Appendix 2

The Differences Between Traditional Group Learning and Cooperative Learning
An excerpt from Johnson and Johnson (1984, 9-11)

   There are a number of differences between the typical use of classroom learning groups and cooperative learning groups.  These differences (summarized in Figure 1) are:

1. Cooperative learning groups are based on  positive interdependence   among group members, where goals are structured so that students need to be concerned about performance of  all group members as well as their own.
   
   
2. In cooperative learning groups, there is a clear individual accountability where every student's mastery of the assigned material is assessed, each student is given feedback on his or her progress, and the group is given feedback on how each member is progressing so that the other groups' members know who to help and encourage.  In traditional learning groups, individual students are not often held individually accountable for providing their share of the group's work and, occasionally, students will "hitchhike" on the work of others.
   
   
3. In cooperative learning groups, the membership is typically heterogeneous in ability and personal characteristics, while traditional learning groups are often homogeneous in membership.
   
   
4. In cooperative learning groups, all members share responsibility for performing leadership actions in the group.  In traditional learning groups, a leader is often appointed and put in charge of the group.
   
   
5. In cooperative learning groups, responsibility for each other's learning is shared.   Group members are expected to provide help and encouragement to each other in order to ensure that all members do the assigned work.  In traditional learning groups, members are held responsible for each other's learning.
   
   
6. In cooperative learning groups, the goals focus on bringing each member's learning to the maximum and on maintaining good working relationships among members.  In traditional classroom learning groups, students most often focus only on completing the assignment.
   
   
7. In cooperative learning groups, the social skills students need in order to work collaboratively (such as leadership, ability to communicate, to trust one another, and to manage conflict) are directly taught.  In traditional classroom learning groups, interpersonal and small-group skills are assumed--most often mistakenly.
   
   
8. When cooperative learning groups are used, the teacher observes the groups, analyzes the problems they have working together, and gives feedback to each group on how well they are managing the group task.  Teacher observation and intervention seldom take place in traditional learning groups.
   
   
9. In cooperative learning, the teacher structures procedures for groups to "process" how effectively they are working, while no attention is given, in traditional group learning situations, to the way the group is working--or not working.
   

Conclusion

   There is much that is disturbing in our society and, while we cannot redress all the negatives that affect our students, we can see to it that the schools do not exacerbate their problems.

    We believe that the extensive and inappropriate overuse of competitive and individualistic instructional methods in our schools probably does reinforce some difficulties students encounter outside of school.  Further, we believe that such practices do not adequately prepare students for the kinds of cooperative efforts that will be expected of them in their future work and home lives.   The time has come to structure life in schools in ways that are:  (1) congruent with the future lives of our students, and (2) congruent with research on instructional methods.

    The set of strategies we support is more than simply a better way to work with students in a classroom.  Whether students work together or alone in schools is more serious than that.  We cannot, as a country, afford to have a significant number of students who are alienated, left out, disconnected from their peers.   We cannot afford to graduate large numbers of students with little or no ability to interact effectively with others--a prime requisite in the world of work.  And we cannot afford to teach students in an environment where they will not learn as much as they could.

    Despite the importance we and others attach to cooperative learning experiences, there are critics who challenge its use, who question the validity of the claims of advocates.  In the next chapter, therefore, we shall review the research that supports cooperative learning and we shall indicate briefly some of the problem areas in our society--and in education--where we believe cooperative learning would be an appropriate remedy.