Cooperative Learning

Cooperative Learning
By By
POJCHANA MAGROOD POJCHANA MAGROOD
159621 159621
Curriculum Design for Science Education
Curriculum Design for Science Education
Cooperative learning
Cooperative learning

What
What
is
is
Cooperative
Cooperative
Learning
Learning
?
?

purposes of cooperative learning
purposes of cooperative learning

Importance of cooperative learning in
Importance of cooperative learning in
teaching science
teaching science

History
History
of C
of C
ooperative
ooperative
Learning
Learning

Five
Five
Elements
Elements
of
of
Cooperative
Cooperative
Learning
Learning

Class
Class
Activities
Activities

Organizing
Organizing
a
a
lesson
lesson

Example
Example
of
of
Group
Group
activity
activity

References
References
Cooperative learning
Cooperative learning
What
What
is
is
Cooperative
Cooperative
Learning
Learning
?
?

is working together to accomplish shared
is working together to accomplish shared
goals. Within cooperative activities
goals. Within cooperative activities
individuals seek outcomes that are beneficial
individuals seek outcomes that are beneficial
to themselves and beneficial to all other
to themselves and beneficial to all other
group members.
group members.

is the instructional use of small groups
is the instructional use of small groups
so
so
that students work together to maximize
that students work together to maximize
their own and each other's learning
their own and each other's learning
Purposes of cooperative learning
Purposes of cooperative learning
to to improve improve the the academic academic skill skill of of all all the the team teammembers members
enabling enabling them themto to face face the the world world with with more more confidence confidence
and and with with improved improved levels levels of of skill skill
to learn the skills of working together and getting on to learn the skills of working together and getting on
with each other while completing a task. Students with each other while completing a task. Students
learn to handle conflict, deal with issues without learn to handle conflict, deal with issues without
criticizing the people behind the issues and to respect criticizing the people behind the issues and to respect
this views and opinions of others this views and opinions of others
to produce what might be called to produce what might be called thinking interaction thinking interaction . .
We see how a teacher can set tasks up so that We see how a teacher can set tasks up so that
students are able to practice their developing cognitive students are able to practice their developing cognitive
and and metacognitive metacognitive skills skills
Importance of cooperative learning in
Importance of cooperative learning in
teaching science
teaching science
All group members All group members
Gain Gain from fromeach each other other s s efforts efforts Your Your success success benefits benefits
me me and and my my success success benefits benefits you you
Recognize Recognize that that they they share share a a common common fate fate We We all all
sink sink or or swim swimtogether together here here
Know Know that that one one s s performance performance is is mutually mutually caused caused by by
oneself oneself and and one one s s team teammembers members We We can can not not do do it it
without without you you
Feel Feel proud proud and and jointly jointly celebrate celebrate when when a a group group
member member is is recognized recognized for for achievement achievement We We all all
congratulate congratulate you you on on your your accomplishment accomplishment
Importance of cooperative learning
Importance of cooperative learning
in teaching science
in teaching science
CP. CP. promote promote student student learning learning and and academic academic
achievement achievement
increase increase student student retention retention
enhance enhance student student satisfaction satisfaction with with their their learning learning
experience experience
help help students students develop develop skills skills in in oral oral communication communication
develop develop students students social social skills skills
promote promote student student self self esteem esteem
help help to to promote promote positive positive race race relations relations
History
History
of C
of C
ooperative
ooperative
Learning
Learning
In 18
th
century ,George J ardine professor of logic and philosophy at the University
of Glasgow, used peer review to help this students develop the skills
J ohn Dewey (1922) saw the use of students committees as a way to harness the
powers of children to solve problems
During the 1930s psychologists were taking a serious interest in how group function
In 1949, Morton Deutsch concluded that It seem evidentthat greater group or
organizational productivity will result when the membersare cooperative rather
than competitive
Schmuck (1997) trace the origins of the major themes of cooperative
learning in their review of group processes
Five
Five
Elements
Elements
of
of
Cooperative
Cooperative
Learning
Learning
Positive interdependence
Face-to-face interaction
Individual andgroupaccountability
Interpersonal andsmall groupskills
Groupprocessing
Each Each group group member member s s
efforts efforts are are required required and and
indispensable indispensable for for group group
success success
Each group member has Each group member has
a unique contribution to a unique contribution to
make to the joint effort make to the joint effort
because of his or her because of his or her
resources and/or role and resources and/or role and
task responsibilities task responsibilities
Five
Five
Elements
Elements
of
of
Cooperative
Cooperative
Learning
Learning
Positive Positive Interdependence Interdependence
sink sink or or swim swimtogether together
Face Face- -to to- -Face Interaction Face Interaction
(promote each other's success) (promote each other's success)
Five
Five
Elements
Elements
of
of
Cooperative
Cooperative
Learning
Learning
Orally Orally explaining explaining how how to to
solve solve problems problems
Teaching Teaching one one s s
knowledge knowledge to to other other
Checking Checking for for
understanding understanding
Discussing Discussing concepts concepts
being being learned learned
Connecting Connecting present present with with
past past learning learning
Individual Individual & Group Accountability & Group Accountability
( no hitchhiking! no social loafing) ( no hitchhiking! no social loafing)
Consider k Consider keeping eeping the the size size of of the the group group
small small The The smaller smaller the the size size of of the the group group. .
the the greater greater the the individual individual accountability accountability
may may be be
Giving Giving an an individual individual test test to to each each student student
Randomly Randomly examining examining students students orally orally by by
calling calling on on one one student student to to present present his his or or
her her group group s s work work to to the the teacher teacher in in the the
presence presence of of the the group group or or to to the the entire entire
class class
Observing Observing each each group group and and recording recording the the
frequency frequency with with which which each each member member
contributes contributes to to the the group group s s work work
Assigning Assigning one one student student in in each each group group the the
role role of of checker checker The The checker checker asks asks other other
group group members members to to explain explain the the reasoning reasoning
and and rationale rationale underlying underlying group group answers answers
Having Having students students teach teach what what they they learned learned
to to someone someone else else
Five
Five
Elements
Elements
of
of
Cooperative
Cooperative
Learning
Learning
Interpersonal & Small Interpersonal & Small- -Group Skills Group Skills

