The document discusses cooperative learning, an educational model where students work in heterogeneous groups to complete assignments. Key aspects of the model include forming groups of 5-9 students with diverse backgrounds, setting common goals for the group, and assigning roles like leader, recorder, and reporter. Working as a group allows knowledge to be pooled, slow learners to be supported, and students to learn skills like teamwork, leadership, and problem solving. While time consuming, it can boost class performance if implemented effectively by managing potential downsides like some students dominating or not contributing.

1. QUALITY EDUCATION MANAGEMENT (QEM)
Class Performance Enhancement through
Cooperative Learning
KBlay 2012
The Cooperative Learning Concept
It is a learning system that teaches children in a class how to learn together. It requires them
to work together, pooling ideas to pull one another to higher heights in knowledge and
leadership skills.
The Model
 Heterogeneous groups of five to nine are formed in a class taking account of gender
ratio, age, ethnicity, cultural backgrounds, interests and degrees of ability.
 Each mixed group is set a common goal in a participatory manner. The group must
take part in identifying and defining a problem and finding a solution to it. The teacher
must not set a goal for a group activity without fully involving the group.
 For each project assigned, the group organises itself by selecting a leader, recorder,
technical verifier, encourager and a reporter cable of putting together all observations
and making a convincing story out of them.
 Responsibilities:
o The leader chairs the group assignment.
o The recorder keeps detailed records of processes. Other members, especially
the reporter, also keep some personal notes.
o The technical verifier leads the group to go back through the approach and
processes whenever there is a dispute over solution or result. He/she leads
re‐negotiation processes.
o The encourager discourages disputes and whips up group enthusiasm.

2. o The reporter works closely with the recorder and everyone to fine‐tune the
recording and observations, and presents the findings/results.
o The whole group defends the presentation.
 The group researches a given subject, discusses the findings, negotiates solutions and
presents the final report to the whole class for a plenary review.
Upsides/Usefulness
 The whole group is accountable for the assignment.
 Responsibility does not rest with one person.
 The varied minds, backgrounds, and capacities make the work lively and stimulating.
 Knowledge is pooled.
 Slow learners are pulled along by their colleagues.
 Failure is shared, and so not devastating.
 Peer students convey ideas in a language better understood by colleagues.
 The top students/pupils are also learning by trying to teach and share knowledge and
skills.
 Students learn to work in a team.
 They learn how to accommodate and lead.
 They learn how to listen.
 They learn socialisation through problem solving.
 It reduces selfish and destructive competition.
Downsides
 It is time consuming.
 May lead to initial wasteful leadership struggle.
 Leadership monopoly and resentment may result if not well managed.
 Slow learners may hide behind fast ones and sink retrogressively in the group.
 Its management is exacting to the class teacher and so he/she may frustrate its
effectiveness.
 A super‐active teacher may feel redundant, resenting and frustrating the group work.
 A lazy teacher may abuse it, surrendering the children to self‐teaching most of the
time. The consequence could be disastrous.
Requirement for effective implementation
 Same classroom could be used.
 Better still, shady trees, or library or a workshop
 Necessary supplementary tools per problem subject.
 Adequate time and consistency in practice.
 Open minded supervising teacher.
 Alertness to the downsides and effectively managing and controlling them.
Ketiboa K. Blay
Former Director, Arhizah Science & Technology
High School, Ezinlibo, Western Region, Ghana, 2012