Cooperative learning refers to a variety of approaches in which students work together. Providing a complete analysis of these approaches is beyond the scope of this book. In this chapter, we are primarily focused on the application of Group Investigation to Complex Problems.

In a group investigation, the teacher presents a general theme and groups of students then develop a more specific project that is consistent with this theme (Sharan & Sharan, 1992). A group investigation typically proceeds through a series of stages:

1. Identify topics associated with the theme and associate students with a topic (Some suggest this should be the student's choice).
2. Team planning - a group then decides how it will function.
3. Team members conduct inquiry. Collect and orgnize information. Compare what has been learned and what additional information is needed.
4. Prepare the presentation (we are interpreting this as a multimedia product of some type). What has the investigation concluded? How can these findings best be presented to others?
5. Make preentation.
6. Evaluation. Teachers and students evaluate the product, the process, and the performance of individuals.

Complex Task - Some (e.g., Cohen, 1994) advocate that group investigations take on challenging tasks. It is suggested that more complex tasks have social and cognitive consequences. A challenging tasks increases the likelihood students will have to work together because such tasks are beyond the capabilities of one student. More resources will have to be considered and more resource related conversations are likely to follow. Using the terminology we use in this chapter, complexity of task is assumed to increase positive interdependence.

We encourage you to reconsider some of the projects we describe and evaluate them against the standard of complexity. Imagine how the nature of the task might influence positive interdependence.

For example, one type of cooperative project we desribe requires group members to generate a theme and then to research and generate multimedia examples that might be combined as a slide show. For example, the theme might be mammals of North Dakota, butterflies, states, countries of Europe, etc. Students might agree on the components to be included on each slide - for states, the components might include an image, state capital, population, major economic resources, etc.

Would you expect such tasks to require positive interdependence? Students would all need to contribute their "slide" if the product was to reach a specified length. However, this is not what is really intended by this concept. Students would likely work in isolation to research their individual assignments, but unless the instructions required more than the concatenation of the finished slides little discussion would be required.

We are not suggesting the type of project we have described be avoided. Such tasks are efficient and interesting products are possible. What we propose is that educators think through the types of interaction a project might require.

Jigsaw

One specific type of cooperative project relies on what is described as a jigsaw method. In this approach, individuals are encouraged to develop unique knowledge or skills. The individuals then combine their knowledge and/or skills to complete a task. The uniqueness of what each individual contributes provides the basis for positive interdependence.

A jigsaw approach might be applied in implementing the filmmaking model proposed by Nikos Theodosakis (see page 337). Remember that in this approach students are assigned a specific role (director, writer, camera operator, editor, producer) and work their way through a series of tasks (e.g., development, preproduction, production) to produce a video.

Imagine that a teacher has created 4 teams in her classroom and each team is working to create a video on a specified topic. In preparing students for this task, the teacher might take time to meet with the 4 directors, the 4 writers, etc. to work on specific skills and strategies required of that role. After this focused attention, the specialists would return to their respective groups and discuss how their skills will be used in implementing the requirements of a specific stage of the filmmaking process.

Return to Chapter 9

Cohen, E. (1994). Designing groupwork (2nd ed). New York: Teachers College Press