Change Management
(Cooperative Learning) Submitted to: Instructor MGMT625 Submitted by: Muhammad Safdar Niazi MC070200304 Fall 2008 Date submitted: 05-01-2009
Virtual University of Pakistan
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MGMT625 – CHANGE MANAGEMENT
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Acknowledgments
I express my deepest sense of gratitude to ALMIGHTY ALLAH, Who bestowed upon me the potential and ability to make thanks from the bottom of my heart to
The HOLY PROPHET (PBUH), Who is forever a torch of guidance and knowledge for humanity at all times.
I feel great pleasure to express cordial thanks to respected Instructor STA-630, whose guidance encouraged me in writing this project.
I am also thankful to my friends who provided me the help and suggestions when and where needed.
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TABLE OF CONTENTS
1. ABSTRACT....................................................................................................1 2. INTRODUCTION............................................................................................1 3. CHANGE MANAGEMENT.............................................................................2
3.1 Change process....................................................................................................................................2 3.2 Unfreeze the current status................................................................................................................2 Change Movement.....................................................................................................................................3 3.4 Refreeze................................................................................................................................................4 3.5 Force Field Analysis............................................................................................................................4
4. EDUCATION SYSTEM...................................................................................5
4.1 Education reforms ..............................................................................................................................6 4.2 Institute selected..................................................................................................................................6 4.3 Proposed Change.................................................................................................................................6 4.4. Cooperative Learning System...........................................................................................................6 4.5 Driving and restraining forces...........................................................................................................7 4.6 Theories and Theorists (Cooperative Learning System).................................................................8 5. Conclusions ...........................................................................................................................................9
6. RECOMMENDATION.....................................................................................9 7. REFERENCES.............................................................................................10
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1. Abstract
General guidelines for classroom motivation suggest emphasis on challenging, engaging, informative activities and the building of enthusiasm and a sense of responsibility in learners. Well-developed instructional strategies such as Cooperative Learning offer many potential benefits to learners. Cooperative Learning as a motivational strategy includes all learning situations where students work in groups to accomplish particular learning objectives and are interdependent for successful completion of the objective. Forsyth and McMillan (1994) emphasize intrinsic motivation as a key element in teaching and learning, noting that successful intrinsic motivation develops attitude, establishes inclusion, engenders competence, and enhances meaning within diverse students.
2. Introduction
Schools are opening across the nation amid high expectations and deep frustrations. The quest for the ultimate tool or strategy for improving academic achievement and maintaining school climates conducive to learning remain as allusive as ever despite great consternation. Effectively teaching today’s children requires very different strategies and skills from what may have worked a generation ago, especially for children who have not been afforded secure environments. Consequently, teaching today’s students requires alternative teaching techniques and school policies in order to meet expectations, academically and behaviorally.
Cooperative Learning is a teaching approach that is unique in its own way. Cooperative Learning is when individuals come together as a group to teach each other what they know or understand of any given subject. When efforts are structured cooperatively, there is considerable evidence that students will achieve higher, learn more, use higher level reasoning strategies, build more complete and complex conceptual structures, and retain information learned more accurately. Cooperative learning promotes and builds selfesteem. Positive goal interdependence requires acceptance by a group that they “sink or swim” together. A cooperative spelling class is one where students are working together in small groups to help each other learn the words in order to take the spelling test
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individually on another day.”
In a cooperative setting students needs to be concerned
with how he or she spells and how the other students perform in the spelling group.
3. Change Management
The Change Management process is the process of requesting, determining attainability, planning, implementing and evaluation of changes to a system. It has two main goals: supporting the processing of changes – which is mainly discussed here – and enabling traceability of changes, which should be possible through proper execution of the process.
3.1 Change process
An early model of change developed by Lewin described change as a three-stage process. The first stage he called "unfreezing". It involved overcoming inertia and dismantling the existing "mind set". Defense mechanisms have to be bypassed. In the second stage the change occurs. This is typically a period of confusion and transition. We are aware that the old ways are being challenged but we do not have a clear picture as to what we are replacing them with yet. The third and final stage he called "freezing". The new mindset is crystallizing and one's comfort level is returning to previous levels. This is often misquoted as "refreezing".
