Scripts & Props to Improve Collaboration

 

Description/benefits

 

We have found that when people cooperatively engage in an intellectual task like learning new academic material, differences in personality and prior knowledge often dictate the dynamics of the interaction.  Unfortunately these collaborations are often not as satisfying or effective as they could be.  For example, studies of standard tutoring often find the tutor benefits substantially more than the person being tutored.  To ameliorate this situation, we have developed simple scripts that specify roles and activities that are designed to directly improve task performance and enhance transfer to individual tasks.  An example of a simple cooperative learning script for dyads is as follows: 

  1. Both learners read to a specified stopping point.

  2. Both put the learning materials out of sight.

  3. One learner explains what has been covered to this point, while the other contributes by detecting and correcting errors.

  4. Both learners look back through the material and make further corrections and decide on elaborations and strategies that will help them remember the key information.

  5. They then switch roles and repeat steps 1 – 4.

This script encourages active processing, metacognition, and elaboration on the part of both participants.

 

 

Research Principles 

 

Across a large number of studies we have found that using learning scripts similar to the one described leads to significantly better recall and test taking performance than does unscripted cooperative learning or individual learning.  Further, after experiences with scripted cooperation, college students perform better when they study individually.  In essence, there is evidence for a transfer of skills. (See Dansereau & Johnson, 1994; O'Donnell & Dansereau, 1992.) 

 

Implementation/uses    

 

These simple scripts can be easily integrated into typical classroom activities by having neighbors periodically enact the script over material covered in a lecture.  Similar scripts can be used to help collaboration in problem solving by having partners systematically interact during the stages of problem definition, idea generation, and solution selection and implementation.

 

Limitations  

   

When scripts are too vague, one learner in the collaboration may loaf.  On the other hand, a very detailed script may reduce motivation for the task due to overload or to lack of fit with personal aptitudes and styles.  A script that both encourages participation from all members and allows room for individual approaches to the collaboration will be the most successful.

 

Email  

 

email Dr. Don Dansereau at d.dansereau@tcu.edu.

 

 

References   

 

The following provide reviews of the literature on scripted cooperation:

 

Dansereau, D. F., & Johnson, D. W. (1994).  Cooperative learning. (Chapter 5).  In D. Druckman & R. A. Bjork (Eds.), Learning, remembering, believing:  Enhancing human performance (pp. 83-111; references pp. 319-327).  Washington, DC:  National Academy Press.

 

O’Donnell, A. M.,& Dansereau, D. F. (1992).  Scripted cooperation in student dyads:  A method for analyzing and enhancing academic learning and performance.  In R. Hertz-Lazarowitz & N. Miller (Eds.), Interaction in cooperative groups:  The theoretical anatomy of group learning.  Cambridge, MA:  Cambridge University Press.