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Research on Cooperative Learning and Achievement: What We Know, What We…

- - - - the difference with motivational perspective
        
        Motivational Perspectives
        
        motivational theorists hold that students help their groupmates learn at least in part because it is in their own interests to do so
        
        Social Cohesion Perspectives
        
        Social cohesion theorists, in contrast, emphasize the
        idea that students help their groupmates learn because they care about the group
      - .
        
        Empirical support for the social cohesion perspective
        
        group rewards (in this case, group grades) based on the average of group members’ individual quiz scores (see Slavin, 1995)
      - examples of ways
        
        group processing activities such as reflection at the end of each class period on the group’s activities can enhance the achievement effects of cooperative learning (Yager, Johnson, Johnson, & Snider, 1986)
  - - - Developmental Perspectives
        
        The fundamental assumption of the developmental perspective on cooperative learning is that interaction among children around appropriate tasks increases their mastery of critical concepts.
        
        point of view
        
        the opportunity for students to discuss, to argue, to present and hear one anothers’ viewpoints is the critical element of cooperative learning with respect to student achievement
        
        “conceptual foundation for a peer-based plan of education
        
        .
        
        The experience of peer communication can help a child master social processes, such as participation and argumentation, and cognitive processes, such as verification and criticism.
        
        Collaboration between peers can provide a forum for discovery learning and can encourage creative thing.
        
        Through mutual feedback and debate, peers motivate one another to abandon misconceptions and search for better solutions
        
        Peer interaction can introduce children to the process of generating ideas.
      - Cognitive Elaboration Perspectives
        
        elaboration
        
        the most effective means of elaboration is
        explaining the material to someone else
  - - - definition
        
        Motivational perspectives on cooperative learning focus primarily on the reward or goal structures under which students operate (see Slavin, 1977, 1983a, 1995)
      - examples of ways
        
        rewarding groups based on group performance
        
        group rewards are given based on group
        members’ behaviors
        
        .
        
        "group rewards are given based on group
        members’ behaviors" is better than "used group goals based on a single group product or provided no group rewards"
        
        reason
        
        if group rewards are given based on a single group product (for example, the team completes one worksheet or solves one problem), there is little incentive for group members to explain concepts to one another, and one or two group members may do all the work (see Slavin, 1995)
      - .
        
        Empirical support for the motivational perspective
        
        using "group rewards"
- - - - .
        
        The importance of group goals and individual accountability is in providing students with an incentive to help each other and to encourage each other to put forth maximum effort (Slavin, 1995)