Chapter 15 page 357
INSTRUCTIONAL METHODS
FOR PROMOTING EFFECTIVE GROUP PROCESSESSo far in this chapter, you have learned about the goals of and obstacles to effective groups and
about core processes of effective groups. In this section, we will discuss practical teaching methods that
can be used to foster the productive core processes and to avoid the obstacles.
The figure below summarizes the ideas presented in the chapter. Researchers have identified
powerful instructional methods that promote the core processes of effective groups; these instructional
methods are presented in the box on the left. By using these methods, you can promote core processes of
effective groups, which in turn helps you achieve the central goals of collaborative learning. The methods
you will learn in this section will also help you avoid the obstacles to effective group collaboration.
Using Rewards
An important issue in collaborative learning is how to use grades and other rewards. After reading
about the debate over rewards in Chapter 8 (Motivation), you are aware that the use of extrinsic rewards in
cooperative learning is controversial. Many researchers who investigate collaborative learning object to the
use of rewards to motivate student performance in groups because of concerns about undermining intrinsic
motivation (Cohen, 1994a; D. W. Johnson & Johnson, 1983). Other researchers argue that group rewards
are essential for motivating productive group behavior (Hays, 1976; R. E. Slavin, 1996).
Reward structures. There are three methods for assigning rewards for group work (R. E. Slavin,
1984). These methods include:
Assigning a group reward for a group product. Using this type of reward structure, a group works
together on a project and as a group, they earn the same reward regardless of individual
contributions to the group product. For example, a group may be assigned to create a PowerPoint
presentation, and every student in the group receives the same grade or reward based on the
evaluation of that product.
Promoting group study and individual rewards. Under this reward structure, students study together
in groups, but students earn all grades or other rewards individually. An example is a cooperative
activity in which students study together for a spelling test, then each take the test individually, and
the students get their own individual grades.
Offering group rewards for individual learning. With this system, all students in a group receive the
same grade or reward, but the grade or reward is based on an average of group performance. For
instance, a group of four students study spelling words together and then take a test. Their grade or
reward is determined by taking the average score on the spelling test.
It is possible to mix methods. For instance, a teacher could have students study spelling words
together in groups and then give the students a spelling test. The students’ grades could be assigned
individually based on each individual test score, but the teacher could additionally give a separate reward (a
certificate, additional class privileges, etc.) to the group based on average performance. For instance, the
teacher might give students additional class privileges if the average improvement over the last spelling test
is 5% or higher.
STAD: An example of group rewards for individual learning. Educational psychologist Robert
Slavin and his colleagues have developed a number of different approaches that employ group rewards for
individual learning (DeVries & Slavin, 1978; R. E. Slavin, Leavey, & Madden, 1984). One well-known
method is Student Teams-Achievement Division (STAD). Using STAD, the teacher has four to six
students work together in teams that are heterogeneous with respect to ability, gender, and ethnicity. After
the teacher has presented a lesson to the class, the teacher will provide students with worksheets to guide
their work. For instance, a group of sixth graders studying ancient Rome might receive a worksheet with