Getting Students Ready for Cooperative Learning

 (These items are from a listserv about teaching.)

For those teachers and administrators who use cooperative, collaborative or group learning techniques I would like to ask: What do you do to prepare your students for the group learning experience?

It is not very effective to walk into class on the first day and simply group students and tell them to go to work. Johnson and Johnson suggest that cooperative groups need to be trained in social skills as well as in content areas. They have detailed methods for encouraging groups to process how they are functioning. At the college level I find that the lack of time makes group processing harder and must be scheduled into content DRIVEN syllabi. Some form of group processing is necessary if you have any hope of getting students to work together effectively. My areas of teaching are math and engineering which are very content oriented appearing to leave little time for group process.

Below is a description of some of the things I do to encourage student cooperation and acceptance of the concept of group learning. I would appreciate your comments, suggestions or descriptions of what you do to help students become comfortable with the process of working with their peers in groups in class.

One or two weeks prior to the start of course I send my students a letter welcoming them to the class and giving them some words of advice and encouragement. (A copy of the letter follows.) For algebra students who are prone to high levels of anxiety a great deal of reassurance is needed. I try to be humorous while attempting to establish a serious learning environment. I include my home phone number and office number and have answering machines at both places to be sure to get their messages. Few students actually call but they tell me during class that they feel reassured that I would invite them to call, even at my home. The few that do call have important questions or concerns which I am usually able to address by talking to them.

In the letter I ask them to get the text before class and start working on the first chapter so they will be able to come to class prepared to start learning and working together. I usually throw in a few comic strips which use math anxiety as their thesis to break the tension and introduce more good humor and reinforce the idea that learning math can be fun, especially if you are willing to poke fun at it and yourself. I also ask them to write a math autobiography and bring it to the first class in order for me to get to know them better. (A copy of the assignment statement follows.) I ask them for personal information and specifically how they feel about math and taking the course. The intent is to have them think about their anxieties prior to class so they will be more comfortable when I ask them to discuss their feelings with a partner during the first class.

The effect of sending students a letter prior to class is very strong. It calls attention to the fact that my class will not be a typical math class and that my approach will be different than what they are used to. It sets high expectations for them and for me, which is important for succeeding in any course and especially math. Many students have low math self esteem to begin with. Setting a high expectation begins the process of building up their self esteem. The writing assignment demonstrates that I am interested in them as individuals and would like to establish different lines of communication. Once the shock wears off they really get into the writing and describe their innermost feelings about their anxieties. A word of caution is appropriate here. A few students may react negatively. Some students miss the humor of the letter because they are so overwhelmed with anxiety. Often they will call to discuss their concerns and I can reassure them that they are not being asked to learn algebra on their own, quite the contrary, we will all be working very hard together. Some students are aware of cooperative learning teaching techniques and prefer lectures. They have a chance to switch classes without losing any class time or they can attend a class or two on a trial basis while still being prepared to switch. Once I get them in class however they never do switch.

With their autobiography in hand and a healthy curiosity they arrive at the first class. I spend only a few minutes describing the course and then ask them to pair up in order to interview each other. I explain that most people do not feel comfortable talking about themselves in public but are willing to tell us about someone else. They generally agree and we are off and running. If they wish to write down information about their partners' hobbies, interests, reasons for attending Cape Cod Community College, how they feel about math and what their biggest concern is etc. they may do so or they can just chat together and remember key points to report back to the class. I ask for volunteers to start and there is always one pair that wants to go first, perhaps as much to get it over with. I will ask questions and make comments or clarify misconceptions that I hear as the pairs talk about their concerns. I also weave into the conversations additional course descriptions. I find this much better than spending 45 minutes describing the class because a lecture presents the material out of any context. When a student raises a concern or question through their partner my comments become relevant and understandable. Think about the first hour of most of the classes you took in school. So much material was covered about how the class was going to run that you probably only remembered a small fraction of what was said.

During the report back portion of the class the students get to hear about everyone else's concerns and anxieties and quickly realize that they are not alone. People who are in a strange environment with strangers often feel a sense of isolation. By addressing their concern and hearing that other people feel the same way they are able to overcome a great deal of their anxiety. They see that other people in the class will listen to them and sympathize and/or empathize with them. The effect is wonderful. By the end of this exercise the students feel relieved and excited about the class. The scuttlebutt they have heard about the class being unique yet helpful and supportive is reinforced and they return with the mindset that they can work with other students. The process establishes a friendly, open and caring environment. Interestingly the level of anxiety expressed is much lower in the advanced courses. I have many students who take additional courses with me and they reflect an improved self esteem and confidence.

