Roundtable session:

The Roundtable format enables the audience to move around the room as they wish to interact with the presenters, who will provide brief introductions before discussions begin.

abstract

A great deal of research suggests that when implemented effectively, cooperative learning can provide students with cognitive, affective, and social benefits. However, effective implementation of cooperative learning is no easy task. There is no one set of ready answers. Indeed, every teaching context is different, and every context continues to change on a perpetual basis. The goal of this Roundtable session is to provide participants with a venue to discuss and brainstorm about problems they face when using cooperative learning. Examples of such problems, to name just a few of the many potential problems, include students who are reluctant to teach their peers, students who go off-task, and difficulty finding time for cooperative learning when so much material needs to be covered. No guaranteed answers will be dispensed at this “clinic.” Instead, participants, along with the session facilitators, will share their hopes, frustrations, flops, successes, and thoughts. Our goal is to generate some insights, some ideas to take home, some camaraderie, and maybe even a few ah-ha moments.

abstract

“But I did most of the work.” Many of us have heard such laments and accusations from students involved in “group work” and such a comment often indicates that students believe that all group members have not contributed equitably to the work of the group. In this presentation, we will describe three “assignments”, from three separate university courses, that combine the characteristics of strong cooperative tasks with clear indicators of individual responsibility within the tasks. The assignments include journaling, lesson planning and curriculum design, and literature circles and incorporate both face-to-face and distance technology interactions. Participants in this session will be encouraged to explore applications to their own work and general principles for insuring individual responsibility within cooperative groups will be explored.

abstract  Paper (doc)

I would like to share my thoughts on what I have experienced through 2 years’ practice of cooperative learning in Japanese classes in a senior high school. The students of the school hope to enter a university. The class aims to develop their ability, attitude, and habits to understand and express themselves through language. In the first year, I was placed in charge of “General Japanese” classes for first-year students. I often used cooperative learning. The main content of the classes was reading of essays, appreciation of poetry and novels, and creative writing. Cooperative learning provided good chances for the students to express and exchange their ideas and writings with each other. Cooperative learning has many advantages but I realized there were also some difficulties. In the second year, I was placed in charge of “Contemporary Japanese” classes for second-year students. I also used cooperative learning, but I shifted to make students interact more freely than the group learning I used in the previous year. In this presentation, I would like to focus on student cooperation in the various activities during class.

abstract

A university self-access language learning facility will be introduced. The facility, Chit Chat Club, incorporates critical thinking skills into the interactions between students while promoting a cooperative and communicative learning environment. In addition to English communication classes the students may be enrolled in, the Chit Chat Club sessions provide students with opportunities for added practice speaking English outside of the classroom. The sessions are designed for basic and elementary level language learners. Student staff or facilitators are trained to mediate or facilitate the sessions in English. They introduce critical thinking skills through the question types used in the sessions. Students are encouraged to work in groups cooperatively in an environment that promotes sharing. The audience will be introduced to how the Chit Chat Club attempts to enhance the students’ communicative skills and to raise their humanistic consciousness. Participants will then talk about the challenges of creating a cooperative learning environment in higher education.

abstract

The benefits of cooperative learning and student autonomy to language learning are widely accepted, but teachers grapple with what circumstances are best to cultivate in a classroom to maximize these advantages. One area of concern is the kinds of topics students use to complete classroom learning tasks. Topics have potential to encourage or discourage motivation and to influence the dynamics of collaborative groups. In this roundtable, a brief introduction will lead to an open discussion, using these focus questions:

• what are effective ways to select topics for collaborative activities?
• does the use of topics students identify as interesting (as opposed to uninteresting) result in better language learning?
• should groups be provided choices for the topics they use?
• should teachers use personalization to organize groups around identified interesting topics?
• how can topic-selection be used to maximize learning and practice of cooperative skills?

abstract

Applying cooperative learning in different countries and in intercultural settings presents a two-part challenge:

A. In many countries the positive end results of over 20 years of development in practice and research in cooperative learning are presented as self-evident. This may cloud the need for teachers to:

• consider a full understanding of the rationale and purpose of cooperative learning
• to carefully weigh their choice of methods and techniques
• to consider how best to bridge between students' attitudes and expectations and CL

B. The popularity of cooperative learning often spawns sporadic inservice programmes with no systematic continuity, which may result in confusion and frustration about how to implement cooperative learning in various classrooms.

Objectives of this workshop:

A. Determine what participants view as the essential elements of cooperative learning.
B. Design ways of presenting the essential elements of cooperative learning in different cultural contexts.

abstract

Research suggests that cooperative learning can result in higher achievement and motivation. More complex cooperative learning methods, such as Group Investigation, increase student autonomy, as students are responsible for planning, researching and presenting group projects. This workshop will give participants the chance to experience several cooperative activities used to set up a team survey project to investigate world issues. Activities included were brainstorming world issues, doing a world issues vocabulary building exercise, sharing in team researched readings, creating questions, surveying classmates, collating data, making visuals of the results and presenting a team conclusion to the class. Examples of student research, data and reflections on their survey projects will be displayed. Participants are encouraged to share any observations and personal experiences with cooperative learning.

abstract

Lack of respect for the dignity and integrity of others is at the very heart of intolerance and what can be termed “bully mentality”. Bully mentality is pervasive and manifests on many levels from international relations (marginalization and injustice, economic sanctions, “pre-emptive” war, terror), to national relations (moral exclusion, persecution, torture, ethnic violence, environmental destruction), to interpersonal relations (verbal, physical, and psychological violence in school and in the home), to intrapersonal (self-destructive behaviors; the impact of bullying causes harm to both perpetrators and victims and is responsible for behavioral and emotional difficulties, long-term negative outcomes, and violence). Urgent action is called for to relieve the suffering and set those involved on a path to reconciliation and peace. Education has a vital role to play and teachers must be intentionally trained to teach and ACT for tolerance, caring, cooperation, and justice and to “be the change they hope to see in the world”.

