Group Processing: The Fifth Essential Elements Of Cooperative Learning

Group processing is the fifth essential element of cooperative learning. Group processing is defined as reflecting on a group session to help students: (1) describe what member actions were helpful and unhelpful; and (2) make decisions about what actions to continue or change (Johnson et al., 1994, p.33). To achieve the group’s goals via reflection on the learning process, group processing helps improve the effectiveness of the members in contributing to the shared efforts (Yamarik, 2007). In other words, the aim of group processing is to define clearly and improve the effectiveness of the members in contributing to the joint efforts to achieve the group’s goals. There are two levels of processing: small-group and whole class. At the level

In addition to small-group processing, teachers should engage in whole-class processing by observing the groups, giving feedback to each group, and sharing observation results in the class through a whole-class processing session at the end of the class period (Johnson et al., 1994). Some research studies mention that group processing in cooperative learning groups has many advantages. For example, in an examination of: (a) cooperative learning with group processing; (b) cooperative learning without any group processing; and (c) individualistic learning, Yager, Johnson, Johnson, & Snider (1986) indicate that the individuals in cooperative groups with group processing achieved higher on academic achievement, and retention measures than did the individuals experiencing the other two

To add more, in the examination of cooperative learning with group processing, Archer-Kath et al., (1994) found that group processing with whole group feedback was less effective than group processing with individualistic feedback in increasing: (a) achievement motivation, (b) participants’ positive relationships and the quality of relationships between participants and the teacher, and; (c) self-esteem and positive attitudes toward the subject area. In sum, students achieve better and demonstrate superior learning skill if these basic elements of cooperative learning are included in cooperative learning groups (Johnson & Johnson, 2008), and experience more positive relationships among group members, and between students and the teacher, and more positive self-esteem and attitudes toward the subject area (Slavin, 2011). Once these five elements are structured in cooperative settings, the roles of the teacher and students will be changed remarkably. The teacher becomes not the “sage on the stage”, but “the guide on the side” (Johnson et al.,