Running Head: COOPERATIVE LEARNING 5

Figure 1
Cooperative Definition Implications for Instruction Guiding Questions
Learning Element for applying jigsaw
method in early years
classroom

Ensure that all members contribute to achievement of the Establish an optimal group size and include
goal and learn as individuals. (1) individual assessments, Help students understand that Can the topic be divided into
Individual each person needs to contribute to the success of the 4 6 equal parts?
2. Individual accountability: Individual accountability group. (1)
Accountability
exists when the performance of each individual student is Can the task be
and Group assessed and the results are given back to the group and the Students responsible for own learning accomplished by each
Accountability individual. The purpose of cooperative learning groups is to Students responsible for others learning student?
make each member a stronger individual. Students learn Student demonstrates what they know (1)
together so that they can subsequently perform higher as How will you assess the
individuals. To ensure that each member is strengthened, Task needs to be able to be completed by each group?
students are held individually accountable to do their share member.
of the work. Common ways to structure individual How will you assess each
accountability include (a) giving an individual test to each Instructional strategies that promote accountability: student?
student, (b) randomly selecting one student's product to Random Reporter, Signatures on team assignment,
represent the entire group, or (c) having each student individual contributions to team report, individual skill Will each student develop a
explains what they have learned to a classmate. (2) demonstration, checker, individual explanations, teach deeper understanding or
it to someone else (4) become a stronger
Individual accountability exists when the performance of Teammates consult, rally table, think-pair-share, individual as a result of this
each individual is assessed and the results are given back to showdown, 4s brainstorm, numbered heads together task?
the group and the individual in order to ascertain who needs (3)
more assistance, support, and encouragement in learning.
The purpose of cooperative learning groups is to make each References:
member a stronger individual in his or her right. Students (1) Dean et al., 2012
learn together so that they subsequently can gain greater (2) Johnson & Johnson, 1999
individual competency (4) (3) Dotson, 2001
(4) & (5) Johnson, Johnson, & Smith, 1991
Students learn together, but perform alone. (5)
Ensure that success by an individual promotes success Establish a cooperative goal structure and equally
among other group members. (1) distribute resources. Help students develop a sense that What is the mutual learning
they sink or swim together.(1) goal?
1. Positive interdependence: Positive interdependence is
Positive
the perception that we are linked with others in a way so Instructional strategies that promote interdependence: How will the group
Interdependence that we cannot succeed unless they do. Their work benefits In order to strengthen positive interdependence: interactions help each
(Equal us and our work benefits them. Within every cooperative joint rewards (if all members of your group student learn the goal?
Opportunities for lesson, positive goal interdependence must be established score 90 percent correct or better on the
Success) through mutual learning goals (learn the assigned material test, each will receive 5 bonus points) (2)
and make sure that all members of your group learn the divided resources (giving each group
assigned material). (2) member a part of the total information
required to complete an assignment),
all for one and one for all (4) JIGSAW(2)
Complementary roles (reader, checker,
To learn the assigned material and to ensure that all encourager, and elaborator) may also be
members of the group learn the assigned material. The used. (2)
technical term for this dual responsibility is "positive Positive goal interdependence(3,p35)
interdependence." (3, page 34) Positive reward/celebration
interdependence(3,p35)
To implement positive interdependence of goals, roles, Positive resource interdependence (3,p35)
resources, and rewards students must believe that they are *JIGSAW
linked with others in a way that one cannot succeed unless Positive role interdependence (3,p35)
the other members of the group succeed (and vice versa);
that is, they sink or swim together. Within the lesson, the References:
instructor creates positive goal interdependence (the most (1) Dean et al., 2012
important element, for all cooperative learning starts with a (2) Johnson & Johnson, 1999
mutually shared group goal) by requiring group members to (3) Johnson, Johnson, & Smith, 1991
agree on the answer and the strategies for solving each (4) Alexandre Dumas
problem. Positive role interdependence is structured by
assigning each student a role.
Table Compiled in February 2017 by By Mary Chraca
Running Head: COOPERATIVE LEARNING 6

References

Aronson, E., Dr. (2017). History of the jigsaw. Retrieved from https://www.jigsaw.org/#history

Cult of Pedagogy (2015). The jigsaw method. Retrieved from http://youtu.be/euhtXUgBEts

Dean, C. B., Hubbell, E. R., Pitler, H., Stone, B. (2012). Classroom instruction that works;
Research based strategies for increasing student achievement. (2nd Edition) ASCD, Alexandria,
Virginia, USA, page 35-47.

Dotson, M., J. (2011). Cooperative learning structures can increase student achievement. San
Clemente, CA: Kagan Publishing. Kagan Online Magazine, Retrieved from:
www.KaganOnline.com

Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into
practice, 38(2), 67-73.

Johnson, D. W., Johnson, R. T., & Smith, K. (1991). Cooperative learning: Increasing college
faculty instructional productivity. ASHE-ERIC Report on Higher Education. Washington, DC:
The George Washington University.

Johnson, D. W. & Johnson R. T. (1999). Learning together and alone: cooperative, competitive,
and individualistic learning. (5th ed.). Boston: Allyn and Bacon.

Kagan, S., (1989). The structural approach to cooperative learning. 47(4), 12 15

Slavin, R. E., Sharan, S., Kagan, S., Hertz-Lazarowitz, R., Webb, C., & Schmuck, R.
(1985). Learning to cooperate, cooperating to learn. New York: Plenum Press.