Strategies of Teaching

2. What is Cooperative
Learning ?

3. Cooperative learning, is also called
collaborative learning, occurs whenever
students interact in pairs or groups to share
knowledge and experiences.

4. • Cooperative learning, is also called collaborative
learning, occurs whenever students interact in pairs
or groups to share knowledge and experiences. All
activities in which students work together head
towards a common goal, from interacting with daily
partners to completing long term projects with
learning communities, are cooperative learning
activities.

5. • In cooperative learning, students work together in small groups
on a structured activity. They are individually accountable for
their work, and the work of the group as a whole is also
assessed.
• 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.

6. Five Defining Elements of
Cooperative Learning
1. Positive interdependence
2. Face-to-face promote interaction
3. Individual and group accountability
4. Interdependence and small group skills
5. Group processing

7. Elements of Cooperative Learning

8. 1.Positive Interdependence (sink or
swim together)
Each group member's efforts are required
and indispensable for group success .
Each group member has a unique
contribution to make to the joint effort
because of his or her resources and/or
role and task responsibilities.

9. 2. Face-to-Face
Interaction (promote each
other's success)
Orally explaining how to solve problems
Teaching one's knowledge to other
Checking for understanding
Discussing concepts being learned
Connecting present with past learning

10. Individual &Group Accountability
• Keeping the size of the group small. The smaller the
size of the group, the greater the individual
accountability may be.
• Giving an individual test to each student.
• Randomly examining students orally by calling on
one student to present his or her group's work to
the teacher (in the presence of the group) or to the
entire class.

11. • Observing each group and recording the
frequency with which each member-contributes
to the group's work.
• Assigning one student in each group the role of
checker. The checker asks other group members
to explain the reasoning and rationale underlying
group answers.

12. Interpersonal &Small-Group
Skills
• Decision-making
• Trust-building
• Leadership
• Communication
• Conflict-management skills

13. 5. Group Processing
• Group members discuss how well they are
achieving their goals and maintaining effective
working relationships .
• Describe what member actions are helpful and
not helpful .
• Make decisions about what behaviors to continue
or change.

14. What skills are
necessary for
cooperative learning
to be a success?

15. In order for cooperative learning to be a
success, a sense of positive interdependence
must be developed. This refers to a sense that
each team member’s contribution is valuable
and necessary in order to achieve goals.
Johnson and Johnson (1991) outline the
following skills that must be taught and
practiced in cooperative learning teams.

16. Goal setting:
The first step to creating an atmosphere of
positive interdependence is setting a mutual
goal which is reachable only if all members of
the team participate. The goal should be
structured so that every team member is
responsible for learning the material and
ensuring that every other group member learns
the material.

17. Leadership skills:
There are three general leadership skills that are necessary for
cooperative learning.
1. Giving directions encompasses being able to review the
instructions, call attention to time limits, and offer ideas on how to
most effectively proceed with the task.
2. Summarizing involves the ability to review aloud what has just
been read or discussed, referring to notes or the original material
as little as possible.
3. Generating answers refers to coming up with as many possible
answers from which the team can choose the best answer.

18. Cooperative and interpersonal
skills:
Cooperative and interpersonal skills: Some
students may already be, to differing degrees,
proficient in some of these skills. It is through
monitoring and observing that you will see which
skills students lack and need to develop.

19. Four levels of Cooperative and
interpersonal Skills:
• Forming skills
• Functioning skills
• Formulating skills
• Synthesizing

20. Forming Skills
Involves being able to quietly
come together as a group, to
stay with the group, to quickly
attend to the task, use quiet
voices, and take turns.

21. Functioning skills
Help the group develop and maintain an
effective working relationship. It include sharing ideas
and opinions, asking each other and the teacher for
facts and reasoning, giving direction to stay on task,
encouraging participation of other group members,
expressing support and acceptance of other group
members’ ideas and contributions, offering to explain
one’s ideas, and paraphrasing one’s own and others’
ideas.

22. Formulating skills
Cognitive skills which stimulate and develop the use of
higher quality reasoning skills.
These are: The ability to summarize ideas and material
aloud, seeking accuracy of these summaries, seeking
elaboration by relating material to what is already
known, developing ways of remembering information
(mnemonic devices, for example), checking other group
members’ understanding by asking for verbalization of
their reasoning processes, and asking others to plan out
loud.

23. Synthesizing
Involves skills necessary to dispute and
conceptualize material and conclusions. These
skills are necessary in thinking more divergently
about an issue and arguing constructively about
differences. Students need to learn to: criticize
ideas while expressing respect for the person
with the idea, differentiate between group
members’ ideas and reasoning, ask for
rationalization of ideas, extend other members’
ideas by adding one’s own information

24. Some Social Skills

25. LISTENING
TAKING TURNS
CONTRIBUTING
ENCOURAGING
COOPERATING
FOLLOWING DIRECTIONS
ASKING QUESTION
CRITISIZE IDEAS NOT PEOPLE
SEEKING FOR ACCURACY