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Describe the ways of structuring positive interdependence within a learning group.

      

Describe the ways of structuring positive interdependence within a learning group.

  

Answers

Francis
Positive Goal interdependence:
Students perceive that they can achieve their learning goals if and' only if all members of their group also attain their goals. The group is united around a common goal. To ensure that students believe they "sink or swim together" and care about how, much others learn, the teacher has to structure a clear group or mutual goal, such as "learn the assigned material and make sure that all members of the group learn the assigned material."

Positive Reward - Celebrate Interdependence:
Each group member receives the same reward when the group achieves its goals. To supplement goal interdependence, teachers may wish to add joint rewards (e.g. if all members of the group score 90% correct or better on a test, each receives 5 bonus points). Sometimes, teachers award students a group grade for their joint production. Regular celebrations of group efforts arid success enhance the quality of cooperation.

Positive Resource interdependence:
Each group member has only a portion of the resources, information or materials necessary to complete a task; the resources of all members must be combined for the group to achieve its goals. Teachers may wish to enhance cooperative relationships by giving students limited resources that must be shared (one copy of the problem or task per group) or giving each student only part of the required resources which the group must then fit together (the jigsaw procedure).

Positive Role interdependence:
Each member is assigned complementary and interconnected roles that specify responsibilities which the group needs to complete a joint task. Teachers create role interdependence among students by assigning them complementary roles such as reader, recorder, checker of under-standing, encourages of participation and elaborator of knowledge. Such roles are vital to high quality learning. The role of checker, for example, focuses on periodically asking each group member to explain what is being learned. Rosenshine and Stevens (1986) reviewed a large body of, well-controlled research on teaching effectiveness at the pre-collegiate level and found "checking for comprehension" to be a specific teaching behaviour that was significantly associated with higher levels of student learning and achievement. Although the teacher cannot continually check the understanding of every student, he can engineer such checking by having students work in cooperative groups and assigning one member the role of checker.

Positive Task Interdependence:
This exists when a division of labor is created so that the actions of one group member must be completed if the next member is to complete his/her responsibility.
francis1897 answered the question on August 22, 2022 at 05:35

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