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2. COOPERATIVE
LEARNING
BASED
APPROACH
 IN THE TRADITIONAL APPROACH TO COLLEGE
TEACHING, MOST CLASS TIME IS SPENT WITH
THE PROFESSOR LECTURING AND THE
STUDENTS WATCHING AND LISTENING. THE
STUDENTS WORK INDIVIDUALLY ON
ASSIGNMENTS AND TALKING AMONG THE
STUDENTS IS DISCOURAGED.
 SUCH TEACHER-CENTERED
INSTRUCTIONAL METHODS HAVE REPEATEDLY
BEEN FOUND INFERIOR TO TEACHING
STRATEGIES THAT INVOLVE ACTIVE LEARNING
WHEREIN STUDENTS SOLVE PROBLEMS,
ANSWER QUESTIONS, FORMULATE QUESTIONS
OF THEIR OWN, DISCUSS, EXPLAIN, DEBATE,
OR BRAINSTORM DURING CLASS. ON THE
OTHER HAND, COOPERATIVE LEARNING
ALLOWS STUDENTS TO WORK IN TEAMS ON
PROBLEMS AND PROJECTS UNDER
CONDITIONS THAT ASSURE BOTH POSITIVE
INTERDEPENDENCE AND INDIVIDUAL
ACCOUNTABILITY.

3. ELEMENTS OF COORERATIVE LEARNING
 PERCEIVED POSITIVE INTERDEPENDENCE CLEARLY
 CONSIDER FACE-TO-FACE INTERACTION
 PERCEIVE INDIVIDUAL ACCOUNTABILITY AND PERSONAL
RESPONSIBILITY TO ACHIEVE THE GROUPS GOALS CLEARLY
 FREQUENT USE OF THE RELEVANT INTERPERSONAL AND
SMALL-GROUP SKILLS
 FREQUENT AND REGULAR GROUP PROCESSING OF CURRENT
FUNCTIONING TO IMPROVE THE GROUP FUTURE
EFFECTIVENESS

4. STUDENTS
RESPONSIBILITIES
WITHIN
COOPERATIVE
LEARNING
SITUATION
 LEARN THE
ASSIGNED
MATERIAL, AND
 ENSURE THAT
ALL MEMBERS
OF THE GROUP
LEARN THE
ASSIGNED
MATERIAL.

5. EXISTS WHEN STUDENT PERCEIVE THAT THEY LINK WITH GROUP
MATES
PROMOTES A SITUATION IN WHICH STUDENT;
1. SEE THAT THEIR WORK BENEFITS THEIR GROUP MATES AND
THEIR GROUP MATES WORK BENEFITS THEM,
2. WORK TOGETHER IN SMALL GROUPS TO MAXIMIZE THE
LEARNING OF ALL MEMBERS BY SHARING RESOURCES FOR
MUTUAL SUPPORT, ENCOURAGEMENT AND CELEBRATION OF
JOINT SUCCESSES.
POSITIVE INTERDEPENDENCE

6. NUMBER OF WAYS
OF STRUCTURING
POSITIVE
INTERDEPENDENCE
WITHIN THE
LEARNING GROUP
 POSITIVE GOAL
INTERDEPENDENCE- THE GROUP IS
UNITED AROUND A COMMON
GOAL – A CONCRETE REASON FOR
BEING.
 POSITIVE REWARD- EACH GROUP
MEMBER RECEIVES THE SAME
REWARD WHEN THE GROUP
ACHIEVES ITS GOALS.
 POSITIVE RESOURCE
INTERDEPENDENCE - EACH GROUP
HAS ONLY A PORTION OF THE
RESOURCES, INFORMATION, OR
MATERIALS NECESSARY FOR TASK
TO BE COMPLETED.

7. INDIVIDUAL
ACCOUNTABILITY

8. COMMON WAYS TO STRUCTURE
INDIVIDUAL ACCOUNTABILITY
 Keep the size of the group small.
 Given individual teste to each student.
 Randomly examine students orally by calling on one student to present his or her
groups work to the teacher.
 Observe each group and record the frequency with which each member
contributes to the groups work.
 Assign one student in each group the role of checker.
 Have students teach what they learned to someone else.

9. WAYS OF GROUP PROCESSING
Enables learning groups to focus on maintaining good working
relationships among members;
Facilities the learning of cooperative skills;
Ensures that members receive feedback on their participation;
Ensures that students think on the meta-cognitive as well as the
cognitive level; and
Provides the means to celebrate the success of the group and
reinforce the positive behaviors of group members.

10. “
”
CONCLUSION
THEREFORE, WE CONCLUDE THAT COOPERATIVE LEARNING
BASED APPROACH DISCUSSING ON HOW TO ORGANIZE
CLASSROOM ACTIVITIES WHICH IS INVOLVED ACADEMIC AND
SOCIAL LEARNING EXPERIENCES. STUDENTS MUST WORK IN GROUPS
TO COMPLETE TASKS COLLECTIVELY.

11. THOUGHT PROVOKING QUESTIONs
1. As a teacher
someday, how will
you apply
cooperative
learning in your
classroom?
2. Why is it
traditional
approach is not
more effective in
teaching learning
process
nowadays?
3. What are the
advantages and
disadvantages of
cooperative
learning based
approach?

12. PREPARED BY:
MACARIO, LYNETTE S.
GUITENDEZ, ELMA
BATINDAAN, ROLANDO
LLAMEDO, NESTOR
BEED 2B