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Cooperative Grouping

Reflection on use of cooperative grouping for content standards-based learning

In a high school art studio classroom, the use of cooperative learning can do many things

to foster a better and more successful learning outcome. The use of cooperative learning can

result in the students sharing ideas with one another, learning important social cues about how

other students think and react to different problems, and allows the students to work on their

personal problem solving and thinking skills in smaller groups. According to Johnson, Johnson,

and Holubac (1993), for a lesson to be cooperative, five elements must be included: individual

accountability, social skills, positive interdependence, face-to-face interaction, and group

processing. Lessons that use cooperative learning in their activities would include students

working independently as well as with others to include personal accountability.

There are many ways that cooperative learning can be included in a high school art

classroom. The art studio intrinsically has a teamwork approach where working with one another

can really add value to all students work. Offering think-pair-share opportunities as well as

partner worksheets help all students with mastering the learning objectives. I would plan to vary

the groups and how they are formed to offer students choice and flexibility with whom they

create with. When students know they will have some opportunities to choose their groups, they

are often more willing to accept groups whose members are selected by the teacher (Gillies,

2007).

Some ways I would explore including cooperative learning in my art classroom would be

through shared projects such as a tile wall or ceramic flower garden. By having each student
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make a tile or flower that completes a whole installation outside of the classroom, students would

be working independently to make a small part of something that becomes much bigger.

Allowing students to choose certain aspects of the projects will be beneficial to their

overall success and buy-in with the projects. Student choice gives them the feeling of ownership

and pride in the work they create and they are much more emotionally invested in the artwork as

a whole.

Value of cooperative group activities versus individual learning activities

There is no question that including cooperative learning activities create a better-rounded

learning environment for the student. The value of sharing ideas, taking risks, and having support

in an art classroom can only benefit the student and allow for growth opportunity. Through art

critique and opportunity for feedback, students are able to take a different perspective on their

work and have the opportunity to improve on it.

Individual learning activities bring value to the student as an individual and to the group

as a whole at the same time. In order for cooperative learning instruction to be successful, each

student must also learn the interpersonal skills needed for the group to accomplish the

assignment (Featherstone, 1986). The value of individual learning activities are built in the

cooperative group environment, the student is just able to get more of a value out of the lesson

and activity.

English language learners in cooperative groups

English Language Learners can develop very important skills by working in groups. They

will have the opportunity to practice their listening and speaking skills, work on social

interaction, and be able to listen to other English speakers to help improve overall language

development. I would plan to include a high-achiever student as well as a bi-lingual student in

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the EL Learners group to offer support and comfort within the activity. Kristina Robertson

shares cooperative learning activities promote peer interaction, which helps the development of

language and the learning of concepts and content.

English Language Learners gain confidence and feel more support when working in

small group settings. They are able to pick up new vocabulary and terminology while listening to

others all while observing how other students solve problems and use language in their approach.

In an art classroom, EL Learners are able to show their learning in a visual way which can be a

help in their overall confidence.

Value of cooperative grouping for accelerating the mastery of standards by English

language learners at various levels of language proficiency

There are many benefits to cooperative learning for all students in an art classroom.

These values include celebration of diversity amongst the students (which can be very helpful in

a teamwork environment), acknowledgement of differences amongst one another, personal

development in social skills and communication, a more engaging and interactive classroom, and

more opportunities for feedback. Students will have opportunities to watch one another, grow as

individuals, and be better communicators by including cooperative learning into the regular

routine of the classroom.

English Language Learners are able to accelerate the mastery of standards at various

levels of language proficiency by incorporating cooperative learning because they are able to

work on multiple skills at the same time. By allowing observation, discussion, writing, and

listening opportunities within the activities, they are supported, guided and able to improve. They

will be able to rely on their different strengths and work on their weaknesses all while improving
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social and developmental benchmarks. All in all, cooperative learning is helpful for all students,

especially English Language Learners

References

Cooperative Learning in Elementary Art Classrooms and Preservice Teaching Programs. (n.d.).
Retrieved from: http://atwww.arteducators.org/research/Advisory_SP11_Bobrick.pdf

Featherstone, H. (Ed). (1986). Cooperative learning, Harvard Educational Letter, 4-6.

Gillies, R. M. (2007). Cooperative learning: Integrating theory and practice. Los Angeles, CA:
SAGE.

Johnson, D. W., Johnson, R. T., & Holubac, E. J. (1993). Circles of learning: Cooperative in the
classroom. Edina, NM: Interaction Book Company.

Supporting ELLs in the Mainstream Classroom: Language Tips. (n.d.). Retrieved June 17, 2016,
from http://www.colorincolorado.org/article/supporting-ells-mainstream-classroom-
language-tips