In the next few classes I use worksheet exercises and practical problems which they work in pairs, usually with the person they have interviewed. We review all the problems together by asking pairs to put their solutions on the board. One or both partners may go up to the board and several pairs work at the board at the same time in order to diffuse the attention focused upon any one person. After using this process for a few classes I am ready to expand the groups to 3's and 4's. The students have become comfortable working together and with the class as a whole. For many students their previous experiences presenting solutions to the class and/or going up to the board alone have been traumatic. By working out solutions together prior to making any presentation they build their confidence and avoid the embarrassment they felt in other classes when they were singled out. If they make a mistake it is the pairs' responsibility not the individual students'.

When they first work in fours I use a warmup activity which asks them to find 5 things in common, not related to school or work, but of a personal nature such as a favorite food or movie etc. I do not ask for anything of an intimate personal nature. We have not been together long enough for such questions and some students might find that line of inquiry offensive. For that matter I do not ask this type of question at any time during the semester. They start off slowly and after a few minutes are having a great time laughing and kidding each other as they try to find things they have all done, places they have all been to or foods they all like. They generally find that they have more in common that they ever expected. A bonding takes place which facilitates the group process enormously. The effect is especially strong because these are math classes and students just don't expect this kind of interaction among their peers. The other effect of this activity is to raise the students' expectations for the class. They look forward to other group activities.

After the warmup activity I introduce an content exercise for the groups. I call it "math olympics". Each group is responsible for solving a set of five problems and placing their answers on an answer grid on the blackboard. All groups put their answers up at the same time. They determine how to get the work done whether it is by having each member do one problem or all members do all problems. Before they place their answers on the board they are asked to make sure they have a consensus. I serve as a mediator in case fisticuffs break out. I try to adjudicate disputes by asking leading questions. I will often ask if other groups can help resolve the question or dispute taking place. Only when all other options are exhausted will I discuss my approach. If the class as a whole is confused then I will give a mini-lecture to try to clarify a sticking point. While the groups are working I walk around the class and observe each student. I give encouragement and hints or ask pertinent questions. This gives me a wonderful opportunity to interact with the groups or with individuals, being careful not to interrupt the group process. The students complete as many as 50 problems in a class using this approach which would be unheard of in a lecture format. At around 30 problems some students realize how much work they have done and good naturedly register complaints. Their expectations and self esteem soars when they realize what they were able to accomplish in a short time. They help each other, discuss and debate answers, argue about their methods and then reach an agreement. Often they conclude that there are several ways to solve a problem and get the same answer. If I try to point that out by lecturing to them and doing a problem several different ways it has little impact. When their peers show them different solutions it has a strong impact. I find an analogy between children not accepting their parents' admonitions yet finding their peers totally believable.

From this point on the class gets stronger and stronger in the use of cooperative learning techniques. They appreciate the hands on approach and active nature of the classes. Many comment how these math classes are their favorite classes and they are amazed to feel that way. They look forward to coming to class and this is reflected ion their attitudes and approach to the class.

Finally, I look forward to each class with great anticipation and excitement knowing that the students will be make new math discoveries, work with new found friends and have fun doing math while I will also learn more about each student, make new friends and also discover new ways to help students learn math.

Dear Elementary Algebra Student,

Welcome to the Fall of 1995 and Elementary Algebra. I can't think of a better way to spend a Spring semester, having fun with algebra. I would like to say hello and offer a few words of advice and encouragement before we meet on Sept. 6. I promise not to use more than 5 x 10 words in this letter. The prerequisite for this course is DE-051 Basic Math an identifiable pulse and a temperature of 98.6F and permission from your psychiatrist to subject yourself to this course over the next 15 weeks with this instructor, alias Attila the teacher.

I have a few suggestions that are intended to guarantee your success in this course. If you make a good effort there is no doubt in my mind that you will pass. I am batting 1000 so far. (What the heck does batting 1000 mean?)

1. It is vitally, imperatively, critically important that you read the text BEFORE class and TRY TO DO as many exercises as is humanly possible.

The text is "Elementary/intermediate algebra" by Aufmann and Barker. This is a new book and is different from the one I used previously in elementary algebra. Get the book before class. Call the bookstore at 362-2131 ext 4022 before coming in.

2. Get extra help immediately if you feel you need it. I am available for extra help 24 hours a day 7 days a week except Sundays from midnight to 6am. I need to sleep sometime. We will work in groups and I will try to arrange study groups outside of class. Tutors will be available also and the math lab is open many hours during the week on a walk in basis. With all the help available you can't not pass.

