A Review of Cooperative Learning Method– Advantages, Disadvantages and Skills of Setting up Cooperative Learning Session
ABSTRACT
Cooperative Learning is a method, which requires the students to work in groups learning interdependently. This procedure enables the students to have support from other learners in a group, which can build the confidence of individual member. However, despite its advantages Cooperative Learning also has some disadvantages. Many teachers do not want to take a risk introducing a new learning procedure, since it may create initial resistance which needs great patience and sensitivity. Beside that, not all teachers have the skills of setting up Cooperative Learning session for it requires hard preparation and other consideration to fit the nature of Cooperative Learning method.
Key words: Cooperative Learning, group work, advantages, disadvantages, and skills
INTRODUCTION
The most effective teachers are likely to be those who are themselves highly skilled and are able to model the kind of competence they are promoting in those they teach. However, it is not simply in personal and interpersonal areas that there will be a call for a wider range of skills in teachers; there will be a need for those who are able to promote learning in ways other than simply imparting knowledge from teacher to students.
It is frequently found that the students in classrooms are not fully able to grapple with a new concept in a certain subject given by the teacher. This is because the teacher engages in a single-fighter role in promoting the learning, which is lack of opportunities for students to increase self-assessment, self confidence, and effective performance.
Freire et.al (2004: 197) also stated about traditional students. He pointed out that traditional students have been formed to be passive receivers rather than active ones. Every student is expected to be on time at school, to listen to the class presentation attentively, do what is asked to do, and work hard in order to pass the final examination. These expectations are resulted in having the students to be passive receivers, since the major aim is to pass the examination not to have knowledge as much as they can. Whereas, the students really need to be put as ones who have a role in determining the learning process
It was Galileo who stated that “You cannot teach a man anything, you can only help him to discover it in himself”. In education, it seems that we really need to advocate a shift of approach from formal teaching to experiential learning, with emphasis being placed on learning rather than teaching, and with each student being given more responsibility for his own direction and development. This will call for teaching methods that develop the role of the teacher more as a facilitator of the student’s learning, than as an expert passing on knowledge of a subject. (Hopson and Scally: 1981)
A teaching method, which really fits those demands mentioned above, is Cooperative Learning method. This method involves some small groups of learning which consist of heterogeneous students in terms of sex, ethnicity, and ability. Subarna and Sunarti (2001) believe that the different ability in classroom can be used as a media to help the students attain their best achievement by assigning them to work in groups. Furthermore, working in group allows the students to see one thing from different point of views. Moreover, they also believe that group work is really important in forming the students’ personality, since the students learn to respect others and communicate their ideas, which form a circle interaction among them. The following figure is the scheme of students’ interaction in group-work:
Student
Student Student
Student
Students Student
Student
The student’s interaction in group-work
Furthermore, Barnas, 1969 in Karsini, 2002 states that an individual student participates more actively in doing group tasks. He also points out that in collaborated interaction, the students do not work only the tasks set by the teacher but they also learn much more than just getting through the tasks. They learn how to accept, elaborate and interpret information or ideas from other students. They learn to communicate and also express their ideas to others. The students in group will pay more attention to the topic being discussed and the tasks. Moreover, Perawati (2002) states that it will be easier for the students to discuss the tasks given by the teacher by sharing the information they have, and it will be more meaningful if the students complete the tasks by discussing the answers with their friends.
There are many advantages which are offered by this teaching procedure, however not all teachers want to take risk introducing it. This phenomenon is because of some reasons which are rooted from some disadvantages this method may create. Introducing Cooperative Learning to students who used to study in a-teacher-oriented classroom is not easy. Teacher may face initial resistance from the students which is caused by a new adjustment to the new method of learning. Besides that, teachers should do extra works to administer this method such as: preparing the materials which fit the nature of Cooperative Learning method, deciding and arranging time and classrooms for Cooperative Learning session and etc. In other word, to be able to these extra works teachers should have the skills of setting up Cooperative Learning session.
The Nature of Cooperative Learning
Cooperative learning is a generic term for various small groups which interactive in instructional procedures. Students work together on academic tasks in small groups to help themselves and their teammates learn the lesson together (Davidson, 1992, in Arend, 1997).
Furthermore, Balkcom (2002) describes Cooperative Learning as a successful teaching method in which small teams, each with students of different levels of ability, use various learning activities to improve their understanding of a subject. In general, Cooperative Learning has the following five characteristics.
Students work together on common tasks or learning activities that are best handled through group work.
Students work together in small groups containing two or six members
Students use cooperative and pro-social behavior to accomplish their common tasks or learning activities.
