Why Teachers Do Not Use Collaborative/Cooperative Learning

(These items are from a listserv about teaching.)

Considering the overwhelming number of benefits created by the use of collaborative learning methods, it is surprising that so few teachers use this paradigm. The cause lies in the current educational system which emphasizes content memorization and individual student performance through competition.

Few teachers or students have had any exposure to the CL teaching/learning technique. Teachers are not trained during their certification processes in collaborative methods and those that are often receive incomplete training. If teachers are taught by the lecture method while at teachers' college, then it is hardly surprising that this will be the method of choice when their turn arrives to take over the classroom. And the fact that most students have been exposed only to the competitive, individualistic approach used in our school systems today at all levels constitutes a major problem. Students are not likely to change their attitudes from one class to another unless they are trained in CL techniques.

This discussion looks at the following reasons:

Lack of Familiarity with Alternative Assessment Techniques

Assessment is a major concern frequently expressed by teachers who are unfamiliar with CL. They presume that individual accountability will be lost or that one student will dominate the group or do all the work for the group. They are unfamiliar with how to assess group efforts and assign grades to groups. Often they assume that only one process is appropriate for assessing student performance.

CL as defined by Johnson and Johnson (1987) specifically calls for individual accountability as one of its five major components. Another one of the five elements is interdependence, which includes group grading and a reward system for group improvement. The two ideas are complimentary, not contradictory. Because teachers are not trained in alternate assessment techniques they naturally assume the worst, i.e., that the students will not be able to understand and deal with these testing procedures.

Techniques available for assessing groups include: teacher observations during group work; group grading for projects; students grading each other or evaluating the level of contribution made by each member to a team project; extra credit given when groups exceed their previous average or when individuals within a group exceed their previous performance by a specified amount; use of a mastery approach whereby students may retake tests after receiving extra help from their groups or the teacher; and the use of individual quizzes, exams or assignments.

Alternate assessment techniques provide an additional benefit in that teachers can build in reward systems for individual performance and group performance. These reward systems may consist of extra points toward a grade, certificates of achievement, extra time to work on special projects, class recognition for good group efforts or special recognition for work well done.

Concern with Teacher Evaluation and Personal Advancement

The question of teacher evaluation is of great concern to many teachers who consider using collaborative learning techniques. In order for teachers to be properly evaluated the supervisor must understand the nature of this method and accept it as a teaching paradigm. If the department head is a proponent of the lecture method of teaching then, his/her understanding of what he/she observes will be limited (Bliss 1986). This problem can be overcome by developing a process whereby the teacher and evaluator work closely together to review the class objectives and methods.

CL classes often appear to be chaotic since groups work differently than individuals. A noise level exists, even if muted, which is inconsistent with what takes place in a lecture class or with discussion formats (Forest 1996). It takes a few moments to refocus the class when the teacher wishes to bring everyone together to go over the material, or make observations about what is going on in the groups. Groups sometimes digress from the topic at hand and need to be brought back to working on the task. Several students may request the teacher's attention simultaneously. To someone who is untrained in CL these activities may appear to represent ineffective teaching, which in turn may lead to a poor classroom evaluation.

Students' Resistance to Collaborative Learning Techniques

A cause for concern by teachers starting CL is the initial student reaction. Students have not been trained to cooperate in an academic environment. The primary approach in our schools is one of competition for grades and recognition. Teachers need to sell the concept of CL to the students by making clear what the objectives are and what the benefits will be. Until the students become comfortable with this new method, they will express concerns and doubts. Additionally, CL encourages student input on methodology. Not surprisingly, some of this feedback may be critical. Student criticism may be new to many teachers.

Students feel that the lecture method is "easier" because they are passive during the class while apparently receiving the necessary information. In contrast, interactive classes are very intense. The responsibility for learning is shifted to the student, thus raising the level of critical thinking by each student. This situation is both mentally and physically tiring. The students initially respond by complaining and lobbying for a return to the good old lecture days. For a new CL practitioner this can be very disconcerting. To the more experienced teacher, this is just part of the process all groups go through as they learn how to use CL techniques, and begin to see and appreciate its benefits as they move away from the comfortable paradigm of the lecture method.

Also, students may perceive the teacher as not doing his/her job. Collaborative classrooms are student centered whereas in typical classes teacher performance is seen as central to the class. In order to address this concern, teachers need to make clear to the students why they use a particular technique and what the outcomes will be from the activity. Another way for teachers to overcome this perception is to spend time with the groups or with individuals during the class. Teachers may walk around the class to observe groups interacting, make suggestions or ask leading questions in order to help facilitate the groups. The frequent emphasis upon and explanation of their roles in the CL process is a critical task teachers must do in order for their students to fully understand what they are observing.

Lack of Familiarity with CL Techniques and Class Management

A number of perceived problems are associated with classroom procedures. Teachers are often concerned about the potential dominance by a few students or a few students doing all the work. These questions can be addressed by assigning roles to students and rotating the roles, allowing students to assign performance grades to each other anonymously and specifying what percent of the total assignment was completed by each member, and by the teacher observing each group and making suggestions for more equal participation. Group processing throughout the semester also helps address these issues. Questions about what to do with quicker class members and/or groups who finish a given assignment early can be resolved. Additional activities can be developed or a reward system can be created whereby students are allowed to socialize or work on other materials provided they do not disrupt the students who are still working.

Collaborative learning is difficult to sustain. As in any real life situation, repetition leads to boredom. (This is certainly true if one uses the lecture approach continuously.) A significant advantage to CL is the variety of classroom activities available to the experienced teacher. When adopting CL the teacher needs to learn the new techniques, practice them, introduce them into the classroom and work with the students to practice the new methods. Also, it is often necessary to convince the students of the benefits of working together. The fact that the responsibility for learning is being shifted to the students is hard for some students to adjust to.

Other problems: CL involves trial and error approaches. Not every activity works exactly as planned and constant modification is needed. Some activities work better with some groups than with others and classes react differently to each situation. In some institutions CL is seen as cheating because the educational pedagogy recognizes and rewards individual effort and competition and discourages cooperation among students. Also, students who are exposed to CL and have enjoyable experiences in a supportive educational environment have a difficult readjustment back to other classes where CL is not used.

If the institution has a perspective that says what is going on is material coverage instead of material mastery then the teachers will be less concerned about what students are learning and more concerned about including as much material as they can in a class period. Content versus learning centered classes are the primary focus of modern educational systems. In addition, thinking about learning primarily as a social interaction is a strange idea for most instructors, students and administrators, who expect to see the teacher controlling the class through lectures and/or teacher directed class discussion. Another potential problem arises for students who learn best by the auditory modality and who may be distracted by noise in the class. This problem can be addressed through student social skill development which identifies acceptable ways for students to talk and interact in class.

 

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