Cooperative+Learning

In their recent book, //Classroom Instruction that Works//, Robert Marzano, Debra Pickering, and Jane Pollock (2001) __**advocate cooperative learning as one of the most proven approaches to increasing achievement**__. They note that cooperative learning has an effect size of .78 compared to methods in which students work as individuals. This effect size places cooperative learning among the strongest of all methods for increasing academic achievement.

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The above link does a great job explaining the basic principles of cooperative learning which are summarized in the acronym PIES and strategies to help make this method successful in the classroom.


 * || **P** = Positive Interdependence ||  ||
 * || **I** = Individual Accountability ||  ||
 * || **E** = Equal Participation ||  ||
 * || **S** = Simultaneous Interaction ||  ||

__**Cooperative Learning:**__ 1.) Positive Interdependence 2.) Face-to-Face interaction 3.) Individual and group accountability 4.) Interpersonal and small group skills 5.) Group processing
 * Organizing groups based on ability should be done sparingly.
 * Groups should be kept small in size (3-4)
 * It should be applied consistently and systematically, but not overused.
 * Five defining elements:

Does Cooperative Learning Really Work for Each Group Member? []

__**Classroom Practice in Cooperative Learning:**__ *Use a variety of criteria *Use a variety of group patterns: - informal (last few minutes of a class period) - formal (long enough to complete an academic project) - base groups (semester or year, providing students with long-term support) *Combine cooperative learning with other classroom strategies

http://manila.esu4.org/instructionalstrategies/stories/storyReader$12 from **__Classroom Instruction that Works__** Robert J. Marzano, Debra, J. Pickering, Jane E. Pollock, MCREL, 2001.