The presentation is meant for students and researchers of psychology and education psychology

1. On Taking the Positive Psychology Based
Cooperative Learning (PPBCL) To
Teacher Educators with an Experiential
Exposure
~Lalit Kishore

2. Rationale
• Need to bring cooperative learning strategies to the
center stage with new technologies as one of the many
supportive tools that aid learning.
• Towards classroom environment, space and activities
for sharing knowledge and pro-social learning
experiences.
• Making a shift toward positive psychological
foundations of classroom instruction

3. Basic elements of cooperative
learning
Brown & Ciuffetelli (2009): Elements are:
• positive interdependence;
• face-to-face supportive and promotional interaction;
• individual and group accountability;
• social skills; and
• group processing.
Brady & Tsay (2010) in their study have found that cooperative
learning methods
~are usually equally effective academically for all ability
levels;
~they increases self esteem and self concept;
~ and they break social barriers through positive
interactions and sense of belongingness.

4. Positive Psychology as applied to education
According to Compton (2005), positive psychology
believes in
~recognizing and nurturing the potentials,
~human values and talents to make life more fulfilling.
An overview of the work in positive psychology by
Peterson (2006) reveals that
the mental states of pleasure or flow, values, strengths,
virtues, talents, as well as the ways that they can be
promoted by social systems, social relationships, esteem
building and enabling experiences and institutions are its
main areas of study.

5. Objectives
• To prepare a structured experiential
session on cooperative learning with
elements of positive psychology for
teacher educators
• To collect and analyse participants’
reaction to the intervention

6. Method and Procedure
Method
• The intervention cum action research methodology
• The quota sample of 49 teacher educators between the age group
30-50 years participated in the intervention.
The procedure adopted the study consisted of the following steps:
• Developing the concept of CL on the chalk board with interactive
mind mapping method [20 minutes];
• Reciprocal questioning CL technique for small group learning [30
minutes];
• Power point presentation of various CL techniques [30 minutes];
and
• Group work on summary writing on the session in 150-200 words
and presentations [30 minutes].
• The sign-test analysis of participants’ reactions to the session on
cooperative learning with the elements of positive psychology was
done.

9. Reflections and implications
• Intervention validated the advantages of cooperation
in learning as positive value
• One time exposure to a new practice does not lead to
its transfer to classroom processes of the teacher
educators.
• It requires a follow up with a support system.
• Implication :it should be taken to the classroom for
improving the mental health of both teachers and
students at every level of education.