Cooperative Learning to Reduce Inequalities: Instructional Approaches and Dimensions

This manuscript deals with how cooperative learning in pre-school and primary education can be dimensionalized in terms of reducing gender differences and inequalities. In this study, formulated through instructional approaches delivered in four medium- to very high-complexity schools (the number of students with an immigrant background ranging from 30% to 100%), 376 pre-service teachers and 43 qualified teachers were asked to analyze the instruction that they gave to 1658 pre-school and primary students over two consecutive years. Instruction was defined in terms of contextualized physical education challenges that included cooperative psychomotor physical challenges, guided discovery activities and psychomotor problem-solving. The analysis was based on reflective narratives on both gender differences and inequalities, which evinced 792 comments regarding gender (618 by the pre-service teachers and 174 by the schoolteachers) and 627 comments for inequalities (363 by the pre-service teachers and 264 by the schoolteachers). The analysis produced categories based on critical reflection—on both individual and classroom scales—from the pre-service teachers and the schoolteachers. Each of the cooperative learning dimensions, i.e., positive interdependence, individual accountability, promotive interaction, social skills, and group processing, were investigated to produce a set of principles and competencies that best promoted education for sustainable development. The research produced 42 principles that operated under the tenet of leave-no-one-behind, with positive interdependence and promotive interaction providing the higher number of principles that are best suited to tackle, through cooperation processes, equity and inclusivity issues in pre-school and primary education classrooms.

Hubungan Hasil Belajar Dengan Positive Interdependence Pada Implementasi Model Peer-Assisted Learning Strategies

Pengembangan sikap menjadi faktor penting yang perlu dikembangkan melalui penerapan kurikulum 2013. Hal ini menjadi pertimbangan guru dalam menerapkan metode pembelajaran yang mampu mengembangkan sikap sehingga bermuara pada hasil belajar yang baik. Model Peer Assisted Learning Strategies merupakan salah satu model pembelajaran kooperatif yang dapat diterapkan ke siswa untuk melatih sikap positif mereka. Penelitian ini bertujuan untuk mengetahui hubungan antara positive interdependence dengan hasil belajar siswa dalam implementasi PALS. Hasil penelitian ini diharapkan dapat menjadi pertimbangan dalam pemilihan model pembelajaran kimia. Metode penelitian yang digunakan adalah kualitatif melalui observasi. Implementasi model PALS terdiri atas 6 fase pembelajaran yaitu orientasi, penyajian informasi, pengorganisasian siswa, penyelesaian tugas, evaluasi dan pemberian reward. Sampel penelitian adalah siswa kelas 10 MIA 1 dan 10 MIA 2 di MAN 1 Mataram dengan total responden sebanyak 80 siswa. Hasil penelitian menunjukkan bahwa positive interdependence tidak memberikan hasil belajar yang lebih baik pada siswa. Ketua kelompok justru memberikan nilai yang lebih rendah dibandingkan anggota kelompoknya. Hal ini dapat disebabkan oleh faktor dari dalam dan luar siswa. Motivasi siswa untuk belajar kimia dapat menjadi faktor dari dalam, sedangkan faktor dari luar dapat berupa kebiasaan dalam mengajukan argumen dalam kelompok perlu dibiasakan untuk menghasilkan interaksi yang bermakna.

Balancing Shareability and Positive Interdependence to Support Collaborative Problem-Solving on Interactive Tabletops

To support collaboration, researchers from different fields have proposed the design principles of shareability (engaging users in shared interactions around the same content) and positive interdependence (distributing roles and information to make users dependent on each other). While, on its own, each principle was shown to successfully support collaboration in different contexts, these principles are also partially conflicting, and their combination creates several design challenges. This paper describes how shareability and positive interdependency were jointly implemented in an interactive tabletop-mediated environment called Orbitia, with the aim of inducing collaboration between three adult participants. We present the design details and rationale behind the proposed application. Furthermore, we describe the results of an empirical evaluation focusing on joint problem-solving efficiency, collaboration styles, participation equity, and perceived collaboration effectiveness.

