Cooperative Problem Solving: But what about Grading?

1992 ◽  
Vol 39 (6) ◽  
pp. 17-23
Author(s):  
Diana Lambdin Kroll ◽  
Joanna O. Masingila ◽  
Sue Tinsley Mau
Keyword(s):  
Problem Solving ◽  
Group Work ◽  
Cooperative Group ◽  
Cooperative Problem Solving ◽  
Working Together ◽  
Problem Solvers

Do your students use cooperative-group work when they are involved in mathematical investigations and problem solving? If you answered yes, you are in good company. More and more teachers these days are finding that working together helps students become better problem solvers.

Grading Cooperative Problem Solving

1992 ◽  
Vol 85 (8) ◽  
pp. 619-627
Author(s):  
Diana Lambdin Kroll ◽  
Joanne O. Masingila ◽  
Sue Tinstey Mau
Keyword(s):  
Problem Solving ◽  
Group Work ◽  
Cooperative Group ◽  
Cooperative Groups ◽  
Cooperative Problem Solving ◽  
Working Together ◽  
Problem Solvers

Do your students use cooperative-group work when they are involved in mathematical investigations and problem solving? Many teachers these days answer “yes” because they find that working together helps students become better problem solvers. Teachers who encourage their students to work problems cooperatively, however, frequently do not grade the results of those cooperative sessions, probably because using cooperative groups for classwork is a lot easier than assigning grades for that work.

scholarly journals Revealing Thinking: Teachers Working Together on Information Literacy

2021 ◽  
pp. 133-144
Author(s):  
Penny Moore
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Information Literacy ◽  
Teaching Staff ◽  
Information Problem Solving ◽  
Working Together ◽  
Information Problem ◽  
Primary Focus ◽  
Problem Solvers ◽  
Research Initiatives

Collaboration between library and teaching staff on single projects often goes well, but does not always lead to sustained collaboration or independent teaching in support of information literacy. Where teachers' understanding of information problem solving processes is under-- developed and library media support is not available, multiple approaches to professional development are essential if teachers and children are to be empowered as information problem solvers. This paper presents and discusses two research initiatives in elementary schools in terms of factors influencing the path of professional development and sustained attention to information literacy. One has information problem solving as the primary focus whereas the second centres on teachers as learners and information problem solvers in their own right.

scholarly journals Grading Hampers Cooperative Information Sharing in Group Problem Solving

2015 ◽  
Vol 46 (3) ◽  
pp. 121-131 ◽  
Author(s):  
Anne-Sophie Hayek ◽  
Claudia Toma ◽  
Dominique Oberlé ◽  
Fabrizio Butera
Keyword(s):  
Problem Solving ◽  
Information Sharing ◽  
Group Work ◽  
Cooperative Work ◽  
Individual Contribution ◽  
Group Problem ◽  
Cooperative Problem Solving ◽  
Group Problem Solving ◽  
Shared Information ◽  
Group Members

We hypothesized that individual grading in group work, a widespread practice, hampers information sharing in cooperative problem solving. Experiment 1 showed that a condition in which members’ individual contribution was expected to be visible and graded, as in most graded work, led to less pooling of relevant, unshared information and more pooling of less-relevant, shared information than two control conditions where individual contribution was not graded, but either visible or not. Experiment 2 conceptually replicated this effect: Group members primed with grades pooled less of their unshared information, but more of their shared information, compared to group members primed with neutral concepts. Thus, grading can hinder cooperative work and impair information sharing in groups.

HETEROGENEOUS DISTRIBUTED COOPERATIVE PROBLEM SOLVING SYSTEM HELIOS AND ITS COOPERATION MECHANISMS

1995 ◽  
Vol 04 (04) ◽  
pp. 369-385 ◽  
Author(s):  
AKIRA AIBA ◽  
KAZUMASA YOKOTA ◽  
HIROSHI TSUDA
Keyword(s):  
Problem Solving ◽  
Internal Representation ◽  
Problem Solver ◽  
Negotiation Strategy ◽  
Knowledge Representations ◽  
Negotiation Protocol ◽  
Cooperative Problem Solving ◽  
Implementation Model ◽  
Common Representation ◽  
Problem Solvers

For advanced and complicated knowledge processing, we need to integrate various kinds of problem-solvers such as constraint solvers, databases, and application programs. A heterogeneous distributed cooperative problem solving system HELIOS achieves this integration by introducing capsule and environment modules. To integrate heterogeneous problem-solvers that may be implemented in different languages and may have different knowledge representations, those heterogeneity should be absorbed. Capsules and environments are introduced into HELIOS for this purpose. A capsule surrounds each problem-solver and translates the contents of communication to and from the internal representation and a common representation. We call an encapsulated problem-solver an agent. An environment is a module which provides a field giving common representation, and agents communicate and cooperate with each other in each environment. Since an encapsulated environment with its agents can be considered as an agent, agent-environment structures can be nested in HELIOS. For negotiation between agents, negotiation protocol can be defined in each environment. A negotiation strategy that suits the given negotiation protocol can be defined in each capsule of an agent. In this framework, we define a transaction-based negotiation protocol. To check the validity of HELIOS design and its implementation model on computers connected by network, we implemented an experimental version of HELIOS on UNIX workstations.

Base-Ten Block Challenge

2018 ◽  
Vol 24 (4) ◽  
pp. 218-222
Author(s):  
Nicole M. Wessman-Enzinger ◽  
Barbara A. Swartz ◽  
Sararose D. Lynch
Keyword(s):  
Problem Solving ◽  
Group Work ◽  
Complex Instruction ◽  
Problem Solvers ◽  
Collaborative Efforts

Have you ever looked at your students working in groups and wondered, “How can I ensure that all of my students are involved in solving this task?” With similar concerns, we found ourselves talking about complex instruction (Featherstone et al. 2011) as a way to help facilitate equitable participation within group work for our students. This Problem Solvers Problem highlights our collaborative efforts in designing a complex instruction task, which supports all students' contributions in problem solving.

Working in Groups: The Importance of Communication in Developing Trust and Cooperation

EDIS ◽  
2013 ◽  
Vol 2013 (11) ◽  
Author(s):  
Bryan D. Terry
Keyword(s):  
Group Work ◽  
Positive Experience ◽  
Total Group ◽  
Fact Sheet ◽  
Working Together ◽  
Group Members

Working together in groups can be a great experience or one filled with stress and anxiety. The success of group work depends largely on the trust developed among group members and the respect they show each other. When an individual has had a positive experience in a group, he/she is more likely to take risks, ask questions, and share ideas that will benefit the total group. This 3-page fact sheet was written by Bryan D. Terry, and published by the UF Department of Family Youth and Community Sciences, August 2013. http://edis.ifas.ufl.edu/fy1378

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