In this workshop, we will explore teacher training inititiatives, curricula, and materials which intentionally

• aim to overcome “bully mentality”, intolerance, and all forms of social injustice.
• recognize that cooperative learning increases the liklihood for caring, empathy, and other prosocial behaviors and that teachers need to experience before they can teach
• nurture the attributes of authentic and effective teachers of peace, tolerance, and social justice
• recognize that it is the teacher’s personal and professional capacities, values, attitudes, knowledge and skills that determine the climate and the results of what happens in the classroom
• focus on the personal development and personal transformation of both young and seasoned professionals urging reflection on their teaching practice, language (words, tone, etc.) and communication skills, behavior, ideas and attitudes, feelings, needs, etc.
• recognize the need to educate for holism, connection, and cooperation
• return the teacher to the very heart of the educational process as facilitator and guide
• recognize the role that the teacher plays as agent for social change and educator for socially constructive purposes
• recognize the realities of global interdependence, common human needs, and common responsibility for nonviolent and socially just futures.

abstract  Paper (PDF)

This presentation examines the obstacles and difficulties in implementing cooperative learning in Hong Kong elementary and secondary schools, and proposes a framework for integrating cooperative learning with Hong Kong basic education so as to optimize teaching and learning. It was pledged by the Chief Executive of the Hong Kong SAR that small-class teaching will be implemented in primary schools by phases from the 2009 academic year. However, small-class teaching will not enhance the quality of teaching and learning without appropriate use of teaching approaches or strategies, and research shows that cooperative learning works well in a small-class teaching environment. This presentation starts with a summary of the 3 major schools of cooperative learning, and follows with a discussion of the expectations of principals/teachers, as well as of the difficulties observed in implementing cooperative learning in local classrooms. The analysis of the expectations and difficulties provides valuable insights in designing a framework to support teachers in systematic implementation of cooperative learning in their classrooms. The framework consists of two stages. The first stage provides a foundation to teaching and learning with cooperative learning, with 3 implementation phases of teaching strategy, lesson design and cooperative learning environment. The second stage is the enhancement of learning with cooperative learning in Inquiry in Science, Problem Solving in Mathematics and High Order Thinking in languages. Finally, this presentation provides a conceptual framework for systematic implementation of cooperative learning. Different modes of implementation are also suggested to meet the needs and cultures of individual schools. The audience will be invited to comment on the design of the framework.

abstract

Cooperative learning is a powerful teaching strategy which exploits the diversified abilities of students to increase their own and each other’s cognitive and social performance, yet it has not been popularly adopted by teachers in Hong Kong basic education. The aim of the paper is to present an overview of cooperative learning in Hong Kong and suggest ways to enhance its development towards becoming a common part of the repertoires of Hong Kong teachers. The paper begins with a review of the government education documents related to basic education, local literature on cooperative learning including books and journal articles, and projects on cooperative learning funded by the Quality Education Fund. Then, some programmes of the largest teacher education provider in Hong Kong are scrutinised to assess whether student teachers are adequately prepared for employing cooperative learning in their teaching in schools, followed by a scrutiny of some in-service teacher professional development courses offered by the Education Bureau and the teacher education institution. Next, the paper moves to discuss the constraining factors affecting the use of cooperative learning in the basic education sectors. Finally, recommendations are made to enhance the development of cooperative learning in the local context of current education reform and the education policy on class size. It is hoped that the paper can assist educators and policy makers from elsewhere in contemplating how to promote cooperative learning in their own countries. The audience is encouraged to engage in partner talk as well as dialogue with the paper presenter.

abstract

In Scotland, adult literacies teaching treats language and literacy as social practices rather than technical skills. This embodies an informal, cooperative and constructivist approach to adult literacies learning and teaching as a means to enabling an engagement with the plurality of such literacies. Drawing from a canon of literature known as the new literacies studies there is a concern to acknowledge literacies practices that are diverse, cultural and situated. Although enshrined in policies of the Scottish Government, the approach is antithetical to a functional and neo-liberal approach to adult literacy and is therefore contested. The dominant discourse of the functionalist tends to view reading and writing as highly discrete technical skills – problems are individualised, standardised programmes and tests predominate and deficit based remediation is characteristic of the functional interpretation of adult literacies needs.

A new literacies teacher course for 50 practitioners is being piloted by a partnership group comprising three universities and one further education college. In this course pedagogy is based on modelling such a social practices approach. The focus in teaching therefore is not on transmission but on elaborating on experiential learning and building critical reflection through shared activities, and has seen the creation of both a real life and on-line community of practice. Using a blended learning approach, classroom, work-based and on-line learning are aligned in the interests of continuous professional development for participants who are experienced but unqualified literacies tutors.

This session will seek to elaborate on the principles of the course, highlighting the successes and problems associated with the approach. The efficacy of cooperative education in the context of social practices in adult literacies will be discussed. A critical reflection on the outcomes of the course will be informed by a data set drawn from participants’ commentary in the on-line environment.

abstract

BIO NOTE
Jane Joritz-Nakagawa is a poet, activist, and associate professor at Aichi University of Education in Aichi, Japan. Japan has been her home since 1989. She teaches courses in pedagogy, gender, poetry, EFL and other subjects. In her approximately 20 years of teaching she has developed a unique eclectic approach to pedagogy which blends ideas from cooperative learning, transformative learning, learning styles research and multiple intelligences theory, among others.

Outline

• A. Some ideas:
• 1. Student-centered teaching
• 2. Multiple intelligences
• 3. MBTI and learning styles
• 4. Transformative learning
• 5. Other ideas and approaches
• B. Groups: share further ideas
• C. Recap

abstract

Lack of respect for the dignity and integrity of others is at the very heart of intolerance and what can be termed “bully mentality”. Bully mentality is pervasive and manifests on many levels from international relations (marginalization and injustice, economic sanctions, “pre-emptive” war, terror), to national relations (moral exclusion, persecution, torture, ethnic violence, environmental destruction), to interpersonal relations (verbal, physical, and psychological violence in school and in the home), to intrapersonal (self-destructive behaviors; the impact of bullying causes harm to both perpetrators and victims and is responsible for behavioral and emotional difficulties, long-term negative outcomes, and violence). Urgent action is called for to relieve the suffering and set those involved on a path to reconciliation and peace. Education has a vital role to play and teachers must be intentionally trained to teach and ACT for tolerance, caring, cooperation, and justice and to “be the change they hope to see in the world”.

