model belajar tipe

Student Teams Achievement Divisions (STAD) in a twelfth grade classroom: Effect on student achievement and attitude

Journal of Social Studies Research , Spring 1998 by Armstrong, Scott, Palmer, Jesse

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Abstract

Little research has been conducted on cooperative learning techniques used in the upper secondary school classroom. One cooperative technique, Student Teams Achievement Divisions (STAD), was used to determine if twelfth grade advanced placement students who were given instruction by the STAD method over a seven week period would score higher on a posttest than those students who were taught the same material by traditional methods. Quantitative results showed no significant difference between the adjusted means for the two groups. Additionally, a measure of student attitude was administered to determine if students taught through the STAD technique had an improved attitude toward social studies. No significant difference between the group means on attitude occurred. Yet, teacher and student surveys administered to the treatment group at the conclusion of the study indicated a liking for the STAD method of instruction. STAD was found to be easily adapted to the block scheduled secondary social studies class.

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Previous Research

Over the last thirty years a great deal of research has been done on cooperative learning in the classroom. An examination of the literature on cooperative learning strategies supports the usefulness of these strategies to improve student performance for almost any desired educational outcome. For example, research has shown that well structured cooperative learning techniques in the classroom improve academic achievement, race relations, gender relations, self esteem, liking of class and student attendance (Johnson & Johnson,1987; Newman & Thompson,1987; Sharan,1980; Slaving 1980, 1982, 1990, 1995; Stahl & VanSicle, 1992). According to Slavin (1982),student seem to enjoy classrooms that employ these techniques.

According to Newman and Thompson (1987) and Slavin (1995), most of the research on cooperative learning has taken place at the elementary level, even though cooperative learning techniques were developed initially for college and adult education (Palmer & Johnson, 1989). Few studies have been conducted at the secondary level and even less research has been initiated in the upper secondary social studies class. Therefore, there is a need to study cooperative learning strategies in the upper secondary classroom.

The cooperative learning techniques used in this study was the Student Achievement Dividions' (STAD) method developed by Robert Slavin (1986). STAD has been described as the simplest of a group of cooperative learning techniques referred to as STudent Team Learning Methods. In the STAD approach students are assigned to four or five member teams reflecting a heterogeneous grouping of high, average, and low achieveing students of diverse ethnic backgrounds and different genders. Each week, the teacher introduces new material through a lecture, class discussion, or some form of a teacher presentation. Team members then collaborate on worksheets designed to expand and reinforce the material taught by the teacher. Team members may (a) work on the worksheets in pairs, (b) take turns quizzing each other, (c) discuss problems as a group, or (d) use whatever strategies they wich to learn the assigned material. Each team will then receive answer sheets, making clear to the students that their task is to learn the concepts not simply fill out the worksheets. Team members are instructed that their task is not complete until all team members understand the assigned material.

Following this team practice, students take individual quizzes on the assigned material. Teammates are notpermitted to help one another on these quizzes. The quizzes are graded by the teacher and individual scores are then calculated into team scores by the teacher. The amount each student contributes to the team score is related to a comparison between the student's prior average or base score. If the student's quiz score is higher than the base score, then that student will contribute positively to the team score. This scoring methods rewards students for improvement (Slavin, 1986). The use of improvement points has been shown to increase student academic performance even without teams (Slaving,1986), and it is an important component of student team learning (Slavin, 1986; 1995).

Team scores are recorded and weekly recognition and rewards are awarded to winning teams and improving students (Slavin,1986). One of the attractive features os STAD is that it is relatively easy for teachers to use. The teacher (a) assigns the students to teams, (b) allows the teams time to study together, (c) gives the students a regular quiz, and(d) calculates improvement and team scores.

Slaving (1986) reviewed eight studies that evaluated STAD. In six of the eight studies, learning had increased significantly over traditional methods. In the two remaining studies there was not significant effect. These studies had all been administered below the tenth grade level.

Newman and Thompson (1987) reported that STAD was the most successful cooperative learning technique at increasing student academic achievement, but the bulk of the research on STAD had been conducted at the elementary level and in subject areas other than social studies. Slavin ( 1995) reported on 29 studies that examined the effectiveness of STAD. He reported that STAD consistently had positive effects on learning. Generally, STAD positively affected (c) cross race relations, (b) attitude toward school and class, (c) peer support, (d) locus of control, (e) time on task, (f) peer relationships and, (g) cooperation. However, Slaving found that few studies examined the effects of STAD on the 7-12 grade levels.

advance organizer education

Advance organizers

This site is completely under construction for Dr. Anderson's Educational Psychology 400 class at the University of Illinois. I will attempt to make a complete entry, as informative as possible by the end of this semester, December 2004. However, I appreciate any additions you may feel may fit at anytime.

