Cooperative Learning According to Sharan and Sharan (19

According to Sharan and Sharan (1987), cooperative learning refers to several instructional strategies used by educators to foster learning through peer cooperation and communication. In the last two decades, cooperative learning has been the focus of much educational research. Johnson and Johnson (1989) stated that cooperative learning strategies have been found to be instrumental in producing gains in many academic, social, and personal areas, including students':

(2) ability to understand others' perspective;

(3) social and cooperative skills;

(5) emotional involvement in learning;

(6) attitudes toward school and teachers;

(7) psychological health and sense of interdependence with others; and

The role played by cooperative learning strategies in fostering students' ability to understand others' perspectives has implications for multicultural education. In this regard, MacGillivray and Hawes (1994) report that cooperative learning methods, if used appropriately, can promote racial and ethnic integration in both the classroom and the school.

The validity of the foregoing claim can be seen in a study of the effects of cooperative learning on mixed race/ethnic and mixed gender relationships conducted by Warring, Johnson, Maruyama and Johnson (1985). Subjects were 74 sixth-grade students and 51 fourth-grade students. All students participated in coop

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onnection with not only with their own heritage but with any heritage they choose to connect with. Bernagozzi (1992) discussed the use of a cooperative learning strategy designed to teach African-American students about their heritage with respect to physical education/athletics. The cooperative activity involved having the class divide into four competitive teams in which each team researched and reported on various highlights of African Americans' Olympic achievements. Each team was also responsible for developing a poster on teamwork and activities based on the theme of keeping the Olympic torch alive. To recognize students efforts, each team was given a "certificate of participation," similar to those received by athletes participating in the Olympics. An excellent cooperative learning strategy for multicultural education is the Model United Nations program. According to Muldoon and Myrick (1995), this cooperative technique (used at both the college and secondary level) requires students to participate in role-play simulations of United Nations meetings. The authors state that through the program, students are challenged intellectually, enjoy stimulating group activities, and learn alternative viewpoints. One of

Category: Psychology - C