Adolescence: Change and Continuity

Cooperative learning

The above scenarios refer to three different types of learning used in our schools today. We are most familiar with the first type of learning, the traditional individualistic learning approach. This is when students "work independently on their own learning goals at their own pace and in their own space to achieve a preset criterion of excellence" (Johnson & Johnson, 1987). Many of us are also familiar with the competitive learning approach as well. This is depicted by the second scenario. Here students compete to see who is best. In the end, final outcomes of each individual or team are compared. The third scenario describes cooperative learning. It involves groups of students working together toward a common goal. Research shows that, although different group sizes work best in different situations, four to five students to a group seems to produce optimal results (Sego, 1991).

In the past, schools have often placed students into groups not for educational reasons, but to serve an organizational purpose (Kutnick & Rogers ed., 1994). But more recently, research has focused on group work, especially for adolescent students, as an educational tool. In high school, many opportunities arise where students can engage in co-operation, where individual assignments are combined to create the final group project. Additionally, students can engage in collaboration where each member of the group works on the same task to produce a final outcome (Kutnick & Rogers ed., 1994). These are just a few forms of cooperative learning used with adolescents in the schools today..

Advantages of cooperative learning

Research findings sight several advantages to cooperative learning. Listed below are just a few benefits:

Assists in learning advanced material such as "analysis, synthesis, evaluation, and problem solving" (Smyser, 1996).

• Helps teach cooperation and team building skills crucial to success later in life (Slavin, 1990).
• Helps improve social and communication skills.
• Has been shown to increase a student's satisfaction with a particular class (Smyser, 1996).

To maximize benefits from cooperative learning, several suggestions are provided:

• While interacting, allow (and even encourage) students to raise conflicting views. The resulting discussions can be both educational and fun(Kutnick & Rogers ed., 1994).
• Increase students motivation to achieve a group goal by stressing the importance of what they, individually contribute to the group (Hilke, 1990).
• Create a specific plan for assigning students to groups. These groups can be intentionally or randomly assigned or students can pick their own groups. (Sego, 1991).
• Have fun and be creative!

As with anything, problems can sometimes arise in a cooperative learning setting. Participation of group members may fall on one of two extremes. A natural leader may dominate and control the group's activities. It is also possible that the majority of the work is getting done my one person. On the other end of the spectrum, "free-riders," or those who do not participate may be seen. The assignment of roles is one technique used to combat these problems (Hilke, 1990).

Others may perceive cooperative learning as a cop out for teachers who do not want to prepare a lesson. In actuality, successful group learning requires much organization on the part of the instructor.

Additionally, cooperative learning more often than not leads to louder classrooms. This is a switch when we are used to traditional, quiet classrooms. But, as one English teacher from Colorado states: "What better noise than the noise of minds learning! It's nice to 'hear' minds at work!" (Slavin, 1990, p. 118).

Along with enhancing learning, working together in groups can help foster positive relations between adolescents. These positive relationships can help the adolescent in many aspects of life. We now lead into a discussion of adolescents and the different transitions they got through, specifically in regards to changing schools.

For further information...

Many excellent handbooks and resource materials exist on this topic. For further information consult the following publications:

• Johnson, D.W. (1991). Cooperative Learning. Washington, DC The George Washington University.

li>Abrami, P.C & Chambers, B. (1996). Research on cooperative learning and achievement : Comments on Slavin. Contemporary Educational Psychology, 21, 70-79.
• Hilke, E.V. (1990). Cooperative Learning. Bloomington, Indiana: Phi Delta Kappa Educational Foundation.
• Johnson, D.W. & Johnson, R.T. (1987). Learning Together & Alone. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
• Kutnick, P & Rogers, C. (Eds.). (1994). Groups in Schools. New York, New York: Cassell Villiers House.
• Sego, A.F. (1991). Cooperative Learning: A Classroom Guide. INFO-TEC, Inc: Cleveland, Ohio.
• Slavin, R.E. (1990). Cooperative Learning. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
• Smyser, B.M. (1996). Active and Cooperative Learning. [World Wide Web]. Available http://www.wpi.edu/~isg_501/bridget.htm.
• Cooperative Learning. (1990). Arlington, Virginia: Educational Research Services.

• http://www.sedl.org/scimath/compass/v01n02/models.html
• http://babe.math.uic.edu/~rdees/clearning.html
• http://www.wpi.edu/~isg_501/bridget.html

This site was produced by students taking HDFS 433: The Transition to Adulthood and HDFS 239: Adolescent Development at the Pennsylvania State University. Feedback can be sent to the individual authors or to Nancy Darling (darling@bard.edu).

Last updated 4/16/01.