2. What is Cooperative Learning?
Cooperative learning is defined as “small groups of learners working
together as a team to solve a problem, complete a task, or accomplish a
common goal” (Artz & Newman 1990).
Is an instructional strategy where small teams of students, usually two
to six members, work together to maximize their individual and
collective learning.
It also designed to promote productive and mutual learning among a
group of students.
4. 1. Positive Interdependence (We instead of Me)
- a sense of working together for a common goal. Each member is affected
by the actions of other group members.
2. Face-to-Face Interaction
- where learners explain, argue, elaborate and link current material with they
have learned previously.
3. Individual & Group Accountability
- whereby every team member feels in charge of their own and their
teammates’ learning and makes an active contribution to the group.
Everyone’s effort counts
5. 4. Interpersonal and Small Group Accountability
- social skills, involving explicit teaching of appropriate leadership,
communication, trust and conflict resolution skills so that the team can
function effectively.
5. Group Self-Evaluation
- team reflection wherein the teams periodically assess what they have
learned, how well they are working together and how they might do better as a
learning team.
6. 1. Team Line Up
2. Round Robin
3. Circle the Sage:
4. Group Discussion
5. Three Step Interview
6. Think-Pair-Share
7. Jigsaw
8. Corners
9. Guess-the-Fib
10.Inside-Outside Circle
11.Spend-A-Buck
7. 1. Team Line Up:
Participants line up according to some pre-established criteria. For
example, by birth date (month and year). Line ups can be used to make
small groups (fold the line, count off by 4's, etc.) and can be used to
promote communication and develop concepts.
2. Round Robin:
This structure is designed to give everyone in the group an equal
chance at participation. Starting with one participant, each person gets 1- 3
minutes going clockwise or counterclockwise, to present their point of view.
This structure can be used as a warm up, evaluation, or to share something
learned or a point of view.
8. 3. Circle the Sage:
This structure is a great way to address group questions. The steps
are:
a. A question is posed by facilitator or participants
b. The facilitator asks for 3 - 4 sages who feel they could answer the
question. They do not need to be experts, just have information to share.
c. The sages move to different locations in the room. Participants divide
themselves equally around different sages.
d. Sages answer the questions.
e. Participants thank sage for sharing knowledge and return to teams. f.
Participants share learning with team.
4. Group Discussion:
This is the simplest of all cooperative learning structures. At various
times during a presentation, ask the participants to discuss the topic with
someone sitting near them. It's a two step process: talk it over and share
your ideas.
9. 5. Three Step Interview:
This is a simple concept development structure. It works best in groups of four but can
be adapted for larger groups. First, in the groups, participants pair up. One interviews the other
with a question like, "What did you find most interesting about the field trip yesterday"? Then
they reverse roles. Finally, all four group members share what they have learned.
6. Think-Pair-Share:
This strategy is designed to encourage student involvement. First, participants listen to
the teacher's question. Then they think of a response. They pair up with someone and discuss
their responses. Finally, they are asked to share their responses with the whole group. Usually
a time limit is set for each step.
7. Jigsaw:
This structure can be used in a variety of ways for mastery, concept development,
discussion and whole group projects. The simplest form, Within Team Jigsaw, has three basic
steps.
a. Each participant from a team works alone, mastering a bit of information.
b. Participants do a round robin within teams to share their knowledge with teammates.
c. There is an assessment of all students on all material.
10. 8. Corners:
This structure is designed to allow participants to get to know
themselves and each other better. It can be used as a content-related
class builder or used after a lesson as a review. The steps are:
a. The facilitator announces the corners . . . which state they would like to
visit . . . whatever.
b. Participants think about their choices.
c. They write down their choices on a piece of paper.
d. They go to the corner of their choice.
e. They talk with others in the corner about why they chose it.
f. A spokesperson from the corner shares with the whole group why they
chose it.
g. After hearing all of the reasons, participants can then change corners.
h. Participants return to their tables and review their reasons.
11. 9. Guess-the-Fib:
This can be played either within teams or within the class. When
played within teams, participants try to fool their teammates; when played
within the class, teams try to fool other teams. The idea is simple. In Guess-
the Fib students state two rather unbelievable facts and one believable fib.