In this workshop, we will explore teacher training inititiatives, curricula, and materials which intentionally

• aim to overcome “bully mentality”, intolerance, and all forms of social injustice.
• recognize that cooperative learning increases the liklihood for caring, empathy, and other prosocial behaviors and that teachers need to experience before they can teach
• nurture the attributes of authentic and effective teachers of peace, tolerance, and social justice
• recognize that it is the teacher’s personal and professional capacities, values, attitudes, knowledge and skills that determine the climate and the results of what happens in the classroom
• focus on the personal development and personal transformation of both young and seasoned professionals urging reflection on their teaching practice, language (words, tone, etc.) and communication skills, behavior, ideas and attitudes, feelings, needs, etc.
• recognize the need to educate for holism, connection, and cooperation
• return the teacher to the very heart of the educational process as facilitator and guide
• recognize the role that the teacher plays as agent for social change and educator for socially constructive purposes
• recognize the realities of global interdependence, common human needs, and common responsibility for nonviolent and socially just futures.

abstract

Despite its general popularity and great amount of empirical support, cooperative learning (CL) is rarely used in a systematic manner in the English as a Foreign Language (EFL) classroom in Germany. Teachers’ attitudes towards the utilization of CL and their beliefs about being able to perform CL are assumed to have a severe impact on its implementation. The purpose of this study (doctoral dissertation) is to increase the use of CL in the EFL classroom by designing a training approach which addresses and positively modifies these cognitions. Based on Ajzen's Theory of Planned Behavior (1985), the study addresses the following research questions:

1. I. Does the training affect participants' intention to use CL in their EFL classroom?
   1. a) Does the training affect participants’ attitudes towards CL?
   2. b) Does the training affect subjective norms of the participants?
   3. c) Does the training affect perceived behavioral control of the participants to use CL in their EFL classroom?
2. II. Does training participation increase teachers' use of CL in their EFL classroom?

The presentation specifically reports on the training approach, which is rooted in theoretical and methodical principles of the “Cooperation in the classroom training” by Johnson & Johnson (1989) and the “Group training of social competencies” by Hinsch & Pfingsten (2007). In addition, first evaluation results, indicating positive effects, will be presented. The audience will be involved in exercises (CL methods and role plays) and discussions to obtain an overview of the training procedures.

abstract

Are teachers practicing what they preach? Children do not do what their parents tell them to do; they just do what their parents do. It might also be true that students do not do what their teachers tell them to do; they just do what their teachers do. If we want our students to work cooperatively in classroom, teachers should show that they can and do cooperate with each other. This presentation is about how teachers can cooperate on a small scale: a case study of two courses by different teachers in a single curriculum. Rigid coordination is difficult to achieve and seems too big a challenge in our educational settings, but sharing a topic both teachers are interested in is not so difficult and does not require exhaustive planning, frequent meetings, or heated discussions. Furthermore, language teachers can and should make use of topic flexibility. In our case, Harumi Kimura, who taught English Communication, was interested in peace education and hoped to use the film, “Hotel Rwanda” as a source of language input and content. Vick Ssali, a reading teacher, in the same program was from Uganda and also interested in the content-based approach to language learning. He wrote some original passages about his country and global issues related to racial conflicts, human rights, and environmental problems. This opportunity for coordination allowed us to: (1) coordinate our classroom materials and activities to take a systematic approach, (2) allow our students to recycle and reinforce language resources both in productive and receptive ways, and (3) bring global perspectives into our classrooms. Sharing the same topic(s) can be the first step to crossing course boundaries. Second language learning develops skills for communication across boundaries, and, by working together, language teachers should be able to play a part with this fundamental goal in mind.

abstract

This presentation is about sharing my ideas about an approach to professional development of teachers – a collaborative school-based professional activity for teachers in their respective subject departments in schools. Based on the findings of a recent study in secondary schools in Brunei, this approach to teacher professional development is recommended. Some of the reasons for the recommendation are that the approach is more subject-specific, easier to implement and more convenient to organize than a typical teacher training exercise involving all the teachers in a school, as it involves a smaller group of teachers working together, sharing ideas and exchanging good classroom practices. It is believed that participating teachers engaging in such professional development develop a sense of ownership as they share exemplary practices based on their own experiences. In the long run, it is hoped that a school culture of professional sharing would be fostered when subject departments in schools take responsibility and ownership of their own professional development in this way. The audience in the presentation will be invited to share their experiences and views on such an approach to teacher professional development.

abstract

In 2007, we conducted a survey to investigate how Japanese teachers use group work in their classes. The original questionnaire was developed by Johnson and Johnson, and we translated the items into Japanese and modified them for Japanese teachers. Over 2000 elementary and secondary school teachers from more than 60 schools in 7 prefectures were kind enough to complete the questionnaire.

We report the survey results and reflect on them in order to better understand how Japanese teachers use group learning activities in their daily lessons. Since the questionnaire was originally designed to examine how well teachers implement cooperative learning in their lessons, we may be able to estimate the ratio of cooperative learning users among Japanese teachers. As the survey items were originally prepared by Johnson and Johnson in English, we would like to encourage the participants of our session to translate them to their own languages and to conduct comparative studies.

abstract  Paper (pdf), Paper (doc)

This presentation will demonstrate the application of a Strengths-based collaboration model implemented at a secondary school with 8 sub-sites. The model is grounded in the research of Donald O. Clifton and Edward "Chip" Anderson, the developers of the StrengthsFinder assessment. The StrengthsFinder online assessment provides individuals with their top five strengths, out of a possible thirty-four, and supports faculty collaboration through the development of a common Strengths language. Research conducted by Robert Marzano relating to school improvement and the change process also supports this model. Marzano recommends gradual approaches to school improvement, and the Strengths approach provides an on-ramp to change as it creates a common language and focuses participants on positive characteristics and the value of complementing one's own Strengths with those of other faculty members. The purpose of the study is to identify characteristics of a Strengths approach to collaboration processes, and the research question for this study is: what characteristics of the Strengths approach support collaboration processes? Participants in this session will gain knowledge of the Clifton StrengthsFinder assessment and its potential application to school collaboration processes, particularly during periods of focused school improvement efforts. A participatory activity that demonstrates the value of Strengths will be included during the presentation.

