Using

Cooperative Learning Techniques

With Adults

Presented by
Judy Gerrard, Dianne Collette, Susan Elowson
Oregon Department of Human Services

NW Regional ASTD Conference

November 2005
 Goals

$ Participants are better able to incorporate cooperative learning into their

own training practice.
$ Participants are able to build community in their training events through
use of cooperative learning structures.

Learning Objectives

By the end of the workshop, participants will be able to:

- Define cooperative learning

- State a benefit of cooperative learning
- Identify a cooperative learning structure that can be used in their
training practice.

Using Cooperative Learning Techniques With Adults Nov 2005 Page 2

 Cooperative Learning is.

Cooperative learning is the instructional use of small groups so that

students work together to maximize their own and each others learning.
(Johnson, Johnson, Smith, 1992)

Elements of cooperative learning

1. Positive interdependence. Team members are obliged to rely on one

another to achieve the goal. If any team members fail to do their part,
everyone suffers consequences.

2. Individual accountability. All students in a group are held accountable

for doing their share of the work and for mastery of all of the material to
be learned.
3. Face-to-face promotive interaction. Although some of the group work
may be parceled out and done individually, some must be done
interactively, with group members providing one another with feedback,
challenging one another's conclusions and reasoning, and perhaps most
importantly, teaching and encouraging one another.
4. Appropriate use of collaborative skills. Students are encouraged and
helped to develop and practice trust building, leadership, decision-
making, communication, and conflict management skills.
5. Group processing. Team members set group goals, periodically assess
what they are doing well as a team, and identify changes they will make
to function more effectively in the future.

(Felder, 1994)

Using Cooperative Learning Techniques With Adults Nov 2005 Page 3

 Cooperative Learning Structures
Examples Used Today

Corners

1. Participants are given 4 or more choices concerning a particular topic or idea.

2. Participants then go to the section of the room where others that selected that choice
are told to gather. Works well to have the choice on a sign that is taped in that corner
or area of the room.
3. Participants form pairs in the group and discuss why they selected a particular
choice, or respond to other focus questions from the instructor.
4. Instructor randomly selects participants to share their responses or the key points
that came up in their pair.

One advantage of this strategy is that it can be used to reinforce course content, to clarify
participant values, and to develop an understanding of differences in values and opinions.

The four corners strategy is used to ensure that all participants participate in group activities.
It helps to develop listening, verbal communication, critical thinking, and decision-making
skills in the classroom context.

Not only does it encourage participants to participate in activities by making decisions, it

encourages participants to cognitively justify their decisions.

You can also use this to form teamsheterogeneous teams by selecting one individual from
each corner to make a 4-member team, or homogeneous teams by selecting individuals in
one corner to make a team.

Adapted from these sources:

http://www.successlink.org/colearn/struct.asp

University of Illinois at Urbana-Champaign. Center for Teaching Excellence:

http://www.oir.uiuc.edu/Did/Resources/Illini%20Instructor/collaborative.htm

Muskingum Area Technical College (Zanesville, Ohio)

http://www.muskingum.edu/~cal/database/general/group.html#Corners

Using Cooperative Learning Techniques With Adults Nov 2005 Page 4

Think-Pair-Share and Variations

Pairs. Think-pair-share.
Participants are given a prompt (a question, problem, visual, etc.) and first asked to think
about the prompt individually and jot down ideas. Participants then form pairs, talk about
their responses, and formulate a joint response. Some pairs are then called on to
summarize their discussion for the class.

Pairs. Think-pair-square.
Same as above, but two pairs of participants join together to share and compare the results,
rather than moving to a whole group discussion.

Pairs. Turn-to-your-neighbor discussions.

Participants to "turn to a neighbor" and brainstorm answers to a question or discuss a
solution to a problem. Call on participants for answers. Ask the class for a show of hands of
who agrees or disagrees with an answer.

Pairs. Pair-and-compare.
During a 2-3 minute break in lecture, participants form pairs to compare their notes,
remaking the notes by adding information or correcting as needed.