They announce all three as facts, and it is the job of the teammates, or other
teams to guess which one is the fib. Finger responses can be used with
Guess-the Fib. Students simply hold up one, two, or three fingers,
depending on which statement they believe is the fib.
10. Inside-Outside Circle:
Participants stand in two concentric circles, with the inside circle
facing out and the outside circle facing in. They make a quarter right turn.
The facilitator tells them how many to rotate, they face a partner and share
information, such as name, where born, favorite book. Inside-Outside Circle
is an excellent activity for sharing information in pairs. It is a nice closing
activity to share one highlight and one thing they will do as a result of the
workshop.
12. 11. Spend-A-Buck:
When students must reach a decision quickly, Spend-A-
Buck can be used. Each student is given four quarters to spend
any way they wish on the choice alternatives. Each student must
spend his/her quarters on more than one item. The team then
tallies the results to determine the team decision. Spend-A-Buck,
unlike voting, does not produce clear winners and losers. To
make the decision even less polarized, have the teams spend ten
dimes. With this version each member is obliged to spend
something on at least three items.
14. Strategies to be discussed are:
Lecture-Discussion Method
Cooperative and Collaborative Learning
Jigsaw Method
Think-Pair-Share
15. It is based on three sources which makes it an effective tool to
teaching:
o Schemata Theory – It uses what students already know by building on
their existing background.
o Meaningful Verbal Learning – Presents information in a systematic
way.
o Active Learner Involvement – Uses teacher questioning to involve
students actively in learning process
16. o Collaborative learning is a method of teaching and learning in which students
team together to explore a significant question or create a meaningful
knowledge.
o Cooperative learning is a specific kind of collaborative learning where students
work together in a small accountable for their work, and the work of the group as
a whole is also assessed. Cooperative groups work face-to-face and learn to work
as a team.
17. Paradigm shift of education CALLS for the
departure from traditional teaching methods which are
primarily Teacher Centered into Student-Centered
Learning Environment.
18. o The Jigsaw method is a cooperative learning technique in which
students work in a small groups. Jigsaw can be used in a variety of
ways for a variety of goals, but it is primarily used for the acquisition
and presentation of new material, review, or informed debate.
o In this method each group member is assigned to become an “expert”
on some aspect of a unit of study. After reading about their area of
expertise, the experts from the different groups meet to discuss their
topic, and then return to their groups and take turns teaching their
topics to their group mates.
19. It is a cooperative discussion strategy
developed by Frank Lyman and his
colleagues in Maryland. It gets its name from
the three stages of student action, with
emphasis on what students are to be Doing at
each of those stages
20. How does it work?
1. Think. The teacher provokes students’ thinking with a question or prompt or
observation. The students should take a few moments (probably not minutes) just to
THINK about the question.
2. Pair. Using designated partners, nearby neighbors, or a desk mate, students PAIR
up to talk about the answer each came up with. They compare their mental or
written notes and identify the answers they think are best, most convincing or most
unique.
3. Share. After students talk in pairs for a few moments, the teacher calls for pair to
SHARE their thinking with the rest of the class. They can do this by going around in
round-robin fashion, calling on each pair; or they can take answers as they are called
out (or as hands are raise). Often, the teacher or a designated helper will record
these response on the board or on the overhead
21. Steps for setting up group learning experiences:
1. Develop a positive classroom environment.
2. Previous to organizing collaborative groups and assigning academic tasks, develop a
cooperative climate and esprit de corp in the classroom.
3. Consider upcoming academic tasks and determine the number of students who will be
assigned to each group.
4. Decide how long the groups will work together.
5. Determine the academic and behavioral/interpersonal objectives for the task.
6. Plan the arrangement of the room for the upcoming group-oriented tasks.
7. Prepare materials for distribution to the group.
8. Determine roles for group members.
Before Implementation
22. 9. Explain what will occur.
10. Present and clearly explain the assignment that will probably take
several class periods to complete.
11. Avoid the temptation to "lead" the groups.
12. Monitor and assist as needed.
13. Evaluate each group's performance/product.
Implementation
23. After Implementation
14. Have the learning groups assess how well they worked together
and discuss how they can improve their functioning and
performance.
