Cooperative Learning

Jammu University2 Year B.Ed.Paper 203Sem: IIDr. Atul Thakur

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Cooperative LearningCooperative learning is just one form of

classroom/student learning structure.Other forms include:

Individualized (criterion-based grading system)

Competitive (norm-based grading system)Cooperative learning is perhaps the most

important of the three types of learning situations, yet it is the least used

Cooperative Learning: Definitions Cooperation -- working together to accomplish shared

goals Cooperative Learning -- the instructional use of small

groups wherein students work together to maximize their own and each other’s learning

Common Elements: shared learning goals -- desired outcome in which the

students demonstrate as a group and individually a mastery of the subject studied

goal structure -- specifies the ways in which students will interact with each other and the teacher during the instructional session

Not all group learning is cooperative learninggroups arguing over divisive conflicts and power

strugglesa member sits quietly, too shy to participateone member does the work, while the other members

talk about sportsno one does the work because the one who normally

works the hardest doesn’t gets credita more talented member may come up with all the

answers, dictate to the group, or work separately, ignoring other group members

Effective Cooperation…does not occur by chance.…can not be based on the assumption that all

students possess good social and learning skills. …occurs when the essential components required

for each cooperative activity are ensured.

Positive Interdependence Students have two responsibilities:

learn the assigned material ensure that all members of the group learn the material

Each student should see his or her contribution as essential for group success. each student makes unique contribution

Interdependence occurs when students cannot succeed unless all their group members also succeed.

Structuring interdependence: common goal, joint rewards, divided resources, complimentary roles

Individual AccountabilityTeacher must assess (directly or indirectly)

how much effort each member is contributing to the group’s work.

Teacher must provide feedback to groups and individual students.

Teacher must help groups avoid redundant efforts by members.

Teacher must ensure that every member is responsible for the final outcome.

Group Processing At the end of the process, students reflect to determine

which member actions were helpful and which were harmful.

Students then make decisions about which actions to continue, change, or delete.

Such processing allows groups to: focus on maintaining good working relationships. learn and improve cooperative skills. provide feedback on member participation. think at a metacognitive level as well as cognitive level. celebrate success of the group.

Social SkillsStudents must get to know and trust one

another.Students must communicate accurately and

unambiguously.Students must accept and support each other.Students must resolve conflicts

constructively.

Face-to-Face InteractionSuccessful interaction occurs as a result of

positive interdependence.To maximize opportunity for success:

keep groups small (2 - 6 students)keep groups heterogeneous within,

homogeneous withoutassist students with guidelines for interaction:

acceptance, support, trust, respectexchange of informationmotivation

Benefits of Co-operative Learning

Works well with inquiry and constructivist approaches.

Supports multiculturalism efforts.Promotes social development.Assists with classroom discipline.Provides for more than one “teacher.”

Instructional ExamplesSend-a-ProblemTAPPSThink-Pair-ShareJigsaw MethodGroup Investigations (PBL)Structured Problem Solving

Basic elements of cooperative learning:

Goals are shared Information is circulatedRoles are assignedMaterials are managedTeammates depend on each other to

complete tasks successfullyStudents gain respect for each

other’s contributions to the team

Benefits of Cooperative LearningIncreased AchievementIncrease in Positive RelationshipsGreater Intrinsic MotivationHigher Self-EsteemMore “On-Task” BehaviorBetter Attitudes Toward Teachers

and School

Students take responsibility for their own learning

Students translate “teacher talk” into “student speak” for their peers

Students engage in “cognitive collaboration.” They must organize their thoughts to explain ideas to classmates

Students have FUN learningStudents social nature is used to

their advantage

Benefits for High AchieversHigher levels of achievementEven greater retention of information

due to “cognitive rehearsal”Development of key skills:

Social Leadership Communication Decision Making Problem Solving Conflict Resolution

Cooperative Learning is…Applied Social PsychologyIntentional structuring of learning goals

to promote Positive Interdependence Intentional structuring of learning goals so that students are

encouraged to engage in Promotive InteractionPromotive Interaction is more likely to occur when

there are 5 key elements intentionally structured and monitored throughout the lesson.

cooperative learning small groups provide a place where: learners actively participate; teachers become learners at times, and learners sometimes

teach; respect is given to every member; projects and questions interest and challenge students; diversity is celebrated, and all contributions are valued; students learn skills for resolving conflicts when they arise; members draw upon their past experience and knowledge; goals are clearly identified and used as a guide; research tools such as Internet access are made available; students are invested in their own learning.

Cooperative Students receive training in

small group social skills. Activities are structured

with each student having a specific role.

The teacher observes, listens and intervenes in a group when necessary.

Students submit work at the end of class for evaluation.

Students assess individual and group performance

Collaborative Students already have the necessary

social skills, and that they will build on their existing skills in order to reach their goals.

Students organize and negotiate efforts themselves.

The activity is not monitored by the instructor.

When questions are directed towards the teacher, the teacher guides the students to the information needed.

Students retain drafts to complete further work.

Students assess individual and group performance.