Cooperative

Learning

Franklin De Flor

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Cooperative Learning

• It is where the students

work in group or team to

help each other learn.

Characteristic Features

• It has two important

components

–Cooperative incentive structure

–Cooperative task structure

• Students work in team to

tackle academic task

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• Reward system are group-

oriented rather than

individually-oriented.

• The interactions within the

group is controlled by the

members themselves

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• Teams are made up of mixed

abilities. High, average, and low

achievers.

• Each individual learner is

accountable for his/her

learning.

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• The group reflects on and

evaluates the group process

they underwent

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Guidelines for its

Effective use• Heterogeneous grouping where

in high, average and low.

• Make sure that the students

exhibits the necessary social

skills to work cooperatively in

group situation.

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• Arrange the furniture so that

the groups of students can sit

facing each other during

session.

• Provide adequate learning tools

so as not to make others wait at

a time that are needed.

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• Make sure each group

understands the goals,

procedures, task and methods

of evaluation.

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Overview of selected structures

in cooperative learning

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Teambuilding• Roundrobin

• Each students in turn share

something with his/her teammates.

• Expressing ideas and opinions.

Classbuilding

• Corners

• Each students moves to a corner

of the room representing a

teacher-determined alternative.

• Seeing alternative hypotheses,

values, problem solving,

approaches.

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Communication Building

• Match Mine

• Students attempt to match the

arrangement of object on a grid of

another student using oral

communication only

• Vocabulary development,

communication skills, role taking

ability.

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Mastery

• Numbered Heads Together

• The teacher ask a question, students

consult to make sure everyone knows

the answer, then one student is called

upon to answer.

• Review, checking for knowledge,

comprehension. Tutoring.

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Mastery

• Color-coded co-op cards

• Students memorize facts using a flash

card game. The game is structured so

that there is a maximum probability of

success at each step, moving from

short term to long term memory.

Scoring is based on improvement.

• Memorizing facts, helping, praising.

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Mastery• Praise Check

• Students work in pairs within the groups of

four. Within pairs students alternate – one

solves a problem while the other coaches.

After every two problems the pair checks

to see if they have the same answer as the

other pair.

• Precticing skills, helping, praising

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Concept development

• Think-pair share

• Students think to them selves on a

topic provided by the teacher; they

pair up with another student to

discuss it; they then share their

thoughts with the class.

• Generating and revising hypothesis,

inductive reasoning, application.

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Concept development• Three step interview

• Students interview each other in pair,

first one way, then the other. Students

each share with the group information

they learned in the interview

• Sharing personal information such as

hypothesis, reactions to a poem,

conclusion from a unit. Participation.

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Multifunctional

• Roundtable

• Each student in turn writes one answer as

a paper and a pencil are passed around

the group. With simultaneous roundtable

more than one pencil and paper are used

at once.

• Assessing prior knowledge, practising

skills, recalling information, creating

cooperative art.

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Concept Development• Team Word-Webbing

• Students write simultaneously on a

piece of chart paper, drawing main

concepts, supporting elements, and

bridges representing the relation of

ideas in a concept.

• Analysis of concepts into components,

understanding multiple relations among

ideas.

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Multifunctional• Inside-outside circle

• Students stands in pairs in two concentric

circles. The inside circle faces out; the

outside circle faces in. students use flash

cards or respond to the teacher questions

as they rotate to each new partner.

• Checking for understanding, review,

processing, helping. Tutoring, sharing,

meeting classmates.

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Multifunctional• Partners

• Students work in pairs to create or master

content. They consult with partners from

other teams. Then they share their

products or understanding with the other

partner in their team.

• Mastery and presentation of new material,

concept development. Presentation and

comm. Skills.

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Multifunctional• Jigsaw

• Each student on the team becomes an

“expert” on the topic by working with

members from other teams assigned the

corresponding expert topic. Upon returning

to their teams, each one in turn teaches

the group; and students are all assessed

on all aspects of the topic.

• Acquisition and presentation of new

material.

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Multifunctional• Co-op Co-op

• Students work in groups to produce a

particular group product to share with the

whole class; each student makes a

particular contribution to the group.

• Learning and sharing complex material,

often with multiple sources; evaluation;

application; analysis; synthesis. Conflict

resolution; presentation skills.

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Advantage of Cooperative Learning

• Interdependent relationship is

strengthened and reinforced when

group cooperation is rewarded.

• Group work develops friendliness,

willingness to assist and more

worthwhile value of caring and

sharing.

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• Cooperation in groups promotes

maximum generations and

exchange of ideas, tolerance and

respect for other people’s points

of view.

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• Cooperative learning groups

exhibits less competitive behavior

compared to whole-class teaching

classroom

• The group members gain skills of

cooperation and collaboration

through experience.

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Thank You

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