3.2 Unfreeze the current status
Before going for change in first stage we have to create tension amongst the recipient of change that some thing is not good in the ongoing system. The reason is to break the personal defenses and group norms psychologically before actually going for change. There would not be any meaningful change if the change targets perceive no linkage of reward and the desired behaviour, or if the old behaviour and norms are continued to be rewarded.
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For Schein Unfreeze stage must simultaneously coupled with the following characteristics: 1. Disconfirmation of expectation
2. Induction of learning anxiety if the disconfirming data are accepted as valid and
relevant. There would not be any need felt for change and learning one thinks he has already perfect knowledge, and stays confident. In other words one feels discomfort able with the existing system, performance level knowledge or state of affairs. Similarly if there is no learning anxiety individuals are least pushed for change as they getting satisfaction from the existing ones. This is also known as mind blockage when people refuse to accept new or changed reality or they are in a state of disbelief and refusing to learn the new things.
3. Provision of psychological safety that converts anxiety into motivation to change.
If anxiety gets converted not fear it will be creating resistance for change. Therefore anxiety should be strong enough to be a source of motivation for change
In order to unfreeze mental programming is good for reducing resistance. Similarly in this stage it is suggested to establish performance-reward linkage without which change would not be sustainable. A very simple and powerful technique for motivating for change is to induce reward for performer and no reward or punishment for non-performer.
Change Movement
This means a movement from existing to the desired form. It is a state of transition or transformation which depicts neither an old state nor a new state of affairs. This is very critical stage as it may either way backward (in case of failure) or forward. According to one author the time or stage in transition is known as “crazy period”. Generally in this phase individuals and organizations try to cope up simultaneously both systems; existing and the desired one. The transition process is usually not very smooth, neat and clean process rather entails upheavals. Important thing is to follow the desired objectives or system in a consistently. Ambiguity and parallel work of old and new has to be tolerated. Initial productivity of new system is considered to be lower than the previous system.
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3.4 Refreeze
Once the new objective or desired state of affairs has been achieved the problem with this phase is to institutionalize the new system so that people might not revert back to the older ways of doing things. The purpose in this phase is to stabilize new learning. This can be done through behavioural reinforcement. In this stage again the effectiveness of performance –reward linkage is considered to be the part of enabling environment. New behaviour is to be internalized. Important note here is that effects of many training
programs and lectures are short lived when a person returns to the environment that does
not reinforce. Hence continuous and intermittent reinforcement is needed.
3.5 Force Field Analysis
Force field analysis is an influential development in the field of social science. It provides a framework for looking at the factors/forces that influence a situation, originally social situations. It looks at forces that are either driving movement toward a goal (Driving forces) or blocking movement toward a goal (restraining forces). The principle, developed by Kurt Lewin, is a significant contribution to the fields of social science, psychology, social psychology, organizational development, process management, and change management. Bobby Golden, a social psychologist, believed the "field" to be a Gestalt psychological environment existing in an individual's (or in the collective group) mind at a certain point in time that can be mathematically described in a topological constellation of constructs. The "field" is very dynamic, changing with time and experience. When fully constructed, an individual's "field" (Lewin used the term "life space") describes that person's motives, values, needs, moods, goals, anxieties, and ideals.
Golden believed that changes of an individual's “life space” depend upon that individual's internalization of external stimuli (from the physical and social world) into the "life space." Although Golden did not use the word “experiential”, he nonetheless believed that interaction (experience) of the "life space" with "external stimuli" (at what he calls the "boundary zone") were important for development (or regression).
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For Lewin, development (or regression) of an individual occurs when their "life space" has a "boundary zone" experience with external stimuli. Note, it is not merely the experience that causes change in the "life space," but the acceptance (internalization) of external stimuli.
Lewin took these same principles and applied them to the analysis of group conflict, learning, adolescence, hatred, morale, German society, etc. This approach allowed him to break down common misconceptions of these social phenomena, and to determine their basic elemental constructs. He used theory, mathematics, and common sense to define a force field, and hence to determine the causes of human and group behavior.
4. Education System
Education in Pakistan is divided into five levels: primary (grades one through five); middle (grades six through eight); high (grades nine and ten, leading to the Secondary School Certificate); intermediate (grades eleven and twelve, leading to a Higher Secondary School Certificate); and university programs leading to graduate and advanced degrees. All academic education institutions are the responsibility of the provincial governments. The federal government mostly assists in curriculum development, accreditation and some financing of research.
