The Positive Effects Of Cooperative Learning

The Positive Effects Of Cooperative Learning
1 The positive effects of cooperative learning
Many different researchers in different academic fields undertook experimental studies to compare the effects of the cooperative learning methods and
the traditional teaching methods on student learning and other outcomes. These varied fields are as follows: principles and methods of teaching (Kilic,
2008); and accounting education (Hwang, Lui & Tong, 2005); mathematics and science; Nattiv, 1994; Vaughan, 2002); social studies (Lampe, Rooze &
Tallent–Runnels, 1996; Adeyemi, 2008); geography (Yager, Johnson, & Johnson, 1985); chemical bonding (Doymus, 2008a& Doymus, 2008b).
Cooperative learning has been shown to promote more positive attitudes of students toward their own learning than do competitive or individualistic
learning environments because students work together for ... Show more content on Helpwriting.net ...
Furthermore, cooperative learning facilitates greater improvement in self–esteem than does competitive or individualistic learning environments
(Johnson & Johnson, 2005). In some studies (Kilic, 2008; Bertucci et al. 2010) students' self–esteem increased in cooperative situations because
students were involved in cooperative efforts. The findings reported above validate the results of other studies (Mulryan, 1994; Whicker & Nunnery,
1997; Nhu–Le, 1999; Vaughan, 2002; Gillies, 2006; Zain, Subramaniam, Rashid & Ghani, 2009; Kose, Sahin, Ergun & Gezer, 2010; Le, 2010;
Thanh–Pham. 2011) which report that cooperative learning promotes more use of higher–level learning skills, more positive cohesion among
participants, higher self–esteem in learning and more positive feelings toward the learning task. In summary, it may be argued that cooperative learning
appears to be an effective way to engage students in the learning
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Cooperative Learning
COOPERATIVE LEARNING IN THE EFL CLASSROOM
Plan of the lecture:
1. What is cooperative learning? 2. Assumptions about cooperative learning 3. Strategies for group dynamics 4. Steps in teaching cooperative skills 5.
Levels of cooperative skills 6. Benefits from using cooperative techniques
What is cooperative learning? Cooperative learning can be characterized in the following Chinese proverb:
Tell me, and I'll forget Show me, and I'll remember Involve me, I'll learn.
Cooperative learning can be defined as a strategy for the classroom that is used to increase motivation and retention, to help students develop a positive
image of self and others, to provide vehicles for critical thinking and ... Show more content on Helpwriting.net ...
Strategy 45: Small group. Small–group activities are more loosely structured than pair activities. They require patience, motivation, and good listening
habits. The teacher acts only as a facilitator, so the responsibility for success lies with the group itself. These activities help students develop techniques
for fair group interaction.
Strategy 5: Large Group. Large–group activities are similar to small group activities in their objectives and structure. The only difference is the
inclusion of a larger number of students requires more skills among group members in fair group interaction.
Strategy 4: Dyad. These activities give students the opportunity to work one–to–one with others in the class. Through these activities, students become
better acquainted with each other and begin to feel more comfortable sharing personal ideas and views. Almost any activity can be structured .for pair
work.
Steps in teaching cooperative skills
There are four steps that teachers must follow in teaching cooperative skills. 1. Students need to understand why it is they are doing things
differently and how it will help them reach their goals. Explain why they are doing cooperative work Do brainstorm session on the possible value of
a cooperative group work Place posters around the room to remind learners of the benefits of cooperative group work. 2. Students must be aware of
the necessary skills for successful group