abstract

WebQuest has been used by many teachers around the world since it was originated by Dr. Bernie Dodge in 1995. A teacher uses WebQuest to have a cooperative and constructivist lesson format for Web-enabled inquiry-based learning. A WebQuest is an assignment/lesson that requires learners to use the World Wide Web to learn about a specific topic or activity. Some WeQuest activities can be done by learners individually. But learners are strongly encouraged to do most WebQuest activities cooperatively in teams. Many teachers who want to use WebQuests are hesitant to design their own WebQuests due to a lack of web authoring skills. Teachers also encounter budget problems when they attempt to purchase web design software. This presentation shows how QuestGarden addresses these problems by providing an online web authoring service to create a high quality WebQuest easily and quickly. The presentation also discusses the presenter’s and the audience’s experiences in using WebQuests. In the presentation, the audience will learn how easily they can create their own WebQuests by using QuestGarden and how they can use WebQuests to create a cooperative learning environment.

abstract  Paper (PDF) Paper (rtf)

This paper reports on a study designed to investigate diversity and ethnic differences within cooperative learning groups in collaborative virtual worlds for distance learning. Within virtual worlds, users represent themselves with a graphical personification called an avatar. Previous studies have shown that avatars provide enhanced social interaction between participants using online virtual environments, build and sustain group commitment and performance in collaborative projects, and reduce uncertainty. The sample for this study was drawn from first-year Chamorro and Filipino undergraduate students at a public U.S. university located in Micronesia. We developed a web-based instrument to investigate reasons for choosing avatars for self-representation and to measure willingness to collaborate in online class activities with avatars of various ethnicities. The results for reason to choose an avatar were consistent with previous studies, showing that avatars for self-representation are chosen primarily based on similarity to self. Results of ANOVA tests indicated a significant difference in collaborative distance in virtual online activities, with participants more willing to collaborate intimately with avatars exhibiting Filipino physical characteristics, and less willing to collaborate closely with avatars exhibiting Micronesian and European physical characteristics. We discuss possible reasons for the differences in collaborative distance within and between groups, and recommend future studies to investigate other aspects of prejudice and diversity in the virtual classroom.

abstract  Paper (doc)

The research reported in this paper has two purposes. The first is to explore the relationships between individual intelligence (IID) dimensions (IID) (Gardner, 1993) and an individual’s preferences for different screen design (SD) elements and learning material formats (LMF). The second purpose of the research is to develop a personalized learning material system. Thus, this paper will provide an overview of multiple intelligences, screen design principles, and learning material formats. Undergraduate students at the Faculty of Education, Malaysia University of Technology (UTM), participated in the study. They were asked to answer two sets of questionnaires. Instrument validity and reliability were measured using Cronbach’s alpha and factor analysis. The outcomes of correlation study between IID and SD & LMF will be used for development of personalized learning material system. The development process has been divided into four stages: developing an individual learning preferences engine profile based on IID, developing Learning Objects, developing learning templates and developing a Learning Object Repository system. The outcome of these four stages will be integrated into an open source e-learning platform. The e-learning platform is designed with innovative characteristics that guide learners to fully utilise their dominant learning strengths. Finally, the proposed system is discussed.

abstract

This study analyzes how a small group of Japanese high school students cooperated in reading and comprehending during their Japanese lessons. The research suggests that students used six processes as strategies as they worked together to comprehend what they were reading. Via their discussions, including their disagreements, students deepened their understanding of language, comprehension of what they were reading, and awareness of themselves. Also, via cooperative learning, students become less passive, more motivated, and more independent and active. There is a need for teachers to design lessons such that students can think for themselves and exchange opinions with other students to enjoy studying in a mutually beneficial atmosphere. The audience will be invited to share their experiences using cooperative learning in the teaching of language and other subjects. In particular, I would like to hear participants’ views on the use of cooperative learning with teenagers.

abstract

This presentation will focus on the operation of task based learning at the Intermediate level. Through this instructional method, it is mainly the responsibility of the students to learn the target language while working in small groups and performing specific stages of a learning project. Although the instructor introduces a general topic, via a listening or reading exercise, students will work together during the main tasks to develop and understand new vocabulary, cooperative and communicative skills, and more. Central tasks include sorting and ordering information for distinct situations. Then, it could be followed by analyzing and practicing the designated target language elements. With the proper teacher instruction and enthusiasm, task based learning can be of immense value. Students tend to find deeper meaning when solving language challenges with their peers without constant support of the instructor. Moreover, each member of a group can share equal responsibility for exploring, suggesting, and practicing new concepts. During the presentation, participants will view, perform, and discuss activities involving task based learning.

abstract

This study investigated the impact of cooperative learning on the performance of high school seniors studying Lines in the Analytic Plane, which is a unit of the Analytic Geometry course that they take in Uskudar American Academy in İstanbul. Towards this end, the Student Team Achievement Divisions, a cooperative learning technique, was taken as a model and adapted to the specifics of the research. The study employed the pre-test/post-test model with a control group. The treatment group (N=17) studied using Student Team Achievement Divisions, and the control group (N=16) used a traditional Whole Class instructional method. The duration of the study was twenty-six class periods. The same tests were administered to both groups before and after the treatment. According to the ANCOVA results, cooperative learning had no significant effect (p>0.05) on the post-test performances when pre-test performances were controlled. However, the performance of the students in the treatment group exhibited an increasing trend compared to that of the control group. Based on the findings of this study, various suggestions could be developed for future research.

abstract

Participants in this workshop will explore techniques and social conditions that encourage creative thinking in cooperative contexts. The research-based techniques are applicable to a wide variety of subject areas and age groups and encourage sharing and appreciation for different world views and thinking styles. To carry out the exploration of the synergy between creativity and cooperation participants will engage components of Group Investigation and consider applications to their own work. Please come prepared for lively and creative collegial exchange of ideas.

abstract

This experiential session will provide hands-on activities utilizing an asynchronous web-based chat room environment. Pre-service teacher education classes will be used as examples of the chat room program. Cooperative learning will be emphasized in all activities, especially positive interdependence in distance communication. Ten pitfalls of web-based communication will be discussed as well as three additional techniques that enhance on-line discussions. Chat room software used in the workshop and that can be installed on a local server will be made available to participants.