Students are positively interdependent. Activities are structured that the students are interdependent to accomplish their common tasks or learning activities.
Students are individually accountable for their works or learning
Cooperative Learning has been frequently researched and the researches show good result. The results in some studies show that students -who have opportunities to work collaboratively- learn faster and more efficiently, have greater retention, and feel more positive about the learning experience.
Farnish (1990) in Slavin (1997) in her research applied STAD technique. She found that twenty six studies of at least four weeks duration which were taught toward many American and Latino students showed positive result.
Furthermore, Sheehan and Alan (1976) in Slavin (1997) found that both tutor and tutee got benefit from tutorial process. Their research shows that through Cooperative Learning the students’ achievement improved well because there was elaboration material in teaching learning process.
Balkcom (2002) states that many teachers use Cooperative Learning because it can improve the students’ academic achievement, behavior and attendance, self confidence and motivation, and interest in school and classmates. Cooperative Learning is also relatively easy to implement and is inexpensive.
The students work together and maximize each other’s learning since each member’s marks determine the group score. Therefore, every student prefers to be present in each meeting in order not to lose the chance to improve the group’s score. Then, it is clear how Cooperative Learning Method encourages the students to improve behavior, attendance and their achievement by preparing and studying well. When they can improve their achievement, the students will become more confident to participate in the activities.
In addition to this, Arend (1997) states that Cooperative Learning enhances students learning by:
Providing a shared cognitive set of information between students, which enable the students to see thing from multiple perspectives.
Motivating students to learn the material
Ensuring the students to construct their own knowledge
Providing formative feedback
Developing social and group skills necessary for success outside the classroom
Promoting positive interaction between members of different cultural and socio-economic group
Why Cooperative Learning
Farquharson (1995: 93) states there are at least three important reasons to have teaching, which involves groups of learners. The learners may be members of an existing social support system or work group, the learners can benefit from potent influences that are particularly present in group learning situation, and there may be economics of scale that can be achieved through working with several learners at the same time.
In practice, it is necessary to work with groups of learners who may already be a part of work-based team. In this situation, it can be recognized that an individual member’s learning is inextricably linked to the learning of the other members of that learner’s social network. In effect, if each individual’s learning is to be reinforced, then learning also has to take place for all other members of the group. To the extent that all group members are involved in the learning process, they will be increasingly committed to implementing changes that flow out of their shared learning experiences.
Group teaching is particularly helpful in situations in which learners have to achieve higher-order abilities that involve the evaluation, synthesis and the applications of ideas. Group discussion can provide a useful way to grapple with new concepts, attitudes, and skills. Moreover, group learning can help learners understand the material from multiple perspectives. This contrasts with situations in which learners are only exposed to perspectives of a single authority –the teacher.
In ways that are often less explicit, some learning groups offer people an opportunity to learn from successful and less successful models provided by the thoughts and behaviors of other group members. This process, known as social learning (Bandura, 1977) is particularly evident in self-help groups such as those for people with personal difficulties. Albert Bandura believes that human attitude is not simply an automatical response of certain stimulus but it emerges through the interaction between environment and human cognitive scheme.(Muhibbin Syah, 2003)
A third reason for using Cooperative Learning method is obviously, to achieve economics of scale. In many situations it is simply not either cost-or-time-effective to teach on one and one basis. Meanwhile, Cooperative Learning offers either cost-or-time effective to teach students in groups learning. Teacher can effectively assist students in one group about the tasks given at once. Furthermore, since each student has a responsibility to understand the material to up grade the group’s score, then students in one group need to share their ideas to other members of the group to learn about the tasks or material given. This situation enables the students to have shared comprehension at once about one thing.
Advantages and disadvantages of Cooperative Learning Method
There are some advantages and disadvantages that may be resulted from teaching/learning in Cooperative Learning which requires groups learning. Hopson and Scally (1981; 115-117) state the following:
Advantages
Cooperative Learning enhances students’ social skills through social interaction. Students use their communication skills in expressing their ideas, stating their disagreement and agreement about one thing. Many of the skills that are applicable in a variety of life situations are relevant in small group, e.g. communicating, listening, resolving differences, giving/receiving support, compromising, etc. Unconsciously, students practice these skills in their interaction among other members of the group. They also learn how to appreciate others’ opinion and state their disagreement without letting someone down.