Three Types Of Cooperative Learning
2.9Cooperative Learning Types There are three ways in which cooperative learning may be structured in the university classroom (Johnson, Johnson, &
Smith, 2006). Instructors may use formal cooperative learning, informal cooperative learning, or cooperative base groups.
2.9.1Formal Cooperative learning
Formal cooperative learning triggers students to work together, for one class period to several weeks. The aim is to achieve shared learning goals,
and complete jointly specific tasks and assignments (such as decision making or problem solving, completing a curriculum unit, writing a report,
conducting a survey or experiment, or reading a chapter or reference book, learning vocabulary, or answering questions at the end of the chapter)
(Johnson, Johnson, & Smith, 2006). Instructors in this type of CL specify the objectives for the lesson and decide on the size of groups and the way
the classroom will be arranged in, the method followed and the materials needed to conduct the lesson.
2.9.2Informal Cooperative Learning ... Show more content on Helpwriting.net ...
It typically involves groups of two (e.g. turn–to–your–partner discussions). These groups are often temporary and can change from lesson to lesson. The
Discussions in this type of CL have four components that include formulating a response to questions asked by the instructor, sharing responses to the
questions asked with a partner, listening to a partner's responses to the same question, and creating a new well–developed answer. This type of learning
enables the student to process, consolidate, and retain more

Evaluation Of A Cooperative Learning Device Essay
For students to receive a more effective and meaningful academic experience, a diverse pedagogical methodology for enhanced and relevant learning
is required. Various strategies are available to engage adolescent students toward a more fruitful learning experience. The jigsaw method, a cooperative
learning device, is a project–based exercise whereby students assume specific roles for content mastery and conduct tasks with an interdependence on
one another for deeper learning on multiple aspects of a subject toward better comprehension and fully reaching the intended objectives. This strategy is
useful in putting students in an active role while investigating subject matter. It is also a chance for teachers to allow students to discover and find
options to fit their own learning styles and presentational preferences. Not all teachers prefer this method nor find it most applicable to their discipline,
however. Students often may find that evaluation based on peer project completion is not representative of their personal abilities. Applied
appropriately and accordingly, the jigsaw method has the potential to create interdisciplinary relevance of the topic, widen a student's breadth of subject
analysis, and change their classroom outlook from dread to enthusiasm.
By Jerald Joseph
A traditional approach to learning puts teachers in control of the specific learning material delivered, formative assessments, teaching methods, and
pace of learning. The advantage of

A Definition of Collaborative vs Cooperative Learning
A Definition of Collaborative vs Cooperative Learning
Ted Panitz (1996)
[pic]
I have been searching for many years for the Holy Grail of interactive learning, a distinction between collaborative and cooperative learning
definitions. I am getting closer to my elusive goal all the time but I am still not completely satisfied with my perception of the two concepts. I believe
my confusion arises when I look at processes associated with each concept and see some overlap or inter–concept usage. I will make a humble attempt
to clarify this question by presenting my definitions and reviewing those of other authors who have helped clarify my thinking.
Collaboration is a philosophy of interaction and personal lifestyle whereas cooperation is a ... Show more content on Helpwriting.net ...
The major difference lies in the fact that cooperative deals exclusively with traditional (canonical) knowledge while collaborative ties into the social
constructivist movement, asserting that both knowledge and authority of knowledge have changed dramatically in the last century. "The result has
been a transition from "foundational (cognitive) understanding of knowledge", to a nonfoundational ground where "we understand knowledge to be a
social construct and learning a social process" (Brufee, Collaborative learning: Higher Education, Interdependence, and the Authority of Knowledge,
1993). Rockwood states:
"In the ideal collaborative environment, the authority for testing and determining the appropriateness of the group product rests with, first, the small
group, second, the plenary group (the whole class) and finally (but always understood to be subject to challenge and revision) the requisite knowledge
community (i.e. the discipline: geography, history, biology etc.) The concept of non– foundational knowledge challenges not only the product acquired,
but also the process employed in the acquisition of foundational knowledge."
"Most importantly, in cooperative, the authority remains with the instructor, who retains ownership of the task, which involves either a closed or a
closable (that is to say foundational) problem ( the instructor knows or can predict the answer). In collaborative, the instructor––once the task is set––
transfers