Participant responses can be shared within learning teams, with larger groups, or with
the entire class during a follow-up discussion (Share).
The caliber of discussion is enhanced by this technique since, too often, the extroverts
with the quickest hand reflexes are called on when an instructor poses a question to the
entire class. In addition, all participants have an opportunity to learn by reflection and by
verbalization.
Think-Pair-Share, like most other cooperative learning structures, capitalizes on the
principle of simultaneity (Kagan, 1992, p. 4:5-7). Many participants (50% in Think-Pair-
Share) are actively vocalizing ideas at a given moment, whereas in a more traditional
classroom, only the lecturer is active or the one participant at a time who is responding to
his or her questions.

Adapted from these sources:

University of Illinois at Urbana-Champaign. Center for Teaching Excellence:
http://www.oir.uiuc.edu/Did/Resources/Illini%20Instructor/collaborative.htm

Cooperative Learning Structures

by Barbara J. Millis, US Air Force Academy
http://www.utexas.edu/academic/diia/research/projects/hewlett/cooperative.php

Using Cooperative Learning Techniques With Adults Nov 2005 Page 5

Using Cooperative Learning Techniques With Adults Nov 2005 Page 6
Roundtable

Roundtable, a cooperative learning structure useful for brainstorming, reviewing, or

practicing a skill, uses a single sheet of paper and pen for each cooperative learning group.

1. Participants in the group respond in turn to a question or problem by stating their ideas
aloud as they write them on the paper.

It is important that the ideas be vocalized for several reasons: (a) silence in a
setting like this is boring, rather than golden; (b) other team members need to be
reflecting on the proffered thoughts; (c) variety results because teammates learn
immediately that someone has come up with an idea they know now not to
repeat; and (d) hearing the responses said aloud means that participants do not
have to waste valuable brainstorming time by reading the previous ideas on the
page.

2. Team members are encouraged not to skip turns, but if their thoughts are at a standstill,
they are allowed to say, "Pass" rather than to turn the brainstorm into a brain drizzle.
Thus, there is almost universal participation in Roundtable.

Roundtable is most effective when used in a carefully sequenced series of activities. The
brainstorming can reinforce ideas from the readings or can be used to set the stage for
upcoming discussions. Participants, for example, could identify the characteristics of an
effective leader or the attributes of terrorism before these topics are formally introduced.
Comparing a participant-generated list with those of the "experts," creates interest. Many
creative uses can be made of the ideas generated, depending on their nature.

In Roundtable, the multiple answers encourage creativity and deeper thinking. This activity
builds positive interdependence among team members because of the shared writing
surface, but more importantly, it builds team cohesion and reinforces the power of teamwork
because participants see in action the value of multiple viewpoints and ideas.

Adapted from these sources:

Cooperative Learning Structures

By Barbara J. Millis, US Air Force Academy
http://www.utexas.edu/academic/diia/research/projects/hewlett/cooperative.php

Using Cooperative Learning Techniques With Adults Nov 2005 Page 7

Semantic Mapping

Semantic mapping (a.k.a., mind-mapping, idea mapping, word webbing, etc.) is a term,
which describes a variety of strategies designed to show how key words or concepts are
related to one another through graphic representations.

Steps:
1. Write the title of the subject in the center of the page, and draw a circle around it.
2. For the major subject subheadings, draw lines out from this circle. Label these lines
with the subheadings.
3. If you have another level of information belonging to the subheadings above, draw
these and link them to the subheading lines.
4. Finally, for individual facts or ideas, draw lines out from the appropriate heading line
and label them.

These maps are useful for:

summarizing information
consolidating information from different research sources
thinking through complex problems, and
presenting information that shows the overall structure of your subject

Research on memory and learning emphasizes the importance of associations. The

structure of a semantic map with branches promotes associations. The creation of such a
map in small groups facilitates a deeper analysis of the topic through brainstorming, and
allows participants to voice their ideas, support their ideas with evidence, listen to other
points of view, and gain confidence.

Adapted from these sources:

Jeffrey D. Maggard
http://www.miyazaki-mic.ac.jp/faculty/jmaggard/semantic.html

Mind Maps As Classroom Exercises

John W. Budd, University of Minnesota, March 2003
http://www.legacy-irc.csom.umn.edu/faculty/jbudd/mindmaps/mindmaps.pdf

Using Cooperative Learning Techniques With Adults Nov 2005 Page 8

Numbered Heads Together

1. Participants number off at their table group.

2. Instructor poses question.
3. Participants put their heads together to generate a common answer. They must make
sure everyone on the team knows the answer. They should also be ready to supply
support for their answer(s) from the text and/or from other knowledge.
4. Instructor calls a number. That person provides the response for their team.