Working in groups can increase self-awareness, especially when one receives feedback or reaction from others because of their opinion, preferences and experiences
Group learning can be very supportive and encouraging for individuals to feel accepted by other group members. It can obviously be seen from the way they listen to others’ ideas and give feedback to it. Students may feel nervous initially, but soon after they get used to the situation, they enjoy the learning more than they do in individual learning.
Students’ self-confidence is also improved to hear others have similar concerns and anxieties. Seeing that someone is prepared to discuss matters that are important to him can encourage others to do the same. More openness is likely to mean more trust and mutual help. Therefore, the students will enjoy the learning since they know that others are willing to help.
Cooperative Learning can ‘harness’ peer learning since students learn more from their peer group than from teachers. Using groups in the classroom means that the peer dynamic can be channeled and used rather than being left to chance in playground or break time. This can be more exciting and less boring than the routine reception of information from teacher or textbook which is sometimes so uninspiring for some students.
Group learning, which in many ways can be a microcosm of the wider community, can give individuals a chance to experiment with a range of behaviors. In a group, students may learn the effect of their adapting to, deviating from, challenging or rejecting the others’ point of view. They can experience the effect of their participating in or withdrawing from the group activities. The small group can be an ideal place to test the consequences of human’s many and varied behavioral option.
Through Cooperative Learning teacher can easily identify students who may need particular, individual help with specific issue. This because when one cannot be helped by others in his learning, the teacher may be the only option, to whom the students come for help.
Group learning allows the students to have a range of learning resources, because each group member is potentially a source of information and perception, and consequently the focus of learning is not simply the person labeled “ the teacher”. It can give everyone a share of the status and esteem that is afforded to those who teach others.
The students may have significant messages about the ‘locus of responsibility’ in classrooms. Usually, the techniques employed suggest that it is the teacher’s task and duty to educate all those present. The use of small groups with their emphasis on the value of every member’s contribution can convey that each of the members has something to teach, and also that each of them can direct their own learning by formulating their own ideas and by analyzing, accepting, or rejecting the views they hear expressed.
Disadvantages
Since Cooperative Learning requires new teaching procedure, then it may require adjustment to new methods of learning by the participants. Introducing new norms can produce a challenge to the rest of system and initial resistance and tensions will need patience and sensitivity to work through.
Cooperative Learning can encourage experimentation with the new mode, which can be upsetting to those who do not see this as a necessary stage towards growth and development. Usually this thing happen to the higher-ability students who may be felt disturbed to share their ideas, since they may think that they can make things done themselves
Since there is less apparent control by the teacher and more need for students’ responsibility, the learning may produce more overt interpersonal dynamics, which have to be recognized and managed, than would be apparent in many formal classroom sessions.
Teaching procedures in Cooperative Learning, which require the students to direct their own learning by formulating their ideas, can be difficult for traditional system and some teachers to accept. It is understandable, since teachers usually have their control in the classroom as it is applicable in traditional system.
Cooperative Learning requires more preparatory work than more formal lesson. Teacher should prepare structured material, tasks, and activities which best handled through group work. Furthermore, teacher may consider some preparations if necessary such as; making room arrangement, obtaining additional equipment for the room, preparing some visual aids and others teaching media
It can be more difficult to evaluate the learning than in those lessons in which the students can be given a written test and their answers marked right or wrong.
Since Cooperative Learning requires the students to develop the skills of group participation, the teacher should have increased awareness, be prepared to work with more challenging methods and develop skills other than those of imparting her own knowledge.
The Skills of Setting up Cooperative Learning Session
To work effectively, using a small group approach to creating educational events, the teacher will require skills in contracting, designing, preparing, managing, following up, and evaluating small group work in classroom settings.
Contracting
So many attempts to introduce new or different elements into the curriculum founder because initial contracts are unclear. Perhaps it sounds strange to talk of ‘contracts’ with the legal overtones implied; however, physical contracts exist between people, whether they are written down or not. As with any form of contract, the clearer it is, the more likely that all parties to it are communicating clearly.
Contracting is a stage of planning for classroom work that begins prior to the design stage and continues through the design process into the preparing stage, and also to the management stage.
The first part of any contract is to be clear about what you want to achieve, what is negotiable and what non-negotiable, what happens if the contract is broken, who the parties to it are and whether it is renegotiable. In schools, this means being clear on your own objectives, finding out what the students expect, and ensuring that the consensus is achieved with them, checking out with colleagues, superiors and parents when appropriate.
Designing
In designing phase the teacher should be able to clarify the objectives, building the contract, making the most of the learning environment, selecting appropriate teaching procedures, structures and materials, considering the learning sequence, identifying what needs to be done before the event.