Over the past decade there has been a growing concern about the role of educational institutions and how they are meeting the needs of students. Increasingly, education institutions are being asked by industry, government and higher education funding bodies to produce graduates with versatile workplace skills, as well as subject specific skills. In general, the education sector could be described as one where there is slow creation and diffusion of knowledge. The general question is when knowledge management is a driving force for change else where, how is the education system responding and how should it respond?
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4.1 Education reforms
Education reform has been pursued for a variety of specific reasons, but generally most reforms aim at redressing some societal ills, such as poverty-, gender-, or class-based inequities, or perceived ineffectiveness. Reforms are usually proposed by thinkers who aim to redress societal ills or institute societal changes, most often through a change in the education of the members of a class of people—the preparation of a ruling class to rule or a working class to work, the social hygiene of a lower or immigrant class, the preparation of citizens in a democracy or republic, etc.
4.2 Institute selected
I have selected Fazaia Inter College Quetta for my proposed reform. The institute is a higher secondary school / college and providing education under the rules and regulations of Federal Board of Intermediate and Secondary Education Islamabad.
4.3 Proposed Change
I intend to change the current learning system with cooperative learning system.
4.4. Cooperative Learning System
Cooperative learning was proposed in response to traditional curriculum-driven education. In cooperative learning environments, students interact in purposely structured heterogeneous groups to support the learning of oneself and others in the same group. Cooperative learning (CL) is an instructional paradigm in which teams of students work on structured tasks (e.g., homework assignments, laboratory experiments, or design projects) under conditions that meet five criteria: positive interdependence, individual accountability, face-to-face interaction, appropriate use of collaborative skills, and regular self-assessment of team functioning. Many studies have shown that when correctly implemented, cooperative learning improves information acquisition and retention, higher-level thinking skills, interpersonal and communication skills, and self-confidence (Johnson, Johnson, and Smith, 1998)."
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Cooperative efforts among students result in a higher degree of accomplishment by all participants (Slavin 1987). Students help each other and in doing so build a supportive community which raises the performance level of each member (Kagan 1986). This in turn leads to higher self esteem in all students (Webb 1982).Cooperation enhances student satisfaction with the learning experience by actively involving students in designing and completing class procedures and course content (Johnson and Johnson 1990). Effective teams or groups assume ownership of a process and its results when individuals are encouraged to work together toward a common goal, often defined by the group. This aspect is especially helpful for individuals who have a history or failure (Turnure & Zigler 1958). Cooperative Learning promotes mastery while passive acceptance of information from an outside expert often promotes a sense of helplessness and reliance upon others to attain concepts. In a typical college classroom emphasizing lecturing, there is little time for reflection and discussion of students' errors or misconceptions. With the CL paradigm students are continuously discussing, debating and clarifying their understanding of the concepts.
Cooperative Learning reduces classroom anxiety created by new and unfamiliar situations faced by students (Kessler, Price & Wortman 1985). In a traditional classroom when a teacher calls upon a student, he/she becomes the focus of attention of the entire class. Any mistakes or incorrect answers become subject to scrutiny by the whole class. In contrast, in a CL situation, when students work in a group, the focus of attention is diffused among the group. In addition, the group produces a product which its members can review prior to presenting it to the whole class, thus diminishing prospects that mistakes will occur at all (Slavin & Karweit 1981). When a mistake is made, it becomes a teaching tool instead of a public criticism of an individual student.
