ERIC Number: ED363952
Record Type: RIE
Publication Date: 1992
Restructuring the Classroom: Conditions for Productive Small Groups.
Cohen, Elizabeth G.
Issues in Restructuring Schools, n2 p4-7 Apr 1992
This paper offers a synthesis of research on cooperative learning in small groups. The main challenge for teachers who utilize cooperative learning is to stimulate the type of interaction desired according to their teaching objective. A generalization regarding student interactions is that if students are not taught differently, they will tend to operate at the most concrete level. Student participation in a task group that is structured to foster resource- or goal-interdependence appears to increase student motivation and performance. The effectiveness of the group structure depends on the task's complexity and uncertainty and on the extent to which the instructions attempt to micromanage the interaction process. Information is also offered on ensuring equity in interaction, managing the interaction, and unsettled issues, such as special curricula and assessment. Successful implementation of cooperative learning also requires staff development and principals who demonstrate effective managerial skills and instructional leadership. (LMI)
Descriptors: Academic Achievement, Classroom Techniques, Cooperative Learning, Elementary Secondary Education, Group Dynamics, Instructional Innovation, Interaction, Interpersonal Relationship, Learning Strategies, Self Directed Groups, Small Group Instruction, Student Motivation, Student Participation, Teamwork
Publication Type: Journal Articles
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center on Organization and Restructuring of Schools, Madison, WI.