abstract

The purpose of this study was to examine the impact of a modified version of the cooperative learning technique, Student Teams Achievement Divisions, on students’ academic performance in Elementary Economics. The study’s hypothesis stated, ”There will be no significant difference in academic achievement of Baccalaureus Educationis (B.Ed.) students when Elementary Economics is taught using a modified Student Teams Achievement Divisions (STAD) compared to the same subject being taught using a lecture method. This study was done in the Department of Curriculum Studies in the School of Education at the University of the Free State, South Africa. Data were collected in Elementary Economics module EEE 112 involving one hundred and eight third year students during the first semester. The independent variable was the teaching method, either modified STAD or a lecture method, and the dependent variable was student academic achievement. A t-test was used. The findings of this research suggest that the modified STAD produced significant differences in academic achievement of the experimental groups compared to the control groups.

abstract

This research examines the effectiveness of cooperative learning applications in Art education by using a pretest/post-test control group design. Two groups of 4th grade students at Mehmetcik primary school formed the control and experiment groups. At the beginning and the end of the experimental application, students were tested on their knowledge of Art. Data were analyzed via a ‘t’ test with a .05 significance level. Results suggest a significant knowledge difference in favor of the experimental group which studied Art via cooperative learning in comparison with the control group who participated in more traditional instruction. Other results of the study are also discussed, as well as possible implications for Art education. The audience is invited to share their ideas and experiences as to how cooperative learning can aid in the teaching of Art and related subjects.

abstract

In recent years, many communication technologies, such as 3.5G and Wi-Fi, have been applied extensively in numerous educational domains. However, in utilizing these novel technologies, cooperative learning has often been restricted to conventional group assignments. Thus, the resulting activities are often not as effective as expected. For instance, students may tend to search for solutions through search engines or depend on specific members in the group, leaving other students without opportunities to truly experience these technologies. To solve such problems in cooperative learning, we believe that educators need to create a learning environment that encourages all students to participate in a significant manner. The literature on Game-Based Learning and Experiential Learning theories provides many insights into how to create such a participatory and effective learning environment We have developed a Ubiquitous Learning and Guiding System by integrating RFID and Wi-Fi technology. The system supports self-learning for the visually impaired to a great extent. Research on combining the above system with experiential learning theory will be our next step. We will conduct an empirical examination. We expect that the combination of Ubiquitous Learning system and game-oriented instructional design will provide a significant advantage in cooperative learning.

abstract

Participants in this workshop will explore techniques and social conditions that encourage creative thinking in cooperative contexts. The research-based techniques are applicable to a wide variety of subject areas and age groups and encourage sharing and appreciation for different world views and thinking styles. To carry out the exploration of the synergy between creativity and cooperation participants will engage components of Group Investigation and consider applications to their own work. Please come prepared for lively and creative collegial exchange of ideas.

abstract  Paper (doc)

This presentation reports on the use of peer feedback in English writing instruction at a university in Japan. Peer feedback (or response) is an activity in which students receive feedback about their writing from their peers. Despite its expected strengths, however, the use of peer feedback is still a controversial issue in English writing pedagogy and research. Little is known about its effectiveness, especially in English as a foreign language (EFL) classrooms. In fact, some previous studies pointed to problems attendant to the use of peer feedback by students from East Asia who did not have much experience with collaborative learning.

This paper explores how students who had never done peer feedback previously interacted with each other in a semester-long university English writing course. In every class session, students exchanged writing assignments with new partners and experienced in English both spoken and written feedback activities during pairwork. Both videotaped spoken feedback and written feedback data showed not only the dynamic interactions between peers but also variations in such interactions. The results suggest that peer feedback is a promising way for students to work collaboratively and benefit from each other’s ideas. Many other means of implementing peer feedback should be devised and used to maximize its success in EFL classrooms.

The audience will have a chance to look at written peer feedback data and to watch video excerpts of student-to-student interactions from the course. The audience members will be expected to share their views about how to make peer feedback activities more workable and cooperative for future use.

abstract  Paper (doc)

In this session, I will describe a classroom collaborative research titled Promoting Reading Comprehension via Cooperative Reading Activities: A Classroom Investigation, conducted from November 2006 to February 2007, in Bangkok, Thailand. My colleague at Dhurakij Pundit University, Assistant Professor Prinya Keunun, and I applied cooperative learning principles to enhance the reading comprehension of over 100 students. Data were collected via questionnaires, classroom observations, and interviews. We found that most of the students were in favour of blending reading comprehension with cooperative learning activities. They reasoned that cooperative learning activities promoted meaningful interaction and provided them more opportunities to practice English. We also noted that the students who enjoyed the learning activities were those in the groups that were successful in their cooperation. The audience will be invited to discuss their own experiences with using cooperative learning in language education as well as ways to implement the findings of the research and ways to conduct future research that follows on from the research reported in the presentation.

abstract

This paper describes an exploration of student responses toward collaborative and individual language learning tasks, as related to an activity in which students created internet diaries (weblogs). Participants were students of communication classes at a private university in Osaka, Japan. Some students worked in groups to write regular weblog entries, while others wrote them individually. Groups were responsible for deciding the length and theme of the entries, and how and by whom they were produced. A survey examined participants’ reactions toward working in groups versus working individually, the ways they chose to organize their groups, and their attitudes toward the value of using weblogs for learning English. Responses indicated students perceived the activity as enjoyable and useful. While participants were twice as likely to prefer working in groups to individually, a small number reported strong discomfort with the collaborative effort. Two salient categories of difficulty emerged (unequal work from peers and difficulty with computers) and two positive aspects (usefulness in learning English and pleasure)

abstract

The purpose of the present study was to investigate the role of Group Investigation in HIV/AIDS education. The Group-Investigation (G-I) model of cooperative learning (Sharan & Sharan, 1992) is conceived as progressing through a sequence of six steps: Step 1 (2 hours) - Selection of specific subtopics by group members; Step 2 (2 hours) - Cooperative planning by students and instructor of specific learning procedures; Step 3 (4 hours) - Group members carry out their plan formulated in Step 2; Step 4 (2 hours) - Plan how the research can be summarized for presentation to the rest of the class; Step 5 (2 hours) - All of the groups in a class give a presentation on the topics studied; Step 6 (1 hour) - Evaluation by classroom peers and instructor of each group's contribution to the work of the class as a whole. We evaluated the effects of GI on the knowledge, anxiety, and action (condom use) of college students, using a pre-post design. The numbers of participants were pre 41, post 35. The duration of the study was 6 months. A questionnaire on participants’ knowledge, anxiety, and action (condom use) on HIV/AIDS was conducted before and after the treatment. The data collected were quantitative data and qualitative data. Quantitative data were analyzed by a t-test and a chi-square test. Results indicated that there was a significant difference in mean knowledge ratings, but no significant differences in anxiety or action.

