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Cooperative learning is one of several teaching strategies that use social interaction as the primar

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Title: Cooperative learning is one of several teaching strategies that use social interaction as the primar


1
Cooperative Learning
  • Cooperative learning is one of several teaching
    strategies that use social interaction as the
    primary mechanism for helping students learn

2
Cooperative Learning
  • Involves students working in established groups
    or teams usually over a long period of time.
  • The students are evaluated individually.

All for one, one for allAlexandre Dumas
3
Cooperative Learning
  • Groups can be formed for a short term basis to
    accomplish specific tasks. Ex. Study new
    material, solve a problem, or complete a project.
  • Or groups can be formed to work toward long term
    classroom goals. Ex. Work on a semester long
    project, help one another with classroom notes,
    clarify assignments, and provide support for each
    other.

4
Common Features of Cooperative Learning
  • Students work in small teacher assigned groups.
  • Three to four students
  • Groups should be heterogeneous
  • Formed by teacher
  • Include high achievers as well as low achievers
  • Males and female
  • Various ethnic backgrounds

5
Common Features of Cooperative Learning
  • Groups have one or more common goals.
  • At the beginning of a group activity the teacher
    should specify clearly what each group should
    accomplish.

6
Common Features of Cooperative Learning
  • Students are given clear guidelines about
    behavior.
  • Listen to others politely and attentively.
  • Give encouragement to others.
  • Make sure everyone has an equal chance to
    participate.
  • Refrain from insulting or yelling at others.
  • Offer assistance to others.
  • Ask clear questions when you do not understand.

7
Common Features of Cooperative Learning
  • Group members are dependent on one another for
    their success.
  • Group tasks should be structured so that each
    students success depends on the help and
    participation of other group members.
  • Each group member must believe it is to his
    advantage that other group members do well.
  • Each student should have a function within the
    group. For ex. Leader, timekeeper, note taker,
    or critic.

8
Common Features of Cooperative Learning
  • A structure is provided to encourage productive
    learning behaviors.
  • When students are novices at this it is helpful
    to provide step-by-step instructions to guide
    their efforts.

9
Common Features of Cooperative Learning
  • The teacher serves as a resource and monitor.
  • Teacher monitors the groups to ensure that
    interactions are productive and appropriate.
  • Teacher provides assistance to group but not to
    much Students will talk less when the teacher
    joins the group.

10
Common Features of Cooperative Learning
  • Students are individually accountable for their
    achievement.
  • Each student must demonstrate mastery of the
    groups goals.
  • This can be accomplished by taking a quiz or
    answering questions in class.

11
Common Features of Cooperative Learning
  • At the completion of an activity, each group
    evaluates its effectiveness.
  • Once the group has accomplished its goal, it
    analyzes and critiques it self.
  • With the assistance of the teacher.
  • How it functioned effectively.
  • Ways in which it needs to improve.

12
Common Features of Cooperative Learning
  • Students are rewarded for group success.
  • When used, group rewards in addition to
    individual rewards often promote higher
    achievement overall.
  • Students have an interest in helping one another
    learn.

13
The Formation of the Cooperative Learning Group
  • Results from research studies regarding the make
    up of the cooperative learning group have been
    mixed.
  • One problem with heterogeneous groups is that
    ability levels among students become more
    obvious.
  • High ability students are apt to dominate
    discussions and may discourage low-ability
    students from participating.
  • Low-ability students may be reluctant to ask for
    help, or they may sit back and let others do most
    or all of the work.
  • If the group fails the high ability students may
    resent and blame those who contributed little or
    nothing to the group.

14
The Formation of the Cooperative Learning Group
  • Some studies indicate that heterogeneous groups
    benefit both high ability and low ability
    students.
  • High ability students can sharpen their
    understanding of the material by explaining it to
    their classmates,
  • Low ability students benefit from hearing their
    peers explanations.
  • Middle ability students do better when placed
    with either high ability ( who can help them
    learn) or low ability students ( who they can
    help learn).

15
Effectiveness of Cooperative Learning Research
has shown that cooperative learning activities
are effective in many ways.
  • Students of all ability levels show higher
    academic achievement.
  • Females, minorities, and students at risk are
    especially likely to show increased achievement
    (Qin, Johnson Johnson, 1995).
  • Promotes higher level thinking skills, students
    think out loud, modeling various learning and
    problem-solving strategies for one another.

16
Effectiveness of Cooperative Learning
  • Students become motivated to learn.
  • Students believe they have a better chance of
    being successful.
  • Students participate more actively in class.
  • Students frequently engage in pro-social
    behavior.
  • Students resolve interpersonal conflicts.
  • Students encourage and support one another.
  • Friendships between students with and without
    disabilities are likely to form.

17
Disadvantages of Cooperative Learning
  • Some students may do most of the work and talking
    and learn more than other group members.
  • The group may use an incorrect method or
    strategy.
  • The students may not have the skills to help one
    another learn.
  • To promote maximum learning the teacher must keep
    a close eye on the group discussions and
    interactions providing support and guidance when
    necessary.

18
Cooperative Learning References
  • Johnson, D. W., Johnson, R. T. (1991).
    Learning together and alone Cooperative ,
    competitive , and individualistic learning (3rd
    ed.). Upper Saddle River, NJ Prentice Hall.
  • Qin, Z., Johnson, D. W., Johnson, R. T. (1995).
    Cooperative versus competitive efforts and
    problem solving. Review of Educational Research,
    65, 129-143.
  • Slavin, R. E., (1990). Cooperative learning
    Theory, research, and practice. Upper Saddle
    River, NJ Prentice Hall.
  • Web sites
  • Cooperative Learning Response to Diversity.
    http//www.cde.ca.gov/1asa/cooplrng2.html
  • Cooperative Learning. The Building Tool Room.
    http//www.newhorizons.org/trm_cooplrn.html
  • Education Research Consumer Guide. (June 1992).
    Cooperative Learning. U.S. Department of
    Education. Office of Educational Research and
    Improvement. http//www.ed.gov/pubs/OR/ConsumerGui
    des/cooplear.html
  • ERIC Digest. (1988). Cooperative Learning
    Strategies and Children. U.S. Department of
    Education. Office of Educational Research and
    Improvement. http//ericae.net/db/edo/ED306003.htm

19
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