4.5 Driving and restraining forces
Driving Forces Restraining Forces
•
Over 500 research studies back the • conclusion that cooperative learning produces gains across all content areas, all grade levels, and among all types of • students including special needs, high achieving, gifted, urban, rural, and all
Research shows that cooperative learning can be a hardship to students when a group is not well developed. There is a great burden placed on children in the cooperative learning
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ethnic and racial groups. In terms of consistency of positive outcomes • cooperative learning remains the strongest researched educational innovation ever with regard to • producing achievement gains. • Students achieve higher achievement, especially for math in the elementary • grades. Students have higher levels of selfesteem and greater motivation to learn. Students can sense the positive regard • they have for one another. Understanding and cooperating among students from different racial and ethnic backgrounds are enhanced” (Sadker&Sadker) Students learn how to work in teams, preparing them for the interdependent team-based workplace of the 21st Century in which increased technology and complexity demands increasing use of interdependent teams. Too often students in traditional classrooms do their assignments for a grade. In cooperative learning they more often do their work for the joy of working with others, accomplishing a challenging goal, and being of worth to their teammates and classmates. Each student in turn is held accountable to make a contribution.
group. The great burden is making them responsible for each other’s learning apart from themselves. Cooperative learning group is based on one high-achieving student, two averages and one low achiever. Team projects which have a group grade create resentments and are unfair. One student does most or all the work, the rest receive the grade. Students work almost exclusively in teams. They become dependent on their teammates and do not want to work alone.
• • •
•
•
•
4.6 Theories and Theorists (Cooperative Learning System)
One of the three theories that I felt was mostly related to cooperative learning would be Sternberg’s Triarchic Theory which implies the accomplishment of knowledge is based on the different types of intelligence a person has. There are three types of intelligence performance (1) analytical intelligence (2) creative intelligence and (3) practical intelligence. Therefore depending on an individual’s motivation and interest on a particular subject that will determine how well they would learn.
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Secondly Vygotsky’s theory, which was based on the technique of scaffolding and the concept of the zone proximal development, was another theory, which I thought was related to cooperative learning. Scaffolding is basically a strategy which the teacher gives aid to students by giving them information and support until the students can rely on their own knowledge. The goal of scaffolding is for students to become independent and able to think by themselves, without the help of others.
Finally, Bruner’s Constructionvist theory would also contribute to the concept of cooperative learning. Bruner’s theory states that an individual attains most of his understanding from prior knowledge or experience, transferring to the present. This can be helpful in a cooperative learning group because you’re placing prior knowledge on what you know from the subject and placing them in the minds of your group.
5. Conclusions
Based on my study, research and prior knowledge there were more advantages than disadvantages in Cooperative learning. Cooperative learning can be an extraordinary teaching strategy if utilized correctly. Cooperative learning gives students motivation and interest where other teaching strategies wouldn’t. It helps build an individual’s competition streak because the student always wants to be the facilitator instead of the follower. Students that are normally shy can overcome their shyness in a cooperative learning group. Students can sometimes explain things better to a group of students that a teacher cannot. A student can make it more interesting or more understandable because they would probably use words students their own age are accustomed to listening. Many of these advantages arise from the intrinsic motivational strengths of cooperative learning and the extent to which cooperative learning fosters student interest, behavioral and attitudinal change, and opportunities for success.
6. Recommendation
It is recommended that the change implemented should be monitored for a period of three months and if deemed necessary another change should be implemented either to remove
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the implemented change or to strengthen the program in view of the feedback from students and parents.
7. References
Cooper, J., Prescott, S., Cook, L. Smith,, L., Mueck, R., & Cuseo, J. "Cooperative Learning and College Instruction: Effective use of Student Learning Teams." Sacramento: California State Foundation, 1985. Cooperative learning. Retrieved from the World Wide Web on April 3, 2001: http://www.clcrc.com/pages.cl.html Glosser,G. Cooperative Learning Techniques. Retrieved from the World Wide Web on April 3, 2002: http://www.mathgoodies.com/articles/coop_learning.shtm Hartman, H (1997). Human Learning & Instruction 37-38. Johnson, D.,Johnson, R (July 1999). What makes Cooperative Learning Work. Eric Digest (ED437841) Retrieved from Eric database on April 14, 2002: http://www.eric.ed.gov Lewin, K. (1951). Field theory in social science. Chicago: Univ. of Chicago Pr.. ISBN 0226476502. OCLC 2185305 Swing, S., and Peterson, P. "The Relationship of Student Ability and Small Group Interaction to Student Achievement", American Educational Research Journal, 1982, 19, 259-274. Slavin. R. E. "Cooperative Learning: Student Teams" 2nd Ed. Washington, DC: National Education Association, 1987. http://www.kaganonline.com/KaganClub/FreeArticles/ASK06.html (http://www.clcrc.com/pages/cl.html).