Social
Social
skills
skills
must
must
be
be
taught
taught

Leadership Leadership
Decision Decision making making
Trust Trust building building
Communication Communication
Conflict Conflict management management
skills skills
Five
Five
Elements
Elements
of
of
Cooperative
Cooperative
Learning
Learning
Group Processing Group Processing
Group Group members members discuss discuss how how
well well they they are are achieving achieving their their
goals goals and and maintaining maintaining effective effective
working working relationships relationships
Describe Describe what what member member actions actions
are are helpful helpful and and not not helpful helpful
Make Make decisions decisions about about what what
behaviors behaviors to to continue continue or or change change
Five
Five
Elements
Elements
of
of
Cooperative
Cooperative
Learning
Learning
Class
Class
Activities
Activities
J igsaw
Think-Pair-Share
Three-Step Interview
Round Robin Brainstorming
Three-minute review
Numbered Heads
Team Pair Solo
Partners
Jigsaw
Jigsaw
Groups Groups with with five five students students are are set set
up up
Each Each group group member member is is assigned assigned
some some unique unique material material to to learn learn
and and then then to to teach teach to to his his group group
members members
To To help help in in the the learning learning students students
across across the the class class working working on on the the
same same sub sub section section get get together together to to
decide decide what what is is important important and and how how
to to teach teach it it
After After practice practice in in these these expert expert
groups groups the the original original groups groups reform reform
and and students students teach teach each each other other
Tests Tests or or assessment assessment follows follows
Class
Class
Activities
Activities
Think
Think
-
-
Pair
Pair
-
-
Share
Share
Involves Involves a a three three step step
cooperative cooperative structure structure
During During the the first first step step individuals individuals
think think silently silently about about a a question question
posed posed by by the the instructor instructor
Individuals Individuals pair pair up up during during the the
second second step step and and exchange exchange
thoughts thoughts
In In the the third third step step. . the the pairs pairs
share share their their responses responses with with
other other pairs pairs. . other other teams teams. . or or the the
entire entire group group
Class
Class
Activities
Activities
Three
Three
-
-
Step Interview
Step Interview
Each member of a team Each member of a team
chooses another member to chooses another member to
be a partner. be a partner.
During the first step During the first step
individuals interview their individuals interview their
partners by asking clarifying partners by asking clarifying
questions. questions.
During the second step During the second step
partners reverse the roles. partners reverse the roles.
For the final step, members For the final step, members
share their partner's response share their partner's response
with the team. with the team.
Class
Class
Activities
Activities
Round Robin Brainstorming
Round Robin Brainstorming
Class is divided into small groups (4 Class is divided into small groups (4
to 6) with one person appointed as to 6) with one person appointed as
the recorder. the recorder.
A question is posed with many A question is posed with many
answers and students are given time answers and students are given time
to think about answers (think time). to think about answers (think time).
the members of the team share the members of the team share
responses with one another round responses with one another round
robin style. robin style.
The recorder writes down the The recorder writes down the
answers of the group members. answers of the group members.
The person next to the recorder The person next to the recorder
starts and each person in the group in starts and each person in the group in
order gives an answer until time is order gives an answer until time is
called called
Class
Class
Activities
Activities
Three
Three
-
-
minute review
minute review

