Brief explanation of Cooperative Learning

1. Cooperative
Learning
The Basics

2. What is
Cooperative
Learning?
Cooperative learning is a teaching strategy classroom
teachers use to help their students process information
more quickly by having them work in small groups to
accomplish a common goal.
Each member that is in the group is responsible for
learning the information given, and for helping their
fellow group members learn the information as well.
Students are individually responsible for their part or role
in the assignment, and are held accountable as an entire
group.

3. Cooperative Learning
 The concept of Cooperative Learning (CL)
has been around for a long time.
 The leading researchers include brothers,
Roger and David Johnson and Dr. Spencer
Kagan.
 Each has a bit different approach and
emphasis to Cooperative Learning
concepts.
 Many others have researched CL – but we
will just focus on these two now.
“What children can do together today - they can do alone tomorrow.” Vygotsky

4. Roger Johnson & David Johnson
 Johnson & Johnson’s model has been a foundation for CL for a long
time. (Early 1970’s)
 They focus on integrating social skills with communication skills to
develop positive CL experiences.
 They believe that the whole classroom should be structured around CL
on a daily basis while integrating social skills with academic tasks –
replacing other teaching strategies, for the most part.

5. Dr. Spencer Kagan
 Kagan model is very similar to Johnson & Johnson, differing in
the fact that he has a more integrated approach, rather than a
‘replacement’ approach. He began his research in the mid
1980’s.
 Kagan feels that CL should be integrated into some part of
every lesson.
 This approach focuses on the use of many different structures
to help facilitate active learning, team building and group
skills.
 ”Structures” refers to the activities or strategy used - Kagan
develop many of the structures used in cooperative learning
classrooms today like Think-Pair-Share – Numbered Heads
Together

6. Research Shows - Cooperative Learning
Has Many Advantages……
Promotes student
learning and academic
achievement
Increases student
retention
Enhances student
satisfaction with their
learning experience
Develops social skills
and oral
communication skills
Promotes student’s
self-esteem
Develops cultural
understanding and
diversity

7. Teacher’s Role in Cooperative Learning
 Both teacher and students have important parts to play for Cooperative
learning groups to be successful, but the teacher must be prepared to
develop strong learning tasks while the students work together to
complete that task.
 Besides the important role of Facilitator and Observer the Teacher also is
responsible to:
 Arrange students heterogeneously in groups as few as two and no more
than six.
 Assign each member of the group a specific role: recorder, observer,
bookkeeper, researcher, timekeeper, etc.
 Monitor each group's progress and teach skills necessary for task
completion.
 Evaluate each group based upon how well they worked together and
completed the task.

8. Five Key
Elements
These elements
differentiate Cooperative
Learning from simply putting
students into “GROUPS” to
learn
Positive interdependence
Individual accountability
Face-to-face interaction
Social Skills
Group processing

9. Positive
Interdependence
 Each group member is given a specific
role and responsibility
 Each role is connected to the other roles
 Each member must participate for the
whole group to succeed
 Team members need each other to
succeed
 They sink or swim together.
 Teachers can structure positive
interdependence by establishing a
shared responsibility, purpose and a
common goal that is attainable only
when all members contribute.

10. Individual
accountability  Each student is responsible for doing
their part - the group is accountable
for meeting its goal.
 No one can ”Hitchhike" on the work of
others.
 The performance of each individual
must be assessed, and the results
given back to the group.

11. Face-to-face interaction
 Students arrange themselves so that they
are positioned facing each other for direct
eye-to-eye contact and face-to-face
academic conversations - Using “12 inch
voices.”
 They help, support, encourage, and praise
each other's efforts to learn.
 They encourage and support one another
and promote each other's success by
sharing resources.

