Restructuring the Classroom

¶ … Restructuring the Classroom: Conditions for Productive Small Groups," Elizabeth G. Cohen surveys, analyses, and critiques research in the field of cooperative learning and small class group productivity. Finding that small group learning can be eminently productive for both academic and social reasons, the author extrapolates from prior research which methods of learning and instruction are the most productive and also describes how to create and maintain "desirable kinds of interaction," (1). In particular, Cohen finds that open exchange and elaborated discussion are necessary for successful conceptual learning.

This article attempts to build upon current and past studies to offer to the academic community an outline of the most favorable means of small classroom management. The author's intention is not meta-analysis but rather to introduce potential areas of fruitful research in appropriate areas. Cohen's paper is well-organized and thorough in its scope. The introduction is succinct and to-the-point, and is immediately followed by a useful explanation of terms used throughout the article.

For example, Cohen describes cooperative learning as "students working together in a group small enough that everyone can participate on a collective task that has been clearly assigned," (3). The author also points out that cooperative learning focuses more on task delegation and social structure rather than on a psychologically-based reward or punishment system. Moreover, cooperative learning is to be distinguished from specific, time-dependent small group learning strategies like reading groups. The author's statement of definition early in the paper is requisite for an accurate interpretation of the research.

Likewise, the otherwise overly general term "productivity" is described on page three as having multiple meanings. First, productivity can be interpreted traditionally as being dependent on standardized testing. Second, productivity can be measured as a function of "higher-order thinking." Third, productivity, especially when measured in small group settings, can be measured as a social indicator; that is, productivity is related to how well students interact with each other and whether egalitarianism is present in each small group.

Related to this point, Cohen also notes that productivity in small groups can be measured by how well students interact with peers of different racial or ethnic heritages. Clarification of terms is absolutely necessary in understanding the variables in question and analyzing the outcomes of different learning strategies. Cohen's paper is a worthy example of a complex academic paper that is nevertheless well-organized and structured. One can glean much about the writing of successful academic papers from Cohen's example.

For instance, her intentions and theoretical points of focus are clearly outlined as are her definitions. Because Cohen attempts to present and analyze a large number of research studies, such organization and focus are absolutely necessary. Furthermore, this article focuses on a variety of ideas and concepts related to cooperative learning in the classroom. Such a wide range of thoughts on the subject need to be collectively discussed in a way that unifies them under a common rubric of discussion.

Writing an academic paper such as this is no easy task, and requires a great deal of organizational skills in addition to the effort and energy required to amass such a large database of prior research focusing on the field in question. However, writing an academic paper such as this demands not only patience and good organizational skills in writing. Cohen extrapolates from the research questions and propositions for future research. This work requires analytical skills beyond simple reading comprehension.

For example, Cohen attempts to isolate which specific methods of instruction and which tasks are most conducive to student productivity, as defined on page 3 of the report. Doing so involves reading and analyzing dozens of related studies and discovering which educational tasks promote academic and social success. Cohen's research is relevant in isolating those factors that are most conducive to group collaboration and cooperative learning.

Not only does Cohen address academic success as measured by standardized testing, many of which are harshly criticized by researchers, but Cohen also focuses on social success. Measuring productivity by social success and not academic success alone is one of the main points or issues that I as a reader especially appreciated when reading Cohen's article.

Because student success and productivity are dependent on more than just test scores, including the social dimension in her analysis helps educators understand and appreciate the importance of cooperation and collaboration, of egalitarianism and acceptance of difference. In.