'Advanced Organizers'

Using KWL as an Advance Organizer

Contents [hide] 1 Definitions 2 Text Definition 3 History 4 Applications 5 Examples and Types of advance organizers 6 Personal Testimonies 7 Helpful Websites and Studies 8 Critics 9 References

Definitions

1. A "statement of inclusive concepts to introduce and sum up material that follows" (Woolfolk, 2001).

2. Cognitive instructional strategy used to promote the learning and retention of new information (Ausubel, 1960).

3. It is a method of bridging and linking old information with something new.

Text Definition

An advance organizer is information that is presented prior to learning and that can be used by the learner to organize and interpret new incoming information (Mayer, 2003).

History

Advanced organizers are a concept developed and systematically studied by David Ausubel in 1960. He was very influenced by the teachings of Jean Piaget (Geier, 1999). Ausubel has worked consistently to prove that advance organizers facilitate learning and much of his research has influenced others since the 1960s. However, throughout the history of using advance organizers, it is still undecided whether or not advance organizers fully promote learning or if other processes are more beneficial, but much of the research promotes the ability of advance organizers to be useful in improving levels of understanding and recall (Mayer, 2003).

Since the advent of advance organizers, research has been able to prove that these work best when there is no prior knowledge involved, because an advance organizer becomes the students prior knowledge before learning the new material. If prior knowledge is available, advance organizers do not work as well for these students (Mayer, 2003).

Ausubel's advance organizer can best be classified as a deductive method. Deductive methods or reasoning provide the rule to follow then the example leading to the correct answer or learning (Mayer, 2003). This is opposite from inductive methods or reasoning that provides the example to follow then the rule.

Advance organizers are also highly useful in the process of transferring knowledge. Because of the deductive reasoning, students are able to use the rule then the example for learning to occur. Mayer writes in his text, "...the effects of advance organizers should be most visible for tests that involve creative problem solving or transfer to new situations, because the advance organizer allows the learner to organize the material into a familiar structure" (Mayer, 2003).

Applications

"The mind arranges and stores information in an orderly fashion. New information about a concept is filed into an existing framework of categories called schemas that contains specific information about a concept. So, when prior knowledge is retrieved, this schema provides a framework on which to attach new knowledge"(Bromley, 1995). If no previous knowledge is available, advance organizers are used to give knowledge to the students in order for this framework to be followed and new information retained for recall and transfer.

Giving students a diagram before listening to a passage leads to better retention of material, recall was enhanced for conceptual information in the lesson (Mayer, 2003).

Advance organizers are used to provide support for new information. Woolfolk argued they can "direct your attention to what is important in the coming material; they highlight relationships among ideas that will be presented; and remind you of relevant information you already have" (2001, 288).

Advance organizers that serve to make appropriate prerequisite knowledge available to the learner by providing new information are called expository organizers. Advance organizers that serve to build external connections with existing knowledge that is relevant to the new information by reminding the learner about prior knowledge are called comparative organizers (Mayer, 2003, 128).

Examples and Types of advance organizers

1. Advance & Graphical Organizers

2. Expository - describe the new content.

3. Narrative - presents the new information in the form of a story to students.

4. Skimming - used to look over the new material and gain a basic overview.

5. Graphic organizer - visuals to set up or outline the new information.

6. Concept mapping

Personal Testimonies

I believe the usage of advance organizers, or graphic organizers, has increased recently. My middle school students use graphic organizers all the time for taking notes, learning new things/words/definitions, as well as a pre-writing tool. I like them because they seem to fool kids into thinking they are not doing a lot of writing, but in actuality they are and they are organizing it at the same time. Students these days are so visually stimulated that it makes it much easier to use than other methods. J. Cappa

Upon doing the research for advance organizers, I was unaware of just how often this method was used during my education. I have had numerous teachers begin a new text or new chapter by making us students aware of the overview of the text. This was usually followed by a discussion or brainstorming of concepts that we believed connected to the concept, all guided by the teacher so we were receiving accurate advance organizers. Using advance organizers is now another way in which I can learn and integrate material, and it will also be beneficial in my future career as an elementary school teacher. MJB

I was very surprised at the long list of advanced organizers. I have used, probably overly so, the KWL I had never seen the N added until I accessed the web site below. I have found in science with inquiry and large data gathering projects the KWL gives direction to the students and a focus to the project.

