General method of teaching (B.ed Hons.)

1. Cooperative Learning

2. Definition
• Cooperative learning is an educational situation where
learning occurs while two or more students are working
together to complete a common task (Siegel, 2005).
• Cooperative learning is the structured, systematic
instructional technique in which small groups work
together to achieve a common goal (Slavin, 1991).
• Cooperative learning enhances social interaction, which is
essential to meet the needs of at-risk students (Slavin,
Karweit, & Madden, 1989; Johnson, 1998).

3. Elements of cooperative learning
• Johnson, Johnson, and Smith (1991) suggested that
cooperative learning is more than simply “working in
groups,” and should include the following:
• Positive Interdependence
• Individual Accountability
• Face-to-face Interaction
• Appropriate Use Of Collaborative Skills
• Group Processing

4. Rationale
• Encourages high student-teacher interaction
• Develops cooperation and support among peers
• Increases feedback and time on task
• Respects diverse talents and ways of learning
• Facilitates links to prior knowledge and sharing ideas
• Enhances perspective-taking
• Fosters problem-solving conflict management
• Instills divergent thinking and risk-taking thinking
• Utilizes resources and division of labor
• Decreases fear of failure
• Teacher as mentor and co-learner
• Social view of knowledge and learning
• Joint products and ownership

5. Rationale through Research
• “Research has consistently found that students who gain most from
cooperative work are those who give and receive elaborated explanations”
(Gokhale, 1995, citing Webb, 1985).
• “Students are capable of performing at higher intellectual levels when asked
to work in collaborative situations than when asked to work individually.
Group diversity in terms of knowledge and experience contributes positively
to the learning process (Gokhale, 1995, citing Vygotsky, 1978).
• “Bruner (1985) contends that cooperative learning methods improve
problem-solving strategies because the students are confronted with
different interpretations of the given situation. The peer support system
makes it possible for the learner to internalize both external knowledge and
critical thinking skills and to convert them into tools for intellectual
functioning

6. Cont…
• Group interaction helps students learn from each other’s scholarship, skills,
and experiences. Students report that the benefits of learning in small
groups include increased understanding, getting helpful feedback, the
benefits of pooled knowledge and experience, stimulated thinking, gaining
of new perspectives, more relaxed atmosphere which made problem-
solving easier, a fun experience, new friends, and a greater sense of
responsibility. Gokhale reported that if the purpose of instruction is to
enhance critical thinking and problem-solving skills, rather than gaining
factual knowledge, that collaborative learning is more beneficial (Gokhale,
1995).
• For collaborative learning to be effective, the instructor must view teaching
as a process of developing and enhancing students’ ability to learn. The
instructor’s role in not to transmit information, but to serve as a facilitator
for learning (Gokhale, 1995).

7. Advantages
• Develops higher level thinking skills
• Increases student retention
• Builds self esteem in students
• Enhances student satisfaction with the learning experience
• Promotes a positive attitude toward the subject matter
• Develops oral communication skills
• Develops social interaction skills
• Creates an environment of active, involved, exploratory learning
• Uses a team approach to problem solving while maintaining individual accountability
• Encourages diversity understanding
• Stimulates critical thinking and helps students clarify ideas through discussion and debate
• Enhances self management skills
• Establishes an atmosphere of cooperation and helping

8. Disadvantages
• A burden is making the students responsible for each other’s learning apart from themselves
• One study showed that in groups of mixed ability, low-achieving students become passive and
do not focus on the task
• Depending on an individual’s motivation and interest on a particular subject that will
determine how well they would learn
• The goal of scaffolding is for students to become independent and able to think by themselves,
without the help of others
• High stakes create increased chances for conflict and therefore need for conflict resolution
skills
• It is difficult for the teacher to be sure that the groups are discussing the academic content
rather than something else.
• Higher ability students may not experience the stimulation or challenge that they would with
other higher ability students.
• Lower ability students may feel perpetually in need of help rather than experiencing the role
of leader or expert relative to the others in their group

9. Types
• FORMAL COOPERATIVE LEARNING is structured, facilitated, and
monitored by the educator over time and is used to achieve group
goals in task work (e.g. completing a unit). Any course material or
assignment can be adapted to this type of learning, and groups can
vary from 2-6 people with discussions lasting from a few minutes up
to an entire period.
• INFORMAL COOPERATIVE LEARNING incorporates group learning
with passive teaching by drawing attention to material through small
groups throughout the lesson or by discussion at the end of a lesson.
These groups are often temporary and can change from lesson to
lesson

10. Cont…
• GROUP BASED LEARNING In group-based cooperative
learning, these peer groups gather together over the long to
develop and contribute to one another’s knowledge mastery
on a topic by regularly discussing material, encouraging one
another, and supporting the academic and personal success
of group members. Base group learning is effective for
learning complex subject matter over the course or semester
and establishes caring, supportive peer relationships, which in
turn motivates and strengthens the student’s commitment to
the group’s education while increasing self-esteem and self-
worth.

11. Procedure/Steps of Cooperative Learning
• Pre-instructional planning
• Introduce activity to the students
• Monitor and intervene
• Assessment
• Process