abstract

Problem/Project-Based Learning (PBL) is a method of learning in which students solve problems or complete projects. To solve problems or to complete projects, students work collaboratively in small groups. In research on PBL, some studies have shown that PBL increases motivation, while other studies found that motivation did not seem to increase. For this reason, rather than considering whether PBL should be used, it is more important to focus on what factors in PBL might increase motivation. In PBL, learners interact with each other. If interactions are actively pursued in PBL, other oriented motive (the motivation to work harder for others) may increase, thereby increasing overall motivation. In this research, I look at other oriented motive and consider how other oriented motive changes when students do PBL.

abstract

This paper emphasizes the importance of developing knowledge in a student over mere understanding or information. Collaborative learning is used via a Problem Based Learning (PBL) approach. The paper examines how changing relationships and partnerships in education transform the agents within higher education under PBL. Knowledge, therefore, is a dynamic skill that grows and not a static collection that stagnates or deteriorates. Knowing can only be inferior to understanding. What more application? The authors of this research paper, from a team at the Republic Polytechnic in Singapore, developed the module on “Economics” through the PBL approach. While theory still remains crucial, this PBL approach sees the practical use of the knowledge attained in Economics as key to a lifelong skill and hence a major factor in influencing the module’s design. This paper will, therefore, focus on the team’s effort in designing the module in building knowledge over information. The second part will evaluate the team’s success based on data collected on student performance over the run of the module as a proxy to measure the development of students’ knowledge via collaborative learning and the PBL approach.

abstract

Educators in the Asia-Pacific region are increasingly called upon to better prepare their students for futures as global citizens assuming leadership roles in international organizations or international business. This series of papers will feature multidisciplinary perspectives on how five instructors from different social science fields in Ritsumeikan University's Inter-faculty Institute for International Studies have implemented cooperative learning as an innovative teaching technique for English-medium instruction in Japan. The experiences of the presenters in teaching such diverse fields as law, politics, economics, sociology, and health suggest cooperative learning is an effective instructional method for preparing students for the challenges they will face in a global academic or professional environment. We will each give a short presentation based on our experience in the classroom (and outside of it), followed by discussion with the audience.

abstract

Learning-related behaviour varies extensively; and, depending on the individual, learners exhibit an aggregation of actions, such as library/internet search for information, course consultation with programme facilitators and peers, and meaningful and active academic rehearsals, as well as skills developmental practices geared toward improved school grades and professional behaviour. How to persistently annex and sustain the dividends of the continued application of cooperative and collaborative approaches, both in skill development and enrichment capabilities, that are necessary for boosting academic potentials in Higher Education (HE), is a regular challenge confronting learning-teaching centres globally. Participants in this study were 381 students drawn from the Faculty of Humanities of the National University of Lesotho (NUL), Southern Africa, who were enrolled in the Pastoral Care and Counselling Programme. The quasi-experimental research design in an ex-post facto format was adopted, while the participants were grouped into either the intervention (i.e., cooperative and collaborative strategies) or the non-intervention (i.e., control) groups. The study lasted two academic university semesters. With the use of ANOVAR and the student-t statistical methods at 0.05 alpha levels, the findings suggested that the application of cooperative strategies yielded improved academic performance on end-of-course semesters’ examinations. On the basis of the findings, suggestions are made to strengthen the adoption and application of cooperative and collaborative methods in developing skills for interdependency useful for a shared and impactful learning in higher institutions.

abstract

Building cooperation in communities is a complex task because of the diverse needs of communities striving for common objectives. The challenge is to become aware of people’s beliefs and then plan effectively. Automated tools can help in this task. As a first step to build cooperation in communities, analysts at perform community analysis that helps them to understand the diverse needs of the community. Understanding the needs of community will be an output of the area where the community is working, their objectives and mission, and procedures to accomplish their mission. The most important thing while working for communities is to understand that people who are working in the community are mature enough and have already built their belief about cooperation, collaboration and learning to learn, i.e., some people will be happy enough with what they are doing, and they do not want to share their knowledge because of competition. Mature people at work with different beliefs along with the nature of community made it a real challenge to devise an appropriate strategy where peers would be ready to work and act together to achieve common objective. Designers at the Cooperative Learning Institute then built interdependencies among the resources which will be devised and designed in two directions

1. 1. peer to peer dependency
2. 2. hierarchy based dependencies

Modeling will be very complex when people in hierarchy want to maintain the status-quo and do not want people to grow and compete. Separate models are then prepared for the management heading the community and planned for some policy level enhancements. All the data will feed into an automated tool to generate specific tests for the assessment of levels at which cooperation will be built into the organization/community.

Cooperation levels in the organization are categorized into following levels
1. 1. excellent cooperation among all levels
2. 2. good cooperation between peers
3. 3. cooperation exist at lower level but not at middle management level
4. 4. willingness is there but need more time and effort

abstract

In Japan, many assume that debate is a seemingly endless verbal competition. Actually, debate can be one of the best cooperative educational activities. A great philosopher, John S. Mill, praising debate, stated, “The great thing was to consider one’s opponents as one’s allies; as people climb the hill on the other side.” Can I say as an instructor that accepting different opinions positively throughout the debate experience will lead the participants to a better relationship with the others in the real world? This research investigated whether academic debate activity in Japan is benefitial for the participants’ interpersonal skills. Namely, can debate promote better individual critical/analytical thinking or presentation skills, improve cooperative skills, and enhance social attitudes? What are the elements of academic debate that might foster these improvements? Is it possible for a debater to accept convincing arguments which contradict their original viewpoint? Questionnaires and direct interviews of the participants before and after the classes were conducted by the author in order to assess the perceived effects of academic debate classes. Follow-up interviews were conducted with some of the participants to gather data on the actual effects in their real life. After presenting this research, in the spirit of cooperative learning, I would also like to exchange ideas with other participants at our conference.