The teacher once again clarifies the objective and makes sure that it is clear what she want to achieve so that she will be able to evaluate how effective her work has been.
Building the contract is really important because once the contract is understood to be an agreement between the teacher and her teaching group, then it will obviously have to consider what will be taught/ learnt, and how the learning will take place.
In making the most of the learning environment, the teacher should consider when where and to whom she attempts to teach it. The teacher should make sure that the time and place available appropriate to what she hopes to achieve, and that the students has agreed to learn the issues.
In designing any educational session it is important to consider teaching procedure, group structures and types of material which best achieve one’s teaching objectives and match one’s preferred approach. Therefore the teacher should be able to decide which teaching procedures; e.g. presentation, demonstration, group learning, individual learning, structured experiences, etc which are suitable to achieve the learning objectives. Moreover, the teacher should be able to choose the appropriate teaching structures, such as whole group, small group, pairs, trios or quartets, fishbowl, circle, horseshoe, rows, table group, inter-group, three-ring circus, option groups, or self-select groups. And finally, the teacher should be able to select an appropriate teaching materials, such as films, video systems, overhead transparencies, slides, sound tapes/cassettes, Questionnaires, handouts, worksheets, students material, etc.
The final question may be whether the teacher has considered the timing, the sequence and flow in her design. If all these option have been done well it means that the session of teaching/learning will be effective.
Preparing
The time between planning and designing one’s teaching event and actually running the session can be crucial to its success. Good schemes and designs are in themselves not enough; they have to be turned into actual happenings, and at the end of the design stage one is likely to be left with the amount of preparation. This preparation will require some definite action plans to ensure it is not overlooked.
The teacher may consider some preparations if necessary such as making room arrangement, obtaining additional equipment for the room, preparing some visual aids, preparing some materials for the students, communicating any information regarding the session to colleagues and students, enlisting the help of anybody else, obtaining any additional information, making sure of the implication of the design for the system, thinking about things that should be done between now and the teaching session.
Managing
When all the planning, designing, and preparation are over comes the chance at last to work face-to-face with the students in the classroom. In managing phase the teacher should be able to cope with the groups, to have the skills of beginning and ending the session, to choose the most appropriate teaching style, to produce and maintain the most conductive learning climate, to have the skills of building the trust.
Seating the students also may be one option to be considered in managing phase. The following are seating options to suit various purposes.
Hopson and Scally (1981)
Following up
The effective teacher’s task is not complete with the end of any group session because there is likely to be some follow-up work to be done. It will be important to ensure that this is done if group motivation is to be maintained; it can be very discouraging for groups to put real effort into producing work which is then not rounded-off or finalized. The follow up works may include checking out the students who seem particularly subdued, giving personal feedback to the students, checking out the students whose feeling or reaction the teacher is unsure, completing the plans or agreement made during the session, giving assessment to the students if necessary, returning any teaching media, keeping all teaching materials and restoring the classroom into its former layout.
Evaluating
At the end of any piece of work, it is obviously necessary to attempt to asses its value. This will mean that the future work can be built on its success or be redesigned to improve on what was not so effective. Evaluation will be most meaningful if it relates to the teaching/learning objectives one has in setting up the experiences. The questions one has to address are:
• What did I wish to teach my groups?
• Did I have any additional objectives? (to encourage a quiet student to contribute, or to give a special support to a student who was at risk)
• Did I have any objectives for myself? (e.g. to become more confident in managing subgroups, to manage the timing more effectively)
• Did members of the groups have any declared objectives? ((e.g. to enjoy the session or to learn any particular skills)
• Were the objectives achieved?
CONCLUSION
From the explanation above about Cooperative Learning, it is clear that Cooperative Learning offers many advantages in spite of some disadvantages. Cooperative learning has been designed to help the students to attain their best achievement by working with their peer-mate. The students are given chance to have their role in the process of learning rather than being exposed to one center- the teacher. The students work with their peer-mate, they communicate their own ideas and learn to listen and respect other’s ideas. All students have chance to express their own thought, which enable them to have shared experiences and to learn from others. However, some disadvantages including extra hard work the teachers should do and/or face should be considered before they decide to introduce Cooperative Learning Method to their classes.
Moreover, to have the students work in group effectively the teacher should apply more skills other than those of imparting her own knowledge. The teacher should work through several phases which require some skills such as skills in contracting, designing, preparing, managing, following up, and evaluating small group work in classroom settings.
Obviously, conducting Cooperative Learning method requires hard work and patience in order to achieve the main objective –that is to have the students improve their achievement.
References
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