment they seem to appreciate the effort I expend on their behalf. How can you bash someone when you are having fun in a math class???
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IN%"jltabor@sacam.OREN.ORTN.EDU" "Jewel L Tabor
CC: IN%"COMMCOLL@UKCC.UKY.EDU"

I teach World History in a high school setting and teach one course in a nearby community college. I would like to know where your seminar for interactive lectures was held. I would like to attend something like that. I have lecture/discussion primarily with my high school students--Socratic method type. I do some cooperative learning. The biggest complaint I have heard aired on this is that one or two students carry the load of the others. What tips can you pass on that would get everyone in the group involved?
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Subj: RE: Why do so few teachers use group learning?

Hi Jewel,

As a quick response to your problem of domination by a few students if you get the class into groups of 2-4 students and assign a different question to each group this helps avoid that problem. You also need to listen in to the groups and encourage the quiet students to participate. Sometimes just asking their opinion will get them going. Also mentioning to the group that they all need to participate calls attention to one person dominating. It does take some management on the teachers part" some management on the teachers part and some groups do better than others.

In answer to your second question I have been going to seminars and workshops for a number of years at math meetings and professional development meetings so I do not have any one place to recommend. I have been lucky that at least one session is on group learning and that is the one I look for. I'm not sure if that would be the case with history professional associations.

Ted
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IN%"TIPS@fre.fsu.umd.edu"

Davlid Falcone asks how much material Ted had to drop because of the interactive learning. That is a concern that many faculty have. I use collaborative learning extensively in I/O psych. At first, I did have to drop some chapters. After a semester or two, I found that I could actually cover as much or more. An I/O professor at Central Missouri State (I'm sorry I don't remember his name) wrote me that he actually can cover the whole text in I/O now using group or collaborative learning.

My daughter teaches active learning in education graduate courses, and her advice is to start slowly with just a few activities. Collaborative learning is not less work for the instructor, but I find that it is very rewarding. It is especially good for topics that tend to be dry, like I/O.

I hope that last remark does not kindle any "flames." I/O is one of my favorite courses to teach now, but it certainly does not have the drama of social psychology or health. Of course, it doesn't arouse the anxiety that is associated with stats either.

Sally A. Radmacher, Ph.D.
Psychology Department
Missouri Western State College
St. Joseph, MO 64507
(816) 271-4444
FAX: (816) 271-4574
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