Best of Bonk Handouts
For more information, contact Dr. Curt Bonk, Indiana University.
Explaining Some Key Principles:
Building Positive Interdependence (common goal: sink or swim together)
(divide task, contingency rewards, one resource)
- Goals: All have same goal-team mural, essay, model, report.
- Rewards: Team rec based on all contribs made.
- Task:- Division of labor, mini-topics, need 8 hands.
- Resources: 1 has scissors, 1 has the paper, glue, marker.
- Roles: Complement and necessary roles: Materials Hander, Question Commander,
Coach, Encourager, Cheerleader, Taskmaster, Recorder, Checker, Gatekeeper.
Building Individual Accountability (responsible for own learning)
- a. pick student at random.
- b. everyone certifies correctness.
- c. listen and watch students rehearse.
- d. assign jobs to each student.
- e. students bring completed work to group.
- f. color code individual contributions.
- g. team scores based on individual scores.
- h. have teams reflect on progress and performance.
- i. have students reflect and summarize their participation.
- j. interview others and share what heard from...
Building Social Skills and Trust . . . (4 Fs)
- Where were you born?
- Favorite hobby, music group, color?
- Proudest accomplishment?
- A good movie I've seen is...
- 1 wish I had a second chance at...
- A pet peeve
- How many brothers and sisters.
- A career I would like and why
- An organization/club I belong to...
- Where I wish I was born and why...
(pets, food, birthday, wishes, lucky #, most boring.... T.V. shows, favorite zoo
animal, fav car)
- b. 4 F's
- Forming- Organize and Establish Groups
- Functioning: Manage, Implement, Support, Motivate and Accept
- Formulating: Understand, Review, and Learn New Strategies
- Fermenting: Disagreement, Controversy, and Alternative Answers
Grouping Strategies (ability gender, personality race, reward
- Kindergarten-Grade 1: student choice, by alphabet, eye color, count off
- Grades 2-4: color of clothing, by age, by bus, food prefs, kinds of shoes
- Other. by birthdays (group by month), favorite ice cream, # of syllables in name
Keep in Mind:
- help not equally effective-giving and receiving explanations are beneficial,
not terminal help
- in uneven groups, boys are more successful
- groups with only high and low ability groups do little explaining
- extroverts receive more explanations than introverts
- grade performance on tests and quizzes individually
- give group grades for group processes
- avoid group grades for group products
- avoid competition between groups
- have all group members sign group reports
Reaching Difficult Students (see also Blueprints: p. 73)
- Keep the group small (2-3 members)
- a. Have list who want to work with-assign two skillful, popular,
caring students to him/her
- Focus assignment on social skills when don't get along
- Incorporate student interests into assignment (e.g., sports)
- Give a role where student can shine (e.g., art/graphics)
- Strengthen the group goal by offering what individual would like
- Evaluate individually, but offer bonus points for group mastery
- Give unmotivated student responsibility (e.g., tutoring)
- Persist in teaching cooperative skills
- a. Offer the group points for displaying specific coop behaviors
- b. Encourage encouragement and "high five's"
- Begin teacher monitoring with that group
- Celebrate group success.
- Move the student from the spotlight.
- Distract the student with a question.
- Highlight students behaving appropriately.
Curtis J. Bonk; The Trustees of Indiana
Cooperative Learning Handout Index