COOPERATIVE LEARNING IN A SILENT CLASSROOM

Abstract

ABSTRACT In the present study, grounded theory methodology and the techniques of participant observation, key‐informant interviewing and document analyses were used to develop substantive theory about what happens when secondary remedial reading students work together in cooperative groups for one academic school year Participants in the study were forty‐eight, ninth through eleventh grade students from four different ethnic backgrounds, who were enrolled in a remedial reading class in a large high school in a southwestern city. Classroom activities consisted of silent reading, reading‐related activities, such as worksheets and games, and writing activities, such as projects and journals. Student relations were determined with respect to their effects on these classroom activities The results of the study showed that when students were seated in groups, cooperative student relations developed over the course of the school year, even though they did not receive instruction with cooperative learning procedures. Students learned to work together, help each other and support each other verbally, when they were allowed to talk, and nonverbally, when they were not allowed to talk. Emotional support and acceptance evolved within groups. Students’ self‐esteem was enhanced. Low emotional involvement with the subject matter was evidenced, however. Affective rather than cognitive cooperative learning developed in this classroom The findings also revealed that students’ daily writing conveyed information about themselves to their group members. Common themes emerged throughout each student's writing. These themes revolved around the students’ perceptions of themselves, their goals, their interests, their families and what they thought was important. Group comments about the writing reinforced the students’ identities and enhanced their self‐esteem Grounded theory methodology, using the techniques of participant observation, key informant interviewing and document analyses, was used in this study to determine what happens in a secondary remedial reading class when teachers employ cooperative learning procedures for the first time. The students were placed in cooperative groups for reading‐related activities, such as silent reading, worksheets, games and tests, and writing activities, such as journaLs and projects. Student attitudes, performances and relations during these activities were studied in order to develop substantive theory about what happens when students work in groups. It is hoped that such a theory will both guide and improve the practice of cooperative learning with remedial reading students at the secondary level