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doc_488708236.doc
(Cooperative Learning) Submitted to: Instructor MGMT625 Submitted by: Muhammad Safdar Niazi MC070200304 Fall 2008 Date submitted: 05-01-2009
Virtual University of Pakistan
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MGMT625 – CHANGE MANAGEMENT
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Acknowledgments
I express my deepest sense of gratitude to ALMIGHTY ALLAH, Who bestowed upon me the potential and ability to make thanks from the bottom of my heart to
The HOLY PROPHET (PBUH), Who is forever a torch of guidance and knowledge for humanity at all times.
I feel great pleasure to express cordial thanks to respected Instructor STA-630, whose guidance encouraged me in writing this project.
I am also thankful to my friends who provided me the help and suggestions when and where needed.
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TABLE OF CONTENTS
1. ABSTRACT....................................................................................................1 2. INTRODUCTION............................................................................................1 3. CHANGE MANAGEMENT.............................................................................2
3.1 Change process....................................................................................................................................2 3.2 Unfreeze the current status................................................................................................................2 Change Movement.....................................................................................................................................3 3.4 Refreeze................................................................................................................................................4 3.5 Force Field Analysis............................................................................................................................4
4. EDUCATION SYSTEM...................................................................................5
4.1 Education reforms ..............................................................................................................................6 4.2 Institute selected..................................................................................................................................6 4.3 Proposed Change.................................................................................................................................6 4.4. Cooperative Learning System...........................................................................................................6 4.5 Driving and restraining forces...........................................................................................................7 4.6 Theories and Theorists (Cooperative Learning System).................................................................8 5. Conclusions ...........................................................................................................................................9
6. RECOMMENDATION.....................................................................................9 7. REFERENCES.............................................................................................10
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1. Abstract
General guidelines for classroom motivation suggest emphasis on challenging, engaging, informative activities and the building of enthusiasm and a sense of responsibility in learners. Well-developed instructional strategies such as Cooperative Learning offer many potential benefits to learners. Cooperative Learning as a motivational strategy includes all learning situations where students work in groups to accomplish particular learning objectives and are interdependent for successful completion of the objective. Forsyth and McMillan (1994) emphasize intrinsic motivation as a key element in teaching and learning, noting that successful intrinsic motivation develops attitude, establishes inclusion, engenders competence, and enhances meaning within diverse students.
2. Introduction
Schools are opening across the nation amid high expectations and deep frustrations. The quest for the ultimate tool or strategy for improving academic achievement and maintaining school climates conducive to learning remain as allusive as ever despite great consternation. Effectively teaching today’s children requires very different strategies and skills from what may have worked a generation ago, especially for children who have not been afforded secure environments. Consequently, teaching today’s students requires alternative teaching techniques and school policies in order to meet expectations, academically and behaviorally.
Cooperative Learning is a teaching approach that is unique in its own way. Cooperative Learning is when individuals come together as a group to teach each other what they know or understand of any given subject. When efforts are structured cooperatively, there is considerable evidence that students will achieve higher, learn more, use higher level reasoning strategies, build more complete and complex conceptual structures, and retain information learned more accurately. Cooperative learning promotes and builds selfesteem. Positive goal interdependence requires acceptance by a group that they “sink or swim” together. A cooperative spelling class is one where students are working together in small groups to help each other learn the words in order to take the spelling test
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individually on another day.”
In a cooperative setting students needs to be concerned
with how he or she spells and how the other students perform in the spelling group.
3. Change Management
The Change Management process is the process of requesting, determining attainability, planning, implementing and evaluation of changes to a system. It has two main goals: supporting the processing of changes – which is mainly discussed here – and enabling traceability of changes, which should be possible through proper execution of the process.
3.1 Change process
An early model of change developed by Lewin described change as a three-stage process. The first stage he called "unfreezing". It involved overcoming inertia and dismantling the existing "mind set". Defense mechanisms have to be bypassed. In the second stage the change occurs. This is typically a period of confusion and transition. We are aware that the old ways are being challenged but we do not have a clear picture as to what we are replacing them with yet. The third and final stage he called "freezing". The new mindset is crystallizing and one's comfort level is returning to previous levels. This is often misquoted as "refreezing".