abstract

Celebratory Learning is a dynamic and purposeful approach to teaching and learning that infuses the most current research (e.g., brain-based, cooperative learning, differentiated instruction, Multiple Intelligences) into instructional opportunities to effectively engage and respond to the natural, dynamic, and diverse ways in which humans acquire knowledge. Markovchick and Kinze (1995) define Celebratory Learning as an approach that combines positive interdependence, individual accountability, equal participation, play, and humor, connections to previous learning, and theme and need based learning in a brain compatible environment. In a Celebratory Learning environment, the learners not only begin to understand their own learning processes, but to appreciate approaches that are different from their own, offering new perspectives and strategies to acquiring knowledge that can both broaden and deepen engagement with the subject matter. This workshop will offer participants the opportunity to examine their own learning beliefs, styles and needs and begin to reflect on how these influence their own instructional delivery. The workshop will be highly interactive and will consistently model differentiated teaching strategies and processes to engage diverse learners, while attending to the basic needs of all learners: safety, relevance, and connections to previous experiences. Participants will experience a variety of activities designed to promote their understanding of the elements of Celebratory Learning, while providing them the opportunity to adapt, adopt, or develop strategies related to the elements being explored.

abstract

This study examines how teachers can facilitate the use of cooperative learning in the teaching of science. The use of group work in science lessons has both practical and pedagogic underpinnings. The practical consideration relates to the almost impossibility of supplying science apparatus on a one-to-one basis, while the pedagogical consideration relates to the support of conceptual understanding in science by discussing, debating, and defending ideas during group work among students. It is therefore reasonable for teachers to form Cooperative Learning Science Groups (CLSG) to promote the kind of interchange and teamwork essential for scientific inquiry. However, the CLSGs do not function automatically. Teacher scaffolding and the incorporation of the framework of cooperative learning for science learning are salient to accomplish CLSGs. The teacher scaffolding mainly relies on the design of the science inquiry activities to facilitate discussion of ideas among students, and the framework of cooperative learning includes various structures of cooperative learning and group process roles. This study examined three research issues: a) how scaffolding facilitates discussion of ideas in science inquiries in the CLSGs, b) what framework of cooperative learning facilitates the function of CLSGs at the different stages of primary science education, and c) obstacles that arise in implementing CLSGs in science inquiries. The findings provide insight into the strengths and limitations of using cooperative learning in science inquiries, and have potential in translating research insights into practical advice for teachers regarding cooperative learning in science inquiries.

abstract  Slide (ppt)

I will report a study of students’ Readiness for L2 (Second Language) Group Work in a Japanese university. In much of the cooperative learning literature, heterogeneous grouping is thought to be important. I propose a new concept, Readiness for L2 Group Work, as a new factor to consider in the formation of heterogeneous groups in second language instruction. Readiness for L2 Group Work is defined as learners’ self-perception of the degree to which they are prepared cognitively and affectively for L2 group work. Self-perceived readiness is conceived as consisting of Communication Confidence in L2 Group Work and Beliefs about L2 Group Work. I will present the results of the study as to: (a) the differences in Readiness for L2 Group Work of students of two different proficiency levels in two different English courses at the onset and the end of one semester, and (b) the changes in these students’ Readiness for L2 Group work between the beginning and the end of one semester. Two versions of the same questionnaire were administered to approximately 750 students with two English proficiency levels in Communication and in Language and Culture courses, one at the beginning of the 2005 spring semester, and the other, at the end of the same semester. The 2 × 2 ANOVA results for both questionnaires suggested that the Communication students had significantly higher Readiness for L2 Group Work than the Language and Culture students. However, there was also a statistically significant Level and Course interaction. The Mixed-Between-Within-Subjects ANOVA results showed that the participants had significantly higher Readiness for L2 Group Work at the end than at the beginning of the course. Pedagogical implications will be discussed and the audience will be invited to express their opinions.

abstract

Over the past three decades, the study of self-regulated learning has gained considerable ground in Educational Psychology. A major reason for this is that self-regulated learning research is not limited to the cognitive aspects of learning, but also incorporates metacognitive, motivational, affective, and social-behavioral factors, which provide a more detailed picture of students’ motives, goals, and actual classroom performance. However, little is known about whether self-regulated learning instruments, which are mainly based on Western theorizing and research, are generally applicable to other cultures and contexts. In this presentation, I will present the results of three studies where colleagues and I examined whether the Motivated Strategies for Learning Questionnaire is a valid and reliable instrument for measuring student motivation and the use of self-regulatory learning strategies in the multicultural context of Singapore. Moreover, we investigated whether the dynamic relationships between students’ prior achievement, motivation, learning strategies, and present academic outcomes vary as a function of different cultural backgrounds. Implications of our findings for collaborative learning will be discussed.

abstract Paper (docx)

At the January, 2008 conference in Turin, Trish Baker and Jill Clark presented a model for using assessed cooperative learning techniques with ethnically and linguistically diverse groups. The model consisted of four steps: training lecturers in cooperative learning techniques, training students in cooperative learning techniques, monitoring the groups’ performance, and debriefing both lecturers and students. This presentation reports on a New Zealand tertiary business course that piloted the model with culturally diverse student groups. Results from this pilot study suggest that the thorough preparation and monitoring of student groups by a lecturer trained in cooperative learning techniques led to superior academic achievement and greater student satisfaction for most groups. Successful groups were able to identify the skills they had acquired from the cooperative experience, particularly the transferable skills. Not all groups, however, derived the full benefit from the use of the model. Issues of language, culture and a lack of generic skills contributed to the comparatively poor performance of one of the groups. This suggests that, despite the use of the model, there is still a strong cultural conflict in the conceptualization of cooperative learning with some international students. This paper recommends further trialing of the model with a larger sample.

abstract

Despite sophisticated approaches to the study of group interactions during cooperative learning, it is difficult to locate reports of cooperative learning among Native American students in the U.S. which focus on students’ interactions when engaged in cooperative learning. There is no doubt that social behavior in cooperative groups is multi-directional, i.e., an individual student’s behavior is both a response to one or more classmates’ previous behavior, and a catalyst for classmates’ subsequent behavior. But how should teachers and researchers intensively study group interactions, and how should various patterns of behavior be related to more global measures? This paper considers some of these problems and suggests approaches that may capture the dynamic unfolding of group behavior over time. These problems will be illustrated by a case study approach, with information taken from audio and video recordings of Native American school children working in groups of four at an Indian Reservation tribal school. The following questions will be addressed: (1) In collaborative or cooperative problem-solving, how are individual levels of involvement determined and maintained? (2) What interaction patterns contribute to information bottlenecks, to information flow, and to distinguishing effective from ineffective problem-solving communications? and (3) What are the specific behaviors of Native American children that illustrate cooperative group behavior?

