Have you ever participated in a group project or on a committee to achieve some task? If so, you probably
shared some knowledge with others in the group, and you may have learned something from others, as well.
This is the essence of a cooperative learning group in a classroom.
Cooperative learning is an organized and structured way to use small groups to enhance student learning and
interdependence. Students are given a task, better known as an assignment, and they work together to
accomplish this task. Each individual has responsibilities and is held accountable for aiding in the completion of
the assignment; therefore, success is dependent on the work of everyone in the group.
In addition to learning from each other, students also learn how to work as part of a team and have others
depend on them.
2.
Cooperative learning is interactive, so students are engaged, active participants in the learning.
3.
Cooperative learning allows discussion and critical thinking, so students learn more and remember
what they've learned for a longer period of time.
4.
Cooperative learning requires students to learn to work together, which is an important skill for their
futures.
Developing Assignments
Now that we've explored how to group students, let's discuss strategies for developing assignments. For a class
discussion assignment that uses cooperative learning, you may try the think-pair-share approach. With this
approach, students are posed a question or problem that needs to be evaluated. First, the instructor gives time
for students to think about the question and write down a couple ideas or their thoughts on the topic. Next,
students are asked to turn to their group members in order to share and discuss the initial thoughts they had on
the question. Last might be a whole class discussion or reflection.
An example with a writing component might look like this: list two times you have used fractions outside math
class. Write your own ideas first. Once everyone in the group has written down their ideas, they can pass their
paper to the left or right and then discuss all the ideas. This assures that every student has a voice in the group
discussion.
For a specific group lab assignment that uses cooperative learning, tasks can be assigned by student number
in which each member becomes an 'expert' in their assigned task. This use of cooperative learning is often
referred to as the jigsaw approach. For example, in the lab assignment, you would assign a number to each
step in the process. For example, student one might prepare/gather the supplies. Student two might add
chemical one to the Petri dish. Student three adds chemical two to the Petri dish. Student four stirs the
chemicals.
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Find out what cooperative learning is and learn about its different elements. Examine how to apply cooperative
learning methods in the classroom. Read the lesson and test your new skills with a quiz.
Students have the sense that they're 'in this together,' feeling that each member's individual effort will not only
help him, but the whole group. The grade of each student is dependent upon the effort of other group
members.
Individual Accountability
Each student is accountable for their own contribution to the group. Clearly described goals ensure that each
student knows what she is responsible for and what the group is responsible for.
Group Processing
Students are given a means for analyzing their group for how well the group has learned, and whether or not
collaborative skills are being used.
Collaborative Skills
Students learn not only the subject matter, but interpersonal skills and how to work in teams. Students are
taught skills of communication, leadership, and conflict management during the early stages of cooperative
learning sessions.
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http:// Managing the classroom is a challenge that all teachers face, and the decisions and actions a teacher
takes in this area are extremely influential. In this lesson, we discuss different aspects of classroom
management and the importance of creating a plan before the term begins.
Managing a Classroom
Every teacher faces a challenge when it comes to managing his or her classroom. The decisions and actions a
teacher takes in this area can be the difference between peaceful productivity and complete chaos. The actions
and attitudes of the teacher during the first few class sessions set the tone for the rest of the term. Because it is
so important, the most effective teachers create a classroom management plan well in advance of the first
class session. Although some management techniques will change depending on the students and grade level,
many of the underlying basic strategies of classroom management remain the same. The strategies we'll
discuss in this lesson involve rules, the learning environment, student engagement and student-teacher
relationships.
Rules
For most teachers, the foundation of a managed classroom is a clear set of rules and consequences. Teachers
need to establish general rules of conduct to ensure the classroom runs smoothly. Imagine you teach a fifth
grade history class. What kind of rules would you create? The rules that are needed change with every class,
and most teachers agree that the students should be included in creating them. The general strategy is to have
an idea of what rules are needed, but then include the students in actually creating them as well as the
consequences for breaking them. When students have a say in the matter, they have ownership in what has
been decided and are more motivated to follow the rules.
It's recommended that teachers devote a portion of the very first day of class to coming up with rules and
consequences. Starting with a short list of categories, like 'General Classroom Behavior' and 'Use of Materials,'
the teacher facilitates discussion, and the students create a set of rules expressed in their own language.
Most teachers agree that it's best to create only a few rules (5-8 is the rule of thumb), as it's too hard to
remember a long list. Of course, teachers also need to determine how they will personally enforce the rules and
consequences as well as how to handle conflict. We discuss strategies for discipline and reducing undesirable
behaviors in another lesson.
This strategy for creating rules could also be used to determine routines for each class. Unlike rules, rituals and
routines don't have consequences, but they are an important part of managing the classroom. They are the
repeated activities that students learn to expect as part of your particular class. For example, you could create a
routine in your history class where you always write the schedule for the day on the board, along with directions
for an extra activity if any students finish early. Knowing what to do and being able to predict what comes next
makes students feel competent, which not only helps them learn, but also contributes to a positive learning
environment.
Learning Environment
The learning environment greatly affects students and their learning, so it's also an extremely important part of
classroom management. The learning environment is the way the classroom works and feels. It includes the
physical environment as well as the social or emotional environment within the classroom. Teachers want all
students to feel motivated, challenged, supported and physically comfortable. The right management strategies
lead to a positive learning environment, which promotes productivity and respect.
The physical environment includes physical aspects such as desk arrangement, decorations, lighting,
temperature, etc. This is the way the classroom works. Imagine that history class you teach again. How would
you arrange the desks and decorate the room? Each physical aspect can affect learning and creativity as well
as the ability to concentrate and maintain attention. It's important that the space be attractive, well lit,
comfortable and clean. The physical environment is often the first impression of the class as students enter and
conveys the teacher's approach to managing instruction and learning. For example, if you arranged the desks in
your history classroom so they are clustered into groups and facing each other, it promotes interaction and
shows that you - the teacher - value collaboration. If there are stations set up throughout the room, it indicates
that the class will be engaging and hands-on.
When students walk into a classroom every day, they need to feel ownership. Their creations and projects
should be on display, as the more they see themselves in the environment, the more they feel valued. They
should also feel confident of where to find anything they may need, such as supplies or a place to turn in their
assignment.
Beyond the physical environment, the learning environment also includes the social and emotional aspects of
the classroom. This is the way that the classroom feels. Students thrive in environments where they feel safe
and respected and where there is an atmosphere of purposefulness and confidence in learning. This is
certainly not always an easy task for teachers, but there are many strategies that help to create this type of
environment. One strategy is to build and maintain positive student-teacher relationships, which we'll discuss
later in this lesson.
Another strategy is to give students an opportunity to express their opinion and contribute ideas. We already
talked about including them in creating rules, consequences and routines, and that is a strategy that goes a
long way towards creating a positive learning environment. It keeps them involved and invested in the subject.
Student Engagement
On a related topic, one of the greatest challenges of managing the classroom is to keep students motivated and
involved. In order for students to actively learn, they must be fully engaged and participate during the entire
learning process. Student engagement involves more than just holding their attention. If you successfully
engage your students, it means that they are invested in learning. They are truly interested in the material and
take pride in understanding it and being able to apply it to their own lives.
I'm sure you wouldn't be surprised if one of your students asked, 'Why do I need to know this? When would I
ever use this in real life?' You may have even asked that question yourself in a number of classes. It's because
we are most motivated to learn if we see a clear purpose and relevance to our own lives.