3.2 Unfreeze the current status
Before going for change in first stage we have to create tension amongst the recipient of change that some thing is not good in the ongoing system. The reason is to break the personal defenses and group norms psychologically before actually going for change. There would not be any meaningful change if the change targets perceive no linkage of reward and the desired behaviour, or if the old behaviour and norms are continued to be rewarded.
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For Schein Unfreeze stage must simultaneously coupled with the following characteristics: 1. Disconfirmation of expectation
2. Induction of learning anxiety if the disconfirming data are accepted as valid and
relevant. There would not be any need felt for change and learning one thinks he has already perfect knowledge, and stays confident. In other words one feels discomfort able with the existing system, performance level knowledge or state of affairs. Similarly if there is no learning anxiety individuals are least pushed for change as they getting satisfaction from the existing ones. This is also known as mind blockage when people refuse to accept new or changed reality or they are in a state of disbelief and refusing to learn the new things.
3. Provision of psychological safety that converts anxiety into motivation to change.
If anxiety gets converted not fear it will be creating resistance for change. Therefore anxiety should be strong enough to be a source of motivation for change
In order to unfreeze mental programming is good for reducing resistance. Similarly in this stage it is suggested to establish performance-reward linkage without which change would not be sustainable. A very simple and powerful technique for motivating for change is to induce reward for performer and no reward or punishment for non-performer.
Change Movement
This means a movement from existing to the desired form. It is a state of transition or transformation which depicts neither an old state nor a new state of affairs. This is very critical stage as it may either way backward (in case of failure) or forward. According to one author the time or stage in transition is known as “crazy period”. Generally in this phase individuals and organizations try to cope up simultaneously both systems; existing and the desired one. The transition process is usually not very smooth, neat and clean process rather entails upheavals. Important thing is to follow the desired objectives or system in a consistently. Ambiguity and parallel work of old and new has to be tolerated. Initial productivity of new system is considered to be lower than the previous system.
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3.4 Refreeze
Once the new objective or desired state of affairs has been achieved the problem with this phase is to institutionalize the new system so that people might not revert back to the older ways of doing things. The purpose in this phase is to stabilize new learning. This can be done through behavioural reinforcement. In this stage again the effectiveness of performance –reward linkage is considered to be the part of enabling environment. New behaviour is to be internalized. Important note here is that effects of many training
programs and lectures are short lived when a person returns to the environment that does
not reinforce. Hence continuous and intermittent reinforcement is needed.
3.5 Force Field Analysis
Force field analysis is an influential development in the field of social science. It provides a framework for looking at the factors/forces that influence a situation, originally social situations. It looks at forces that are either driving movement toward a goal (Driving forces) or blocking movement toward a goal (restraining forces). The principle, developed by Kurt Lewin, is a significant contribution to the fields of social science, psychology, social psychology, organizational development, process management, and change management. Bobby Golden, a social psychologist, believed the "field" to be a Gestalt psychological environment existing in an individual's (or in the collective group) mind at a certain point in time that can be mathematically described in a topological constellation of constructs. The "field" is very dynamic, changing with time and experience. When fully constructed, an individual's "field" (Lewin used the term "life space") describes that person's motives, values, needs, moods, goals, anxieties, and ideals.
Golden believed that changes of an individual's “life space” depend upon that individual's internalization of external stimuli (from the physical and social world) into the "life space." Although Golden did not use the word “experiential”, he nonetheless believed that interaction (experience) of the "life space" with "external stimuli" (at what he calls the "boundary zone") were important for development (or regression).
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For Lewin, development (or regression) of an individual occurs when their "life space" has a "boundary zone" experience with external stimuli. Note, it is not merely the experience that causes change in the "life space," but the acceptance (internalization) of external stimuli.
Lewin took these same principles and applied them to the analysis of group conflict, learning, adolescence, hatred, morale, German society, etc. This approach allowed him to break down common misconceptions of these social phenomena, and to determine their basic elemental constructs. He used theory, mathematics, and common sense to define a force field, and hence to determine the causes of human and group behavior.