Numbered Heads Together encourages successful group functioning because all members
need to know their groups answer(s) and because when participants help their team mates,
they help themselves and the whole group.

Ideas for Using Numbered:

Reviewing for a test, discussing experiment results,
Solving problems; case studies
Discussing issues, best practices
Revising, editing content of written work samples
Finding answers or source material in work reference tools (e.g. procedure manuals)
Creating flow charts or working through other process improvement tools

Adapted from these sources:

Laura Candler
Cooperative Learning Network
http://home.att.net/~clnetwork/structures.htm

Using Cooperative Learning Techniques With Adults Nov 2005 Page 9

Jigsaw

Participants in many disciplines often confront complex, challenging problems involving

multiple pieces of information necessary for a final, overall solution. Such problems are
ideally suited for the cooperative learning structure, Jigsaw. In this structure, each member
of a team assumes responsibility for a specific part of a problem. They are responsible not
just for mastering or knowing their part; they must also be able to teach the material to their
fellow teammates. Thus, working together, the group merges the various portions to solve
the "puzzle."

Steps:
1. Define the group project on which the class will be working.
2. Randomly break the class into groups of 4-5 participants each, depending on the size
of the class, and assign a number (1 to 4-5) to participants in each group.
3. Assign each participant/number a topic in which he/she will become an expert.
o The topics could be related facets of a general content theme.
o For example, in a computer class the general theme might be hardware and
the topics might be central processing unit (participant #1), memory
(participant #2), input devices (participant #3), and output devices (participant
#4).
4. Rearrange the participants into expert groups based on their assigned numbers and
topics.
o Provide the experts with the materials and resources necessary to learn about
their topics.
o The experts should be given the opportunity to obtain knowledge through
reading, research and discussion.
5. Reassemble the original groups.
o Experts then teach what they have learned to the rest of the group.
o Take turns until all experts have presented their new material.
6. Groups present results to the entire class, or they may participate in some
assessment activity.
7. At the end of the session, give a quiz on the material so that participants quickly
come to realize that these sessions are not just fun and games but really count.

Using Cooperative Learning Techniques With Adults Nov 2005 Page 10

The jigsaw strategy is used to develop the skills and expertise needed to participate
effectively in group activities. It focuses on listening, speaking, cooperation, reflection, and
problem-solving skills.
Listening - Participants must listen actively in order to learn the required material and
be able to teach it to others in their original groups.
Speaking - Participants will be responsible for taking the knowledge gained from one
group and repeating it to new listeners in their original groups.
Cooperation - All members of a group are responsible for the success of others in the
group.
Reflective thinking - To successfully complete the activity in the original group, there
must be reflective thinking at several levels about what was learned in the expert
group.
Creative thinking - Groups must devise new ways of approaching, teaching and
presenting material.

Adapted from these sources:

Muskingum College Learning Strategies Database

http://www.muskingum.edu/~cal/database/general/group.html#Jigsaw

Cooperative Learning Structures

By Barbara J. Millis, US Air Force Academy
http://www.utexas.edu/academic/diia/research/projects/hewlett/cooperative.php

Learn more from the expert who originally devised this structure:
Elliot Aronson at http://www.jigsaw.org/overview.htm

Using Cooperative Learning Techniques With Adults Nov 2005 Page 11

 Benefits of Cooperative Learning

Cooperative learning assists participants to retain more of what they learn

through structures that create opportunities to see, hear, say and do.

Malcolm Knowles, often referred to as the "father of adult education," found that adult
learning occurs best when it follows certain principles. If trainers follow these
guidelines, they will greatly enhance the learning experience for participants
(Knowles, 1990). Arnold et al. (1991), among other adult educators, state that:.