12. Social Skills
 Group members gain direct instruction in the interpersonal,
social, and collaborative skills needed to work with others.
 Interpersonal and small group skills are required to function as
part of a successful group.
 Group members must know and understand the basic teamwork
skills in order to provide effective leadership, make decisions,
build trust, communicate, and manage conflict.
 These Social Skills Must Be Taught:
 Leadership Communicating Decision making
 Conflict-management Negotiation Compromise
 Encouragement Clarifying Constructive Criticism
Teachers need to teach and model these skills

13. Group
processing
 Group members analyze
their own and the
group's ability to work
together.

14. Based on Johnson & Johnson Model
- Positive interdependence.
- Individual Accountability.
- Group processing.
- Social skills.
- Face to face interaction.
P
I
G
S
FACE
The 5 Elements are an important basic part of CL –
Based on Johnson & Johnson research - they came up with the acronym - PIGS FACE

15. Kagan’s Principals
P.I.E.S
 To Promote Student
Engagement
 Includes the same Elements
but provides for the Social
Skills separately.
 Social Skills are still a HUGE
part of the process.
P - positive interdependence
I - individual accountability
E - equal participation
S - simultaneous interaction

16. Things To Do
Define a Task or Lesson – then Decide…
 Group size
 Determine Groups
 How students will be assigned to groups
 Abilities and skills - Free choice - topic of interest – Random -
 Determine room arrangement
 Prepare materials that will be needed by each group
 Assign roles and define the job for each role
 Define the final expected outcome or product
 Determine how you will assess both group and student learning
 Define specific behaviors expected during group work
 Provide time for reflection and feedback on group process.

17. Determining Groups
 There are many ways to set up
cooperative groups.
 How you set up your groups will
depend on the activity, the age, ability
and social skills of your students, and
the time you plan for your cooperative
group activity.
 Keep in mind that CL can be a
frustrating experience if it is not
properly set up.

18. HETEROGENEOUS GROUPS
 Teachers should organize students into groups that are mixed as
heterogeneously as possible.
 Groups should consist of either Three, Four or Five member
teams
 Students should not be allowed to form their groups based on
friendship or cliques.
 When groups are maximally heterogeneous and the other
essential elements are met, students tend to interact and
achieve in ways and at levels that are rarely found in other
instructional strategies. They also tend to become tolerant of
diverse viewpoints, to consider others' thoughts and feelings in
depth, and seek more support and clarification of others'
positions.

19. I’ve Got My Groups - Now What?
A VERY Brief Overview
 Assign each member of the group a specific role: recorder, observer,
bookkeeper, researcher, timekeeper, etc.
 Monitor each group's progress and teach skills necessary for task
completion.
 Evaluate each group based upon how well they worked together and
completed the task.

20. Team Roles
 Each member of a cooperative group
should be assigned a specific role.
Roles will be determined by the task
assigned to the cooperative group.
 Typical Roles are:
 Group Leader – Reporter. -
Recorder - Materials Monitor
 Or ..
 Checker - Encourager -
Taskmaster - Quiet Monitor
Time Keeper

21. Kagan
Cooperative Learning Roles
 Checker - checks for understanding
and agreement
 Praiser/Encourager - Praises effort
and ideas
 Recorder - Records ideas and
decisions
 Taskmaster - Brings the team back
to the task
 Gatekeeper - Makes sure all
participate (no bully, no loafer)
 Reporter - Shares with other
teams, the class, and the teacher.
 There are many different options!

22. A GREAT short explanation of CL and useful
structures based on the Kagan Model.

23. Explains the Jigsaw Structure

24. Resource Links
 Kagan Publications – Great Articles, Resources and Ideas
 https://www.kaganonline.com/free_articles/dr_spencer_kagan/426/Cooperative-
Learning-Structures
 Cooperative Learning Strategies for ELLs
 https://www.colorincolorado.org/article/cooperative-learning-strategies
 Ten Cooperative Learning Strategies to Use in Your Classroom Today
 https://www.continuallylearning.com/top-10-cooperative-learning-structures/
 How to Teach Social Skills Step by Step
 https://www.lauracandler.com/social-skills/

25.  Johnson, D. W., R. T. Johnson, and E. J. Holubec. CIRCLES OF LEARNING:
COOPERATION IN THE CLASSROOM, 4th edition. Edina, MN: Interaction Book,
1993.
 Kagan, Spencer. COOPERATIVE LEARNING. San Juan Capistrano, CA: Kagan
Cooperative Learning, 1992.
 Kagan, Spencer. “The Structural Approach to Cooperative Learning.”
EDUCATIONAL LEADER- SHIP 47 (December-January 1989-90): 12–15. EJ 400
491.