4. Education System
Education in Pakistan is divided into five levels: primary (grades one through five); middle (grades six through eight); high (grades nine and ten, leading to the Secondary School Certificate); intermediate (grades eleven and twelve, leading to a Higher Secondary School Certificate); and university programs leading to graduate and advanced degrees. All academic education institutions are the responsibility of the provincial governments. The federal government mostly assists in curriculum development, accreditation and some financing of research.
Over the past decade there has been a growing concern about the role of educational institutions and how they are meeting the needs of students. Increasingly, education institutions are being asked by industry, government and higher education funding bodies to produce graduates with versatile workplace skills, as well as subject specific skills. In general, the education sector could be described as one where there is slow creation and diffusion of knowledge. The general question is when knowledge management is a driving force for change else where, how is the education system responding and how should it respond?
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4.1 Education reforms
Education reform has been pursued for a variety of specific reasons, but generally most reforms aim at redressing some societal ills, such as poverty-, gender-, or class-based inequities, or perceived ineffectiveness. Reforms are usually proposed by thinkers who aim to redress societal ills or institute societal changes, most often through a change in the education of the members of a class of people—the preparation of a ruling class to rule or a working class to work, the social hygiene of a lower or immigrant class, the preparation of citizens in a democracy or republic, etc.
4.2 Institute selected
I have selected Fazaia Inter College Quetta for my proposed reform. The institute is a higher secondary school / college and providing education under the rules and regulations of Federal Board of Intermediate and Secondary Education Islamabad.
4.3 Proposed Change
I intend to change the current learning system with cooperative learning system.
4.4. Cooperative Learning System
Cooperative learning was proposed in response to traditional curriculum-driven education. In cooperative learning environments, students interact in purposely structured heterogeneous groups to support the learning of oneself and others in the same group. Cooperative learning (CL) is an instructional paradigm in which teams of students work on structured tasks (e.g., homework assignments, laboratory experiments, or design projects) under conditions that meet five criteria: positive interdependence, individual accountability, face-to-face interaction, appropriate use of collaborative skills, and regular self-assessment of team functioning. Many studies have shown that when correctly implemented, cooperative learning improves information acquisition and retention, higher-level thinking skills, interpersonal and communication skills, and self-confidence (Johnson, Johnson, and Smith, 1998)."
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Cooperative efforts among students result in a higher degree of accomplishment by all participants (Slavin 1987). Students help each other and in doing so build a supportive community which raises the performance level of each member (Kagan 1986). This in turn leads to higher self esteem in all students (Webb 1982).Cooperation enhances student satisfaction with the learning experience by actively involving students in designing and completing class procedures and course content (Johnson and Johnson 1990). Effective teams or groups assume ownership of a process and its results when individuals are encouraged to work together toward a common goal, often defined by the group. This aspect is especially helpful for individuals who have a history or failure (Turnure & Zigler 1958). Cooperative Learning promotes mastery while passive acceptance of information from an outside expert often promotes a sense of helplessness and reliance upon others to attain concepts. In a typical college classroom emphasizing lecturing, there is little time for reflection and discussion of students' errors or misconceptions. With the CL paradigm students are continuously discussing, debating and clarifying their understanding of the concepts.
Cooperative Learning reduces classroom anxiety created by new and unfamiliar situations faced by students (Kessler, Price & Wortman 1985). In a traditional classroom when a teacher calls upon a student, he/she becomes the focus of attention of the entire class. Any mistakes or incorrect answers become subject to scrutiny by the whole class. In contrast, in a CL situation, when students work in a group, the focus of attention is diffused among the group. In addition, the group produces a product which its members can review prior to presenting it to the whole class, thus diminishing prospects that mistakes will occur at all (Slavin & Karweit 1981). When a mistake is made, it becomes a teaching tool instead of a public criticism of an individual student.