I am an English teacher who feels that advance organizers are essential to motivate students to read. It is so much more effective to use an advance organizer such as a discussion of Mardi Gras before reading Edgar Allen Poe's "Cask of Amontiallado" or using an excerpt of a WWII documentary to introduce Ryan Boudinot's "The Littlest Hitler" instead of depending on the Read and Quiz strategy that so many teachers of literature misuse. I understand that advance organizers serve a greater purpose, but as far as literature goes, they become an opportunity to motivate students to read independently. -- 11th grade teacher, Mahomet-Seymour High School

As a sixth grade teacher, I find advanced organizers a great help. We often use KWL before starting a new novel. Students are encouraged to tell what they already know and what they are wanting to learn. Many of them are surprised at what they already know about certain novels. We are reading "Tom Sawyer' right now and many of them are learning that you cannot depend on the film version following the text- the things they thought they knew are not present in the novel, often things that have been "romanticized" by Hollywood. We teach concept mapping and use it before almost all essay writing and encourage students to use such a method when writing for standardized testing. Nancy Meeker

I teach Middle School Language Arts, and use advanced organizers all the time. Students at this level are learning how to organize their thoughts and the advanced organizers serve as a kind of stepping stone to help them along the way. Creating organizers from scratch can be a bit daunting, but there is a lot of help available on the internet. Laura Candler has an amazing collection of graphic organizers on her website, and she is more than happy to share with anyone who is interested. Her website is especially helpful if you use Literature Circles in your classroom. Stacy Borkgren

I took a university course that used a system of advance organizers to do note taking. It was literally a fill-in-the-blank system where we were to glean the missing word or phrase from the professor's lecture. It seemed that the professor never followed the organizer and note taking became a complete disaster. --A. Sylvester

Regarding the above comment: I too took a university course where the teacher had a fill in the blank template for lectures. In my case, it really inhanced what I got out of the class. There was so much information in this science course. It was so helpful to be able to give my full attention to what the teacher was saying rather than scrambling to get the notes copied. Just like every teaching tool, the success depends on the teachers grasp of how to use it. ~V. Amen

Advanced organizers, as Ausubel described them, are *not* what Mayer and others are defining - this has been a misunderstanding that has been allowed to become "truth" in the field of education. An advanced organizer is *not* merely an organization chart or support given in advance of a lesson. Most of the testimonials above are NOT advanced organizers - they are just organizers that help students review the content they are studying

Ausubel's definition is that advanced organizers should not contain "to be learned content" and the information being presented should be at a higher "higher level of abstraction, generality, and inclusiveness" than the information to be learned (Ausubel,1963).

To clarify, the following *are* graphic organizers, but not advanced organizers because you are asking the student to provide knowledge about the *topic to be learned* - it is neither abstract, general, or inclusive of prior schema:

A KWL chart where students provide what they know about a topic already A concept map that outlines the new content A fill-in-the-blank note taking sheet that students fill-in as much as they can before beginning the lesson

These are all useful aids to learning, to be sure - but they do not prepare a student to retrieve prior schema and connect new knowledge to that schema. Here is a better example of an advanced organizer, from a study done by Ausubel and Fitzgerald in 1961:

Students were given a review of Christianity (in order to activate their schema for "religion") prior to studying a unit on Buddhism.

So for the unit on Tom Sawyer described above, helping students retrieve what they already know about Tom Sawyer is not activating a useful schema to attach the new ideas and concepts- it is retrieving a schema they already have about Tom Sawyer! Instead, a review of traveling may work (to help them retrieve schema for a journey) or perhaps a review of the themes from another travel story they had already read at a younger age, would qualify as an advanced organizer.

D. Harvey

My daughter pronounces words well, but reads slowly. Most of the time, she comprehends what she reads, but she really struggles with Social STudies assignments. After reading the sections involving outlining in the Mayer text, I was amazed that I had never thought of teaching her to outline the text in an effort to make it easier for her to understand. In looking back through her schooling, I cannot recall a time when these students were taught how to outline a text. Its a shame that this topic is not given more focus in the younger grades of our district. - M Foshee

I use advanced organizers in many subject areas. The KWL chart is the most effective when trying to engage the learner with a new topic. Students work individually or as a team to discuss what is known about the topic. Many times, kids bounce their thoughts and ideas off of one another. Next, the student thinks about want to know about the topic to set some goals for instruction. The final step of the KWL allows for reflection of what was learned after instruction. I always keep the chart displayed in the room for students to reflect on while we they learning. S. Nottoli

Helpful Websites and Studies

1. Creating Advance Organizers

2. Research

3. Cues, Questions, and Advance Organizers

Critics

Although many find advance organizers to be a useful tool for teaching students new concepts when they do not have previous knowledge of a concept, there are those who feel that advance organizers are not beneficial, especially to students who have a good understanding of concepts and do come with previous knowledge. Although it is seen that advance organizers do not benefit these good students, they may benefit slower learners and those that do not have a wide knowledge of topics available to them (Mayer, 2003).

References

Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267-272.

Bromley, K., Irwin-DeVitis, & Modlo, M. (1995). Graphic Organizers. Scholastic Professional Books: New York.

Geier, D. (1999). Retrieved November 11, 2004, from http://home.earthlink.net/~dougary/ITEC_800/final_project/ausubel.htm.

Mayer, R. (2003) Learning and Instruction. New Jersey: Pearson Education, Inc.

Mayer, R. (2002). The Promise of Educational Psychology. New Jersey: Pearson Education, Inc.

Woolfolk, A. (2001). Educational Psychology, 8th ed. Boston: Allyn and Bacon.