Cooperative Learning Boosts Math Achievement

I really liked the section of our text this week that discussed cooperative learning and decided to expand on that for my blog post this week. I found an article published out of Baltimore on June 24th called Cooperative Learning Methods Top List of Effective Approaches for Secondary Mathematics, Finds Johns Hopkins Review.
The Johns Hopkins Center has been conducting a massive project to find evidence of the types of programs and teaching practices that have been proven to improve student achievement. They then provide this unbiased information to educators so they can adopt the “... programs and practices most likely to make a difference with their students”. Their research suggests that “Cooperative learning methods have been found to be most effective in raising the math scores of middle and high school students...” Classroom organization is also mentioned as a means to “... maximize student engagement and motivation, rather than expecting that choosing one or another textbook by itself will move students forward.”
This week’s text clearly lists the benefits for students and teachers of cooperative learning. So I question why more teachers do not utilize this strategy. Maybe the time factor that it takes to master this method (Orlig suggests about one year or longer) is too daunting for teachers. Perhaps teachers feel that students will not make the academic gains they should using cooperative learning or that low-achieving students will not benefit from such close interaction with higher-achieving students. Another possible reason could also be that teachers feel that the level peer support and trust does not exist.
The benefits of cooperative learning are clearly visible through this study. Educators can see the full reports on the Best Evidence Encyclopedia web site for themselves. As the full effects of No Child Left Behind are felt in schools and administrators clamor for teachers to find ways to increase student achievement, I believe the method of cooperative learning must be more fully implemented in our classrooms.

Middle Schoolers Shape the Destiny of the Nation

This week I have chosen to blog about a recent article that I found in the May 2009 issue of Middle School Journal. The article is written by Ken Kay who is president of the Partnership for 21st Century Skills. The title of the article, Middle Schools Preparing Young People for 21st Century Life and Work, talks about how middle schools in America are being left behind. In No Child Left Behind, elementary schools are given a clear mission of “getting students ready to learn” and high schools are given the mission to get students ready for college or careers. Not much is said about the mission of middle schools. Some middle schools have chosen to continue with the elementary school mission by “Support[ing] students in adjusting to the physical, social, emotional, and intellectual transitions...” that are so common during the middle school years. Other schools have chosen to “Give students a taste or a hefty dose of the academic coursework they will encounter in high school...” Neither of these approaches is working. Kay contends that we need to give middle school students an approach based on 21st century skills. He says, “This will turn the tide on stagnant or negative growth in student achievement, stave off boredom and frustration, and prepare students to succeed in higher-level courses in high school.” (p. 43) Kay believes that middle school students are ready to tackle the challenge of innovation in learning and that only the educational system is holding the students back. By the end of the eighth grade students should be able to learn by doing, talking, working in teams, and problem solving. This would increase our retention of students into high school and reduce drop-out rates as well. By learning in this manner, we are taking into account the multiple intelligences theory from our text and adding the technology and global awareness that appeal to students. Kay says, “They [students] want and need engaging work that stimulates their curiosity, involves them in decision making, provides some autonomy and choice in learning, improves self-regulation, and allows opportunities for creative expression.” This phrase reminds me of a lot of the concepts presented in Reality Therapy. (Orlich, p. 191) Students are taking more responsibility for their education and solving problems. Teachers would interact completely differently with students in this approach, with much more student-teacher involvement in the classroom. We need to stress to students at the middle-level that they can be confident in their abilities and that their motivation to achieve will be rewarded in their future. This talented group of students that we release into the world will “shape the destiny of our nation”.

Ancient Game/New Teaching Tool

There has been a lot of talk recently in the library professional journals about gaming in the Library. Public libraries, especially, are encouraged to start gaming clubs as a draw to get teens and young adults to come to the library and take advantage of their programming. When these journals refer to gaming they are, of course, referring to something electronic. In this post I am referring to the ancient game of Chess (although I suppose there are electronic versions somewhere). A recent article in USA Today (Tuesday, June 2, 2009, p. 7D) called Chess makes a move in U.S. schools reminded me of this gaming effort. In this case, bribes to take part in the program are unnecessary. There has been a wonderful response to scholastic chess and it is making a great impact on students. A representative for America’s Foundation for Chess says, “... she has seen a “huge increase” in the number of schools and students interested in chess.” Teachers say the biggest impact they see is in student performance in mathematics. The foundation has developed a program that teaches 2nd and 3rd grade teachers how to use chess as “...a learning tool...”. The program is titled First Move. “The aim: to teach critical thinking skills that help students succeed academically and socially...One of the basics of the chessboard is that it uses a coordinate system (which is) the basis of algebra.” Teaching students how to think logically in a fun way has some great benefits. Students don’t need to be super-athletic, really good looking, or even young or old. “Chess is an equalizer...” that will appeal to a broad spectrum of students.
Logical thought is also needed to be an accomplished Rubik’s Cube puzzle solver. Two years ago we had a young teacher start a Rubik’s Cube club at school. This was a great club for students that did not have the above listed qualities. It was “the Nerdy” club and they were proud of it. Every student was given a Rubik’s Cube as part of their membership and they met morning before school. The enthusiasm was high as it takes a lot to get teenagers out of bed early to go to an activity at school. The speed with which these kids could solve the puzzle by mid-year was phenomenal. Teachers even allowed students to work on their cubes during study hall as long as they were not bothering anyone else. Participants didn’t think of this as a “logical thinking” activity. It was pure fun! Unfortunately, the teacher moved after the end of this year and I don’t know if we have anyone on staff to take up the effort. I applaud the schools that are helping students to learn in a disguised way. If you would like to try to solve the Rubik’s Cube there is an official website that will help.

I’d like to talk about social capital and how it affects our students. The text (Orlich) stressed the importance of social capital in schools. Social capital encompasses all the human interactions that take place within the school community. I believe that this concept really enhances the education of children. It teaches them proper social behavior and provides students with support and encouragement. But sometimes what occurs in schools isn’t enough. I recently read an article in the Fargo Forum titled “Students learn to mind their manners” (May 31, 2009). The article is available at: http://www.inforum.com/event/article/id/242359/ With the addition of teaching etiquette to students, Fargo and West Fargo teachers are addressing an issue rarely talked about anymore. I remember learning about etiquette from my mother and then from a Girl Scout leader. We learned how to properly set a table and table manners. The Fargo teachers are taking it step further in introducing phone etiquette, politeness, the concept of opening doors for others and in-person social skills. With many students spending so much of their time interacting with video games and MTV where there is a “...MTV- inspired, anything goes culture” it is no wonder that students no longer practice or even know what proper etiquette involves.

The Fargo teachers at first complained about the addition to their workload in teaching the new unit in addition to the character programs they were already running. However, the efforts have proved worthwhile. One student commented that she felt more appreciated because her classmates were now in the habit of opening doors for each other. With the increase in texting that students do, a lot of verbal skills have also been lost. This program also addresses how to make small talk, definitely a lost art.

How does this tie into social capital? If “the school is an especially critical source of social capital ... provid[ing] the physical and social framework for teachers, students, and parents/caregivers to work toward a common good...” I believe we need to address this skill in school. Manners address all kinds of unwritten rules for children that many have not learned at home for various reasons. Perhaps their parents were never taught proper etiquette. I recently purchased a book on etiquette for the Library and students read it like it is Greek. They are so surprised about how they should act in different situations. The book has been a great eye-opener for them.

I say, “Good for You, Fargo teachers” for addressing a new need that will make our students better people.

For more tips on etiquette please consult this site: http://www.mannersinternational.com/etiquette_tips.asp