Philosophy Labs

Conversation is a foundational aspect of philosophical pedagogy. Too often, however, philosophical research becomes disconnected from this dialogue, and is instead conducted as a solitary endeavor. We aim to bridge the disconnect between philosophical pedagogy and research by proposing a novel framework. Philosophy labs, we propose, can function as both a pedagogical tool and a model for conducting group research. Our review of collaborative learning literature suggests that philosophy labs, like traditional STEM labs, can harness group learning models such as Positive Interdependence Theory (PIT) to engage in meaningful discussion and execute projects and research. This article distills PIT into four essential tenets which we argue support student success at both the individual and group levels. Our argument is grounded in two case studies detailing our experiences facilitating different philosophy labs, and demonstrations of how they can foster the continued evolution of philosophical research and pedagogy beyond the single-occupancy armchair.

Facilitating and Evaluating the Development of Positive Interdependence in South African Distance Education

Cooperative base groups (CBGs) is a technique used in contact education to develop cooperative learning skills. However, it was assumed that the tools currently available can be used for the establishment of CBGs in distance education. For the purpose of this research, a post graduate class in distance education (N=77) was divided in 11 CBGs with 7 members each with the task to assist one another in the completion of assignments, to motivate one another to submit assignments, and to support one another on academic and personal level during the year. The results shows that CBGs provided an effective method to facilitate the establishment of reciprocal relationships and therefore the development of positive interdependence, and that social network analysis provided an effective method to evaluate the development of positive interdependence both on group and class level. Unfortunately, the technique was prematurely cancelled when the author left the university. A possible correlation between positive interdependence and academic achievement needs to be further investigated.

STUDENT’S PERSPECTIVES TOWARD A-AIKEM 3 MODEL IN GROUP WORK PRESENTATION

As there is a tendency to regard that a classroom without the label of cooperative learning is not a good one, recent instructional practices then often utilize group work to encourage students to gain knowledge from one another – to assist and to seek assistance from their peers in addition to from the classroom teacher. Classrooms have the typical characteristics of small groups. With the trend to incorporate cooperative learning in the classroom practices, this Positive Interdependence is undoubtedly to be imposed to obtain the beneficial outcomes of cooperative efforts.This research would like to employ a new model in group work presentation called A-aikem 3. This A-aikem 3 model is an innovative group work presentation model which emphasizes on CL approach. This model can be used to strengthen positive interdependence, individual accountability, interpersonal and also group processing skill from students. Basically,A-aikem 3 model is one of many A-aikem models formulated and designed by Tamah and Prijambodo on their book. The A-aikem 3 model developed based on three new insights that are (1) transition from individual (conventional) assessments to group assessment, (2) transition from individual assessment to peer assessment , and (3) transition from Individual assessment without discussion to a representative assessment with discussion. (Tamah & Prijambodo, 2015 in Tamah, 2017) Deriving from the title of this thesis and the background of the study, two relevant research questions are formulated as follows: How do the undergraduate students perceive A-aikem 3 model? What are the positive and negative feedbacks of A-aikem 3 model’? In relation to the research questions above, this study aims to investigate the student’s perspective towards A-aikem 3 model and also their feedback after experiencing A-aikem 3 model.

¡Qué quejicosos! Buzón de quejas a través del aprendizaje cooperativo

Resumen: En este artículo se ofrece una experiencia práctica enmarcada dentro del aprendizaje cooperativo, que crea una interdependencia positiva propicia para el aprendizaje. Para ello, después de una breve aproximación teórica al aprendizaje cooperativo, la argumentación y los actos de habla de queja, así como del género textual «carta de reclamación», se expone la propuesta de nivel B2 organizada en diferentes pasos: la selección de equipos, el análisis de cartas de reclamación, la modificación de los equipos, la asignación de roles, así como la escritura de cartas y posterior evaluación. Se trabajan distintas destrezas, además de conseguir que los alumnos interactúen como en la vida real. Palabras clave: aprendizaje cooperativo, carta de reclamación, argumentación, expresión escrita. Abstract: This article offers a practical experience framed within cooperative learning, which creates a positive interdependence conducive to learning. To do so, after a brief theoretical approach to cooperative learning, argumentation and acts of speech of complaint, as well as the textual genre "letter of complaint", the proposal of level B2 organized in different steps: the selection of equipment, the analysis of complaint letters, the modification of the teams, the assignment of roles, as well as the writing of letters and subsequent evaluation. Different skills are worked on, as well as getting students to interact as in real life.Keywords: cooperative learning, complaint letters, argumentation, writing skills.