3. Back to number 1. The most important thing for you to do is try as many problems before class as possible. That is correct! I am not delirious. But you say "How can I do the problems before they are explained to me??". That is the very essence of this course; to help you gain your math independence. We will work together in class on the material of the day. By the time the class is over you will know what you are doing.

You will need plenty of time for homework. If you have a job or family pressures you will need to schedule your hours to allow for blocks of time to study. Experience shows that you need at least 3 hours outside of class for each hour of class. Some people need lots more. I suggest you do about an hour at a time instead of trying to do all the work at once. When you are studying math you can only do so much before you need a break.

I am enclosing a copy of the schedule. Please review chapter 1 This is considered a review, material covered in basic math . I am also enclosing a writing assignment for you to complete before the first class. Bring it with you on Sept. 6. Your math autobiography will help me get to know you better. Please type it.

If you have any questions or concerns about doing algebra in the Fall please feel free to call me at home at 428-7538 or at school at 362-2131 x421. I have answering machines at both places so you can leave a message and I will return your call.

One last word; if you are concerned about anything I have written here, relax!!!. There are many opportunities for extra help inside and outside of the class. If you are willing to work at it I can guarantee you will pass this course.

I look forward to seeing you on Sept. 6 to start a fun and interesting Fall semester.

Sincerely yours

Ted Panitz

P.S. If you have any comics or jokes about math or using math please bring them to class for extra credit.

WRITING IN MATH--- IS THIS FOR REAL????

This course will include writing assignments which are intended to help you understand how you are doing in the course and reacting to it. They will also help me to understand how you are doing in the course. This may be new to you so I would ask your patience and perhaps your indulgence.

To start I would like you to write your math autobiography using the following questions as a guideline. You do not have to answer them in order but please do include all the topics. Also write in narrative form, not single sentence responses. Please type using double spaces. I will collect them the first day and return them by the next class.

WHY ARE YOU TAKING THIS COURSE?

HAVE YOU TAKEN MATH AT 4C'S BEFORE, WHEN?

WHEN WAS THE LAST TIME YOU TOOK MATH? HOW DID YOU DO THEN? WHY?

HOW DO YOU FEEL ABOUT MATH? ANY IDEA WHY YOU FEEL THAT WAY?
(please be candid with this question, I am never offended by an honest answer)

WHAT IS YOUR MAJOR AND HOW WILL THIS COURSE FIT INTO IT?

WHAT TYPE OF EXPERIENCES HAVE YOU HAD IN MATH BEFORE?

WHAT WOULD YOU LIKE TO TELL ME ABOUT YOURSELF THAT I DIDN'T ASK?

The writing part of this course is very important and will be new to you in a math course. I take it very seriously and will collect the assignments and return them to you. They are not graded but help top provide a different way of communicating about the course and math.

The key to understanding math is reading and writing, not algebra or arithmetic. Thus I want us to work on writing as a means of reinforcing our reading applied to math.

When you are finished add a headline to your autobiography as though it were a newspaper article. Use your imagination.

IF YOU CAN EXPRESS YOURSELF IN WRITING THEN YOU UNDERSTAND WHAT YOU ARE DOING. A famous quote by author and scholar--Ted Panitz.

WHAT DO YOU DO TO PREPARE YOUR STUDENTS FOR THE GROUP LEARNING EXPERIENCE?

I work into the group experience with my *first time* students. We begin with more structured discussion and small paired or group activity. During the structured discussion I model accepting behaviors, demonstrating acceptance of viewpoints while bringing up alternative ways of viewing the topic. This is particularly important as most of my students come from *there is one correct answer* settings so they have to learn it is OK to have differing views. I use pairing or dyads in the beginning so that people have a chance to get to know one another better, also so that each person will feel the opportunity to be in the discussion. I find with larger groups the students can hide while others join in the conversation. As the students become more comfortable with the learning environment I offer more open opportunities, they really become the ones in charge. As a student who was taking a second course from me told the rest of the class *If the students in the class have not prepared for class, there will be long awkward silences because Mary will not deliver the information.* As the semester progresses, the students take more responsibility for discussions and spend more time doing active learning type activities, I really do become the facilitator.

Yes, some students struggle at first as they wait for me to tell them the right answer but my final evaluations include comments like *You made me think about the subject* or *I was able to see how others felt about my vision* or *I learned how to listen to and think about other's answers*. One final hint I found helpful in taking myself out of the drivers seat (having been trained to keep that steering wheel firmly in hand), as student's are responding I so not establish eye contact with them. I want them to talk to the class and not to me so by not looking at them they end up speaking to other class members.

Mary Herring
Iowa State University
mherring@iastate.edu
Fax: 515-294-8047

 

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