COOPERATIVE LEARNING

REPORTER: SEM. JOSHUA S. WONG

 COOPERATIVE LEARNING
What is it?
Cooperative learning is a successful teaching
strategy in which small teams, each with students
of different levels of ability, use a variety of
learning activities to improve their understanding
of a subject. Each member of a team is
responsible not only for learning what is taught
but also for helping teammates learn, thus
creating an atmosphere of achievement.
https://www2.ed.gov/pubs/OR/ConsumerGuides/cooplear.html
 COOPERATIVE LEARNING
In this learning method, teacher is only
considered as facilitator and resource
person. The focus is on the child as the
learner rather than someone who is just
getting information as a form of learning. It is
an active approach on the part of the
learner.

Acero, Javier, Castro (Principles and Strategies of Teaching) 200, p. 227

 COOPERATIVE LEARNING
Why use it?
Documented results include improved academic
achievement, improved behaviour and attendance,
increased self-confidence and motivation, and
increased liking of school and classmates. Cooperative
learning is also relatively easy to implement and is
inexpensive. It maximizes the learning of all the students
and increases the mutuality of their relationships with the
children different from their race or themselves.
https://www2.ed.gov/pubs/OR/ConsumerGuides/cooplear.html
 COOPERATIVE LEARNING
Three Situations that Require Cooperative Learning:
Cooperative learning is best for activities that demand
cooperative thoughts or mathematical thinking. Included in this
are solutions where long-term retention is desired, lessons that
require decision making, task where solutions are not readily
apparent, and lessons that needed higher level reasoning
strategies and critical thinking.

Acero, Javier, Castro (Principles and Strategies of Teaching) 200, p. 227

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Three Situations that Require Cooperative Learning:
Cooperative learning can also be used in open-ended
problem solving activities that call for clarification and a range of
strategies for finding the solution. Included in this is a task that
requires hypothesizing, estimating, and experimenting.

Acero, Javier, Castro (Principles and Strategies of Teaching) 200, p. 227

 COOPERATIVE LEARNING
Three Situations that Require Cooperative Learning:
Cooperative learning can also be used for activities
where there are limited resources and lessons that provide
opportunities for students to apply and/or extend skills and
concepts.

Acero, Javier, Castro (Principles and Strategies of Teaching) 200, p. 227

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Philosophy of Cooperative Learning:
Cooperative learning sees the development of an
individual in reference to his group’s completion of a
task; it also takes into account the collective
performance of the group. Seeing both these, the
groups are rewarded according to how much all the
group members learned.

Acero, Javier, Castro (Principles and Strategies of Teaching) 200, p. 227

 COOPERATIVE LEARNING
Philosophy of Cooperative Learning:
Cooperative learning can create a positive impact on the:
 Individual’s self esteem,
Helping behaviour,
Interest, personal liking,
Mutual concern among peers,
Cooperation and attitude towards school and learning.

Acero, Javier, Castro (Principles and Strategies of Teaching) 200, p. 227

 COOPERATIVE LEARNING
Philosophy of Cooperative Learning:
Cooperative learning leads to greater
cohesiveness, susceptibility to peer influence and
an unwillingness to risk disagreement. It provides
“a forum in which students ask questions, discuss
ideas, make mistakes, learn to listen to other’s
ideas offer constructive criticisms, and summarize
their discoveries in writing”.
Acero, Javier, Castro (Principles and Strategies of Teaching) 200, p. 228
 COOPERATIVE LEARNING
Philosophy of Cooperative Learning:
The teacher is no longer seen as the authority who
dispenses knowledge to students who merely absorb
information. Students become more important resources
for one another in the learning process. They work
together helping each other integrate prior knowledge
and new knowledge and discover their own meanings
as they explore, discuss, explain, relate, and question
new ideas and problems that arise in the group.
Acero, Javier, Castro (Principles and Strategies of Teaching) 200, p. 229
 COOPERATIVE LEARNING
Basic Elements in Cooperative Learning:
 Positive Interdependence
Face-to-face Promotion Interaction
Individual Accountability and Personal
Responsibility
Social Skills
Group Processing
Acero, Javier, Castro (Principles and Strategies of Teaching) 200, p. 230
 COOPERATIVE LEARNING
Guidelines for Cooperative Learning:
Specific strategies for cooperative approaches developed by
David and Roger Johnson:
a. Arrange the classroom to promote cooperative goals. The
students will need to work in clusters, and seating
arrangements should reflect this need. Provide sufficient
space and study areas for the students to share, position
media equipment in a way that the students have easy
access.

Acero, Javier, Castro (Principles and Strategies of Teaching) 200, p. 230

 COOPERATIVE LEARNING
Guidelines for Cooperative Learning:
b. Present the objectives as group objectives. The group and not
the individual is the focus. Gear the reward structure to
achieving group objectives.
c. Communicate intentions and expectations. The students need
to understand what is being attempted. They should know
what to expect from the teacher and from each student in
the group and what the teacher expects them to accomplish.
d. Encourage a division of labour where appropriate. The
students should understand their roles and responsibilities. This
will take time and practice.
Acero, Javier, Castro (Principles and Strategies of Teaching) 200, p. 230
 COOPERATIVE LEARNING
Guidelines for Cooperative Learning:
e. Encourage the students to share ideas, materials, and resources.
The students should look to each other and not the teacher. The
teacher may act as a catalyst in making suggestions, but not be
the major source of ideas.
f. Supply a variety of materials. Since the sharing of materials is
essential to the group, sufficient quantities and variety are
needed. If materials are insufficient, the group may bog down and
perhaps become disruptive.
g. Encourage the students to communicate their ideas clearly. Verbal
messages should be clear and concise. Verbal and nonverbal
messages should be congruent with each other.
Acero, Javier, Castro (Principles and Strategies of Teaching) 200, p. 230
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Guidelines for Cooperative Learning:
g. Encourage supportive behaviour and point out rejecting hostile
behaviour. Behaviours such as silence, ridicule, personal criticism,
one-upmanship, and superficial acceptance of an idea should be
discussed and stopped since they hinder cooperation and
productive group behaviour.
h. Provide appropriate cues and signals. Point out when the noise
level is too high. Direct the group’s attention to individual problems
and encourage the students to use the group.
i. Monitor the group. Check progress of individuals in a group and of
the group as a whole. Explain and discuss problems, assist and give
praise when appropriate.
Acero, Javier, Castro (Principles and Strategies of Teaching) 200, p. 230
 COOPERATIVE LEARNING
Guidelines for Cooperative Learning:
j. Evaluate the individual and group. In evaluation, focus on the
group and its progress. Evaluate the individual in the context of
the group’s effort and achievement. Provide prompt feedback.
k. Reward the group for successful completion of its task. After
evaluation, recognition and rewards should be given on a group
bases so the individuals will realize that they benefit from each
other’s work and will help each other succeed.

Acero, Javier, Castro (Principles and Strategies of Teaching) 200, p. 230

http://www.specialconnections.ku.edu/?q=
instruction/cognitive_strategies/teacher_too
ls/elaboration_strategies
https://www.learning-theories.com/elaboration-theory-reigeluth.html
Thank You