Teachers
Teachers
stop
stop
any
any
time
time
during
during
a
a
lecture
lecture
or
or
discussion
discussion
and
and
give
give
teams
teams
three
three
minutes
minutes
to
to
review
review
what
what
has
has
been
been
said
said
.
.
ask
ask
clarifying
clarifying
questions
questions
or
or
answer
answer
questions
questions

Class
Class
Activities
Activities
Numbered Heads
Numbered Heads
A team of four is established. A team of four is established.
Each member is given Each member is given
numbers of 1, 2, 3, 4. numbers of 1, 2, 3, 4.
Questions are asked of the Questions are asked of the
group. group.
Groups work together to Groups work together to
answer the question so that answer the question so that
all can verbally answer the all can verbally answer the
question. question.
Teacher calls out a number Teacher calls out a number
(two) and each two is asked (two) and each two is asked
to give the answer. to give the answer.
Class
Class
Activities
Activities
Team Pair Solo
Team Pair Solo
Students do problems first as a team, Students do problems first as a team,
then with a partner, and finally on their then with a partner, and finally on their
own. It is designed to motivate students own. It is designed to motivate students
to tackle and succeed at problems which to tackle and succeed at problems which
initially are beyond their ability. It is initially are beyond their ability. It is
based on a simple notion of mediated based on a simple notion of mediated
learning. Students can do more things learning. Students can do more things
with help (mediation) than they can do with help (mediation) than they can do
alone. By allowing them to work on alone. By allowing them to work on
problems they could not do alone, first problems they could not do alone, first
as a team and then with a partner, they as a team and then with a partner, they
progress to a point they can do alone progress to a point they can do alone
that which at first they could do only that which at first they could do only
with help with help
Class
Class
Activities
Activities
Partners
Partners
The class is divided into teams of four. The class is divided into teams of four.
Partners move to one side of the room. Partners move to one side of the room.
Half of each team is given an assignment to Half of each team is given an assignment to
master to be able to teach the other half. master to be able to teach the other half.
Partners work to learn and can consult with Partners work to learn and can consult with
other partners working on the same other partners working on the same
material. material.
Teams go back together with each set of Teams go back together with each set of
partners teaching the other set. partners teaching the other set.
Partners quiz and tutor teammates. Partners quiz and tutor teammates.
Team reviews how well they learned and Team reviews how well they learned and
taught and how they might improve the taught and how they might improve the
process. process.
Class
Class
Activities
Activities
Organizing
Organizing
a
a
lesson
lesson
To To plan plan a a lesson lesson we we consider consider two two things things
How How too too ensure ensure students students speak speak and and listen listen to to each each other other carefully carefully
How How to to have have as as many many students students as as possible possible engaged engaged at at the the same same time time
eight eight steps steps of of organizing organizing a a lesson lesson
select select a a lesson lesson
clearly clearly specific specific the the objectives objectives
organization organization
decide decide on on the the group group size size
set set time time limits limits
arrange arrange the the classroom classroom
assigning assigning students students into into the the groups groups
gather gather the the materials materials
assign assign roles roles
gaining gaining attention attention
set set the the lesson lesson
monitor monitor and and intervene intervene
reporting reporting
evaluate evaluate and and reflect reflect
Organizing
Organizing
a
a
lesson
lesson
Type Type of of Groups Groups
-Proofreadingof work
-helpwithhomework
-checkingdraft assignments
-problemsolving
-Term
-semester
-year
students
Teacher selection
baseduponcareful
observationand
knowledgeof
students
Toprovidepeer
support for learning
Toprovidepersonal
support
Tohelpcreatea
safelearning
environmen
Base groups
-Topicinvestigation
-Gathering. Analyzing.
reporting. evaluating.
presentingdata
-Problemsolving
-Summarizing
-Clarifying
-a lesson
-a project
-a specified
task
-a moduleof
work
students
-Most oftenteacher
assigned
-Random
-Subject interest
Toprovidepeer
support for learning
Todevelopa range
of academic.
interactionand
groupskills
Formal/
Generic
-Topicfocus
-Checkingfor meaning
-Reviewinginformation
-Activeprocessingduring
presentation
-Analyzingand
summarizing
-Guidedpractice
-Brainstorming
::a minutes Usuallypairs.
sometimes
students
-Physical proximity
-Teacher assigned
pairsor students
Toprovide
immediate
opportunitiesfor
discussion
Informal
Some Applications Duration Size Assignment purpose Type
Organizing
Organizing
a
a
lesson
lesson
Assignment Assignment to to groups groups
-Taskstime. thought andplanning
-Mayproduceinitial resistance.
althoughstudentscometo
accept andprefer it
-Enablesbalancedteams
-Mixingskills. abilities.
perspectives. consistently
producesbetter results
-Studentsrecognizeit leadsto
better workhabits
Teacher Selection
(heterogenous
grouping)
-Reinforcesandstabilizescliques
-Offtaskbehaviorsincrease
-Further isolatesthesocially
excludedstudents
-Most studentslikeit
Student Selection
(social grouping)
-Maynot includetherequired
skillstothetask
-Riskywhenacademiccontent is
challenging
-Easy
-Fun
-Seenasfair bystudents
-Excellent at beginningof year for
classbuilding
-Fosterstheideathat Everyonecan
workwitheveryoneelse. and
theywill
Random Selection
Disadvantages Advantages Method