abstract

Malaysia, though a multiethnic country, has used Malay as the official language and English as a second important language. Due to the development of science and technology and the effects from globalization, the increased importance of English is becoming apparent. The historical social demography in the country has somehow caused a ‘language’ divide between rural and urban areas, between the different ethnic groups and between different faculties in the universities. English is used more extensively in the urban areas, private colleges and in faculties related to science and technology as compared to their counterparts, such as those in the rural areas. Will the resulting divergences in language proficiency and use threaten the multi-coloured fabric of Malaysian society? In order to address this threat and bridge the gaps, the University of Malaya introduced a “Pre-Employment Program” for all graduating students. The program utilized cooperative learning in developing communication skills in English. Students with different levels of ability worked together in small teams to improve their proficiency in English. Students who completed this program reported that the course helped them develop skills and competency in using English and also in inter-ethnic communication. The audience will be invited to share their experiences in implementing cooperative learning in other fields of education such as in science, history, geography, mathematics and arts.

abstract

This study reports on use of dictogloss (Wajnryb, 1990) in an English as a Foreign Language (EFL) setting in Japan. There are several variations on dictogloss, but the presenter adopted it as cooperative dictation in her English classes. The students were 28 freshmen in a private women university in Japan. They listened to a short story on CD several times, and reconstructed the text in groups. They experienced dictogloss as a quiz about every other week (11 times in total) for the academic year of 2007. In the final session of the dictogloss task, they responded to a questionnaire on their attitude toward and evaluation of dictogloss. Most of them discovered value in learning from their peers, and reported that they learned new perspectives through group discussion. Reporting their reflections on dictogloss, the presenter will discuss how peer scaffolding influenced their understanding and metacognition in the process of the task. Furthermore, the audience will not only listen to the presentation, but also experience dictogloss for the first couple of minutes of the presentation so that they can better understand the strengths of dictogloss that the students mentioned in the questionnaires.

abstract  paper (doc)

In this presentation, it is my aim to demonstrate how students learn vocabulary from each other through cooperative leaning (CL) activities in EFL college classrooms in Japan. As we teach or learn to read a target-study language, Japanese learners of English quite often use a grammar translation method, which is known to focus on receptive skills in the target language. As teachers, our major concern is whether or not such a method is teaching students how to read or how to translate. Therefore, I focused my attention on cooperative learning methods. When Japanese students face new and unfamiliar vocabulary, they tend to lose their motivation to keep reading a story, or they just rely on the use of dictionaries which, in our daily lives, we often do not consult. Vocabulary acquisition activities should not only be about learning how to spell and knowing the exact meaning of the words, but it should also include guessing the meaning or feeling comfortable in the text you are facing. By introducing the basic cooperative learning principles provided by Jacobs, Power, & Loh (2002), I will show how students develop their reading skills, as well as their listening skills through different methods of practice, including shadowing to polish their pronunciation and story summarizing skills. My presentation will demonstrate a variety of techniques in a step-by-step format. I will show some CL techniques and share real examples of tasks conducted by my students. It should be noted that my students are not English majors and were not highly motivated at the beginning. However, they all participated actively and kept themselves busy throughout the entire 90-minute-class. This, I feel, is due to the peer-learning environment, which effected their motivation in a positive way. Finally, the students’ evaluation will also be shown to reveal information regarding the methods used by students to remember stories with and without summaries as well as the level of vocabulary retention.

abstract

In Japanese schools, inclusive education is now one of the most critical issues. In the first national survey of 2003 in Japan, about 6.3% of students in regular classrooms needed special support for their learning. In 2006, the law related to special education (SE) was changed and its coverage expanded drastically. The Special Support Education (SSE) applies to students with developmental disabilities (e.g., LD, ADHD, HFPDD) in regular classrooms. However, classroom teachers have rarely received formal training for SSE. Indeed, regular classroom teachers have experienced difficulties dealing with SSE students, because they do not have sufficient knowledge and supervision. The history of CL in Japan is rich, but the popularity of CL is not so high. Since the use of CL in SSE can reduce secondary emotional difficulties, such as interpersonal troubles, maladjustment within peer relations and declining self-esteem, we tried to introduce CL to regular classroom teachers in a few elementary schools. This January, we presented a practical procedure for introducing CL in Japanese elementary schools at the IAIE/IASCE conference in Torino. In the current presentation, we would like to report the opinions and suggestions of some elementary school teachers who have been implementing CL in their classrooms where children with and without special education needs study together. Our main purpose is to communicate with the audience and explore ways of promoting CL in the area of inclusive education.

abstract  Slide (ppt)

Putnam (2008) argues that educating different students in general classrooms requires teaching strategies that promote student achievement and positive social psychological outcomes. Inclusive education implies that all students will participate in the academic and social life of the classroom. The challenge of inclusion is to balance the diverse learning needs of all students while maintaining a smoothly operating classroom that teachers can reasonably manage. When properly implemented, cooperative learning has shown positive benefits for students of diverse ability and background, and is considered by many educational researchers and practitioners to be one of the most important educational interventions for successful inclusion (Johnson & Johnson, 1999; Kagan, 2004, Slavin, 1995).

This paper provides evidence from examples of practice of teaching diversity in classrooms to address the overall question - What strategies do teachers use that help them to respond to diversity in their classes? The strategies examined in this paper were found in one English primary school that serves culturally and linguistically diverse children, including those from low income families. In this school, children with disabilities and/or other special educational needs are educated in general education classrooms alongside their peers. The evidence provided here proved useful in helping the author, on the one hand, to understand the strategies for responding appropriately to pupil diversity in classrooms and, on the other hand, will help practitioners to learn more about their own classroom practice and think about possible changes.

The data from the paper will be examined within a theoretical framework that throws light on the impact of child-to-child and small-group co-operations and management of the class during such teaching of the diversity practices.