Cooperative Learning Is A Revolutionary Style Of Teaching...
Cooperative learning is a revolutionary style of teaching that offers students a chance to work together, communicate, build social skills, and acquire
self–confidence. It is important to inspire students to be excited about learning and to encourage their involvement in the learning process. There are
many studies that offer important information and have determined that cooperative learning not only helps students improve academically, but that it
also shows that students take pride in the fact they can cooperate and complete something together. Educators need to open the doors for students to
have the opportunity to understand cooperative learning and become efficient with it. Offering students a chance to grow socially, academically, and
understand the values of communication and teamwork is important for their future.
Our educational system is one of the most influential molds for young members of our society. How children learn and grow influences the future and
it is important for them to learn as much information and skills as possible. However, education is not just about learning facts and classroom material.
One of the most important lessons students can learn is to work together, which will be very important as they grow and enter the working world. The
process of teaching how to utilize groups and hands on activities is called cooperative learning. Cooperative learning is a beneficial practice used in the
classroom to help students work together,

Statistics on Cooperative Learning
WHAT ARE THE STATISTICS ON COOPERATIVE
LEARNING ANYWAY?
Cooperative learning has been debated by educators for a long time and continues to be questioned today. Many educators feel that cooperative learning
strips students of the benefits of direct instruction. Proponents of homogeneous learning tend to stray from cooperative learning because it seems to
deprive gifted students of learning with their gifted peers. Five studies will be summarized that look at different aspects of cooperative learning: effects
with the learning disabled, the advantage of helping behaviors, math achievement, strategic reading in groups, social support, and heterogeneous vs.
homogeneous grouping. A study was conducted to find... Show more content on Helpwriting.net ...
Teachers also received training in this area. The groups, then, participated in grade–level appropriate math units. Students were further encouraged to
work cooperatively because individual improvement on assessments also earned team points. Data was collected by audio and video recordings. The
research team hypothesized that helping behaviors would be related to achievement. Achievement gain would be used as the dependent variable and
would be measured by an ANCOVA test. The team found that there was a significant relationship to students using helping behaviors in cooperative
learning groups to academic achievement gain. The only behaviors that did not show significant growth were the giving and receiving of answers
without explanation (Nattiv, 1994). Another study conducted in Southeastern United States focused on a different type of cooperative learning called
Collaborative Strategic Reading. Klingner, Vaughn, and Schumm (1998) sought to discover if this program would be effective in a heterogeneous
classroom. They further wanted to analyze reading comprehension, social studies content, and student interactions in conjunction with this technique
(Klingner, Vaughn, & Schumm, 1998). The participants included 141 students. Eighty–five students were split into three classes to represent the
treatment group (or intervention condition), and 56 students were split into two classes to represent the control condition. To ensure equal groupings
the students

The Effects Of Using Math Cooperative Learning Groups On A...
Chapter 2
Review of Related Literature
The purpose of this study was to examine the effects of using math cooperative learning groups on a second grade class at Cypress Cove Elementary
School during the academic year of 2016–2017. This chapter focuses on conceptual understanding and the effectiveness of cooperative learning groups
in math as well as the influence of group processing on achievement.
Making Connections in Math Cognitive development occurs when students use their current knowledge of a subject's concepts and procedures to learn
new material. Math is no different. Students use what they already know as a foundation for learning new math skills. Teachers who understand this
aspect of cognitive development and know how to build on what their students already have learned are effective educators (Sidney & Alibali, 2015).
In a study of fifth and sixth graders being taught division by fractions, Sidney et al. (2015), found that students drew on their past knowledge to
understand new problems. Students used their prior knowledge to activate the transfer of the new information.
The Effectiveness of Cooperative Learning
Using differentiated instruction helps build existing knowledge and activates prior knowledge. Once students have gained a deeper level of
understanding, using cooperative learning groups is beneficial because it enhances academic achievement, student attitudes, and student retention
(Hsiung, 2012). Cooperative learning also provides a natural