Assigning
Assigning
Roles
Roles
into
into
groups
groups
Noise Noise Monitor Monitor - - keeps keeps group group noise noise within within acceptable acceptable
limits limits
Time Time- -Keeper Keeper - - makes makes sure sure the the group group finishes finishes task task on on
time time
Materials Materials Manager Manager - - collects collects all all materials materials needed needed by by the the
group group and and returns returns them themsafely safely
On On- - task task manager manager ensure ensure the the group group stays stays on on task task
Manager Manager/ /Organizer Organizer this this can can be be a a combination combination of of time time keeper keeper. . on on- -
task task manager manager and and any any other other material material
tasks tasks
Recorder Recorder - - write write down down group group decisions decisions and and
answers answers or or ensures ensures larger larger writing writing tasks tasks
are are completed completed properly properly
Reader Reader - - reads reads the the material material to to the the group group
Organizing
Organizing
a
a
lesson
lesson
Organizing
Organizing
a
a
lesson
lesson
Agreement Agreement Checker Checker - - checks checks that that everyone everyone agrees agrees with with
the the answer answer
Summarizer Summarizer - - restates restates the the term term s s decisions decisions or or
major major discussion discussion points points in in his his or or her her own own
words words
Challenger Challenger - - asks asks team teammembers members to to justify justify their their
statements statements with with facts facts and and reasons reasons. .
Checker Checker - - makes makes sure sure everyone everyone has has mastered mastered and and
understands understands the the material material
Participation Participation Checker Checker - -checks checks that that everyone everyone is is having having a a turn turn
and and nobody nobody dominates dominates
References
References
2543. 2543. 1 1
. . . .
Brown Brown. . D D and and C C Thomson Thomson :aaa :aaa Cooperative Cooperative learning learning in in New New
Zealand Zealand schools schools New New Zealand Zealand Dunmore Dunmore Press Press
Roger Roger. . T T and and W W D D J ohnson J ohnson An An overview overview of of cooperative cooperative
learning learning online online Available Available
http http www www co co operation operation org org pages pages overviewpaper overviewpaper html html
__________. __________. Archived Archived Information Information online online Available Available
http http www www ed ed gov gov pubs pubs OR OR ConsumerGuides ConsumerGuides cooplear cooplear html html
___________. ___________. Cooperative Cooperative Learning Learning Methods Methods: : A A Meta Meta- -
Analysis Analysis online online Available Available
http http www www co co operation operation org org pages pages cl cl methods methods html html
___________. ___________. Cooperative Cooperative Learning Learning online online Available Available
http http www www co co operation operation org org pages pages cl cl html html and and
http http edtech edtech kennesaw kennesaw edu edu intech intech cooperativelearning cooperativelearning htm htm
Thank you
Thank you