4.5 Driving and restraining forces
Driving Forces Restraining Forces
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Over 500 research studies back the • conclusion that cooperative learning produces gains across all content areas, all grade levels, and among all types of • students including special needs, high achieving, gifted, urban, rural, and all
Research shows that cooperative learning can be a hardship to students when a group is not well developed. There is a great burden placed on children in the cooperative learning
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ethnic and racial groups. In terms of consistency of positive outcomes • cooperative learning remains the strongest researched educational innovation ever with regard to • producing achievement gains. • Students achieve higher achievement, especially for math in the elementary • grades. Students have higher levels of selfesteem and greater motivation to learn. Students can sense the positive regard • they have for one another. Understanding and cooperating among students from different racial and ethnic backgrounds are enhanced” (Sadker&Sadker) Students learn how to work in teams, preparing them for the interdependent team-based workplace of the 21st Century in which increased technology and complexity demands increasing use of interdependent teams. Too often students in traditional classrooms do their assignments for a grade. In cooperative learning they more often do their work for the joy of working with others, accomplishing a challenging goal, and being of worth to their teammates and classmates. Each student in turn is held accountable to make a contribution.
group. The great burden is making them responsible for each other’s learning apart from themselves. Cooperative learning group is based on one high-achieving student, two averages and one low achiever. Team projects which have a group grade create resentments and are unfair. One student does most or all the work, the rest receive the grade. Students work almost exclusively in teams. They become dependent on their teammates and do not want to work alone.
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4.6 Theories and Theorists (Cooperative Learning System)
One of the three theories that I felt was mostly related to cooperative learning would be Sternberg’s Triarchic Theory which implies the accomplishment of knowledge is based on the different types of intelligence a person has. There are three types of intelligence performance (1) analytical intelligence (2) creative intelligence and (3) practical intelligence. Therefore depending on an individual’s motivation and interest on a particular subject that will determine how well they would learn.
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Secondly Vygotsky’s theory, which was based on the technique of scaffolding and the concept of the zone proximal development, was another theory, which I thought was related to cooperative learning. Scaffolding is basically a strategy which the teacher gives aid to students by giving them information and support until the students can rely on their own knowledge. The goal of scaffolding is for students to become independent and able to think by themselves, without the help of others.
Finally, Bruner’s Constructionvist theory would also contribute to the concept of cooperative learning. Bruner’s theory states that an individual attains most of his understanding from prior knowledge or experience, transferring to the present. This can be helpful in a cooperative learning group because you’re placing prior knowledge on what you know from the subject and placing them in the minds of your group.
5. Conclusions
Based on my study, research and prior knowledge there were more advantages than disadvantages in Cooperative learning. Cooperative learning can be an extraordinary teaching strategy if utilized correctly. Cooperative learning gives students motivation and interest where other teaching strategies wouldn’t. It helps build an individual’s competition streak because the student always wants to be the facilitator instead of the follower. Students that are normally shy can overcome their shyness in a cooperative learning group. Students can sometimes explain things better to a group of students that a teacher cannot. A student can make it more interesting or more understandable because they would probably use words students their own age are accustomed to listening. Many of these advantages arise from the intrinsic motivational strengths of cooperative learning and the extent to which cooperative learning fosters student interest, behavioral and attitudinal change, and opportunities for success.
6. Recommendation
It is recommended that the change implemented should be monitored for a period of three months and if deemed necessary another change should be implemented either to remove
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the implemented change or to strengthen the program in view of the feedback from students and parents.
7. References
Cooper, J., Prescott, S., Cook, L. Smith,, L., Mueck, R., & Cuseo, J. "Cooperative Learning and College Instruction: Effective use of Student Learning Teams." Sacramento: California State Foundation, 1985. Cooperative learning. Retrieved from the World Wide Web on April 3, 2001: http://www.clcrc.com/pages.cl.html Glosser,G. Cooperative Learning Techniques. Retrieved from the World Wide Web on April 3, 2002: http://www.mathgoodies.com/articles/coop_learning.shtm Hartman, H (1997). Human Learning & Instruction 37-38. Johnson, D.,Johnson, R (July 1999). What makes Cooperative Learning Work. Eric Digest (ED437841) Retrieved from Eric database on April 14, 2002: http://www.eric.ed.gov Lewin, K. (1951). Field theory in social science. Chicago: Univ. of Chicago Pr.. ISBN 0226476502. OCLC 2185305 Swing, S., and Peterson, P. "The Relationship of Student Ability and Small Group Interaction to Student Achievement", American Educational Research Journal, 1982, 19, 259-274. Slavin. R. E. "Cooperative Learning: Student Teams" 2nd Ed. Washington, DC: National Education Association, 1987. http://www.kaganonline.com/KaganClub/FreeArticles/ASK06.html (http://www.clcrc.com/pages/cl.html).
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