People retain:
20 percent of what they hear
30 percent of what they see
50 percent of what they see and hear
70 percent of what they see, hear, and say (e.g. discuss, explain to others)
90 percent of what they see, hear, say, and do

Cooperative learning does the following:

Mirrors team work in the workplace; builds community in classroom

Allows for simultaneous participation

Allows for anonymous participation

Increases reliance on work related resources such as manuals,

guides or each other rather than instructor

Increases participation of those uncomfortable with speaking in big

groups

Reduces learning anxiety

Provides content free, flexible learning structures that fit numerous

content areas.

Your Notes:

Using Cooperative Learning Techniques With Adults Nov 2005 Page 12

 On-the-job Application
Worksheet

Use this space to identify at least one of the structures used today that you can
add to your training tool kit.

Name the Structure:

How might you use the structure?

Using Cooperative Learning Techniques With Adults Nov 2005 Page 13

 References
The following books and articles should help trainers incorporate collaborative learning. In
particular, Cooperative Learning by Spencer Kagan has an entire chapter devoted to
resources, including books on theory, research, and methods, video tapes, newsletters, and
the names and addresses of some cooperative learning organizations. Kagans books are
considered by many to be the wellspring of cooperative learning content-free structures.

Arnold, R., Burke, B., James, C., Martin, D., & Thomas, B. (1991). Educating for a change.
Toronto: Doris Marshall Institute for Education and Action Between the Line.

Aronson, E., Blaney, N., Stephan, C., Sikes, J. & Snapp, M. (1978). The Jigsaw Classroom.
Beverly Hills, CA: Sage Publications.

Felder, Richard M., (1994). Cooperative Learning in Technical Courses: Procedures,

Pitfalls, and Payoffs. Available online at http://www.ncsu.edu/felder-
public/Papers/Coopreport.html

Johnson, R.T. & Johnson, D.W. (1991). Learning Together and Alone: Cooperative,
Competitive, and Individualistic Learning (3rd ed.). Boston, MA: Allyn & Bacon.

Johnson, R.T., Johnson, D.W. & Holubec, E.J., Eds. (1987). Structuring Cooperative
Learning: Lesson Plans for Teachers. Edina, MN: Interaction Book Company.

Johnson, R.T., Johnson, D.W. & Holubec, E.J. (1993). Circles of Learning: Cooperation in
the Classroom. Edina, MN: Interaction Book Company

Johnson, R.T., Johnson, D.W. & Smith, K.A. (1991). Active Learning: Cooperation in the
College Classroom. Edina, MN: Interaction Book Company.

Johnson, D.W., Johnson, R.T., and Smith, K. (1992)

Cooperative Learning: Increasing College Faculty Instructional Productivity. Available
online at http://www.ericdigests.org/1992-2/cooperative.htm

Kagan, S. (1996). Cooperative Learning. San Clemente, CA: Kagan Cooperative Learning.

Knowles, M. (1990). The adult learner: A neglected species (4th ed.). Houston, TX: Gulf
Publishing Company.

Using Cooperative Learning Techniques With Adults Nov 2005 Page 14

 Online References

Spencer Kagan Cooperative Learning Resources - http://www.kaganonline.com/index.html

http://www.successlink.org/colearn/struct.asp

University of Illinois at Urbana-Champaign. Center for Teaching Excellence:

http://www.oir.uiuc.edu/Did/Resources/Illini%20Instructor/collaborative.htm

Muskingum Area Technical College (Zanesville, Ohio)

http://www.muskingum.edu/~cal/database/general/group.html#Corners

Cooperative Learning Structures

By Barbara J. Millis, US Air Force Academy
http://www.utexas.edu/academic/diia/research/projects/hewlett/cooperative.php

Jeffrey D. Maggard
http://www.miyazaki-mic.ac.jp/faculty/jmaggard/semantic.html

Mind Maps As Classroom Exercises

John W. Budd, University of Minnesota, March 2003
http://www.legacy-irc.csom.umn.edu/faculty/jbudd/mindmaps/mindmaps.pdf

Laura Candler
Cooperative Learning Network
http://home.att.net/~clnetwork/structures.htm

Elliot Aronson (Jigsaw creator) at http://www.jigsaw.org/overview.htm

Using Cooperative Learning Techniques With Adults Nov 2005 Page 15