Cooperative Learning: The Benefits Of Cooperative Learning
Cooperative Learning is a term generally used to explain an educational approach which aims to categorize classroom activities into academic and
social learning experience. It is important to the pupils that cooperative learning could be one way to improve the intellectual ability of students.
Cooperative learning is an instructional method in which pupils work together as a team to achieve a specific goal or objective. There are many
studies that have been conducted that is out lined the value of cooperative learning. One such was conducted by Felder (1994) who found that students
became so familiar to working in groups that this work translated into other courses. For instance, the studies on the same group of pupils were in the
class with ... Show more content on Helpwriting.net ...
The respondents of our study are the Grades IV, V and VI pupils of Saint Michael College of Caraga. It's because cooperative learning refers to students
working in teams and is an approach to group work that minimize the incidence of those unpleasant situations and maximize the learning and
fulfillment that product from working on a high performance team. The benefits of cooperative learning became a commonly use form of active
pedagogy in the 1980's and continues to be a precious tool for learning in academic institutions today (Johnson, Johnson & Smith 2007), as it provide
benefits for both students and instructors (Shimazoe and Aldrich, 2010). Slaven (1996) describe cooperative learning teaching methods in which
students work together in small groups to assist one another learn academic contents. Johnson, Johnson and Smith (1991) outlined several central
elements comprising cooperative learning including positive interdependence, individual responsibility, face–to–face, promote communication, proper
use of collaborative skills and group processing, as will be discussed

Cooperative Learning: The Positive Effects Of Cooperative...
In fact, many students aren't motivated to succeed in the field of science.
"Anyone teaching science has encountered students who ask such questions as, "Why do we have to learn this?" and, "What is the point of doing this
experiment?". Unfortunately as children grow, their passion for learning seems to diminish and also becomes associated with drudgery'' (Quinn, 2006,
page 8)
Cooperative learning helps students who face with the lack of motivation to maintain high expectations for success, even when they face with repeated
failures.
In addition to the effects mentioned above, one more thing that students can be impressed by cooperative learning is developing their self–confidence.
When a student experiences group success acquired by his or her cooperation, or when he/she answers questions made by other members, he/she feels
as a qualified member of the group and this causes development of self–confidence. In the following paragraphs it's expressed how cooperative learning
can be effective in educational systems. ... Show more content on Helpwriting.net ...
For teachers, it is essential to set a structure in groups in order to allow students to bring their abilities to the group effort. This type of learning helps
to link findings of a special topic together, helping students to discover that working in groups brings about higher effectiveness especially for practical
plans.
"Cooperation requires some degrees of equality between learners, particularly a rough equality of skills. For instance, for cooperating activities, it is
best to put exceptional learners in one group rather than to spread them across groups'' (Nation, 1989, page

The Ideas And Implementation Of Cooperative Learning
This paper explores the ideas and implementation of cooperative learning, and how it can benefit the classroom. It looks at different sources that show
research on this teaching strategy and the benefits that it could have on students social skills, academic success, and over all attitude towards school. It
also explains some different types of cooperative techniques that teachers can use in their classrooms.
1
Introduction
In the education world, things are always changing. There are several different theories that educators look to when they are deciding the best ways to
teach their classrooms. These theories also ... Show more content on Helpwriting.net ...
They will need to rely on each other in order to successfully complete their own job which will help the group complete the entire task. It is important
to remember that each group member will be held accountable for their own roles, and also how they participate in the group. 2
History.
Lev Vygotsky, a Soviet psychologist created a theory which believes that humans need social interaction for their cognitive development. Gallagher
(1999) states "Basically Vygotsky 's theorysuggests that development depends on interaction with people and the tools that the culture provides to help
form their own view of the world". Another part of this theory is the Zone of Proximal Development. The idea here is that a student will complete a task
that they cannot do alone, with the help of a more skilled peer, or even the guidance of an instructor. Throughout this process the child will become
more socialized and then in turn, this will improve their cognitive development (Gallagher 1999).
The Benefits of Cooperative Learning. There are some subjects, where working in groups is practiced more frequently than others. For example,
many students are use to working in groups on a science experiment, or working as a team in physical education courses, or maybe even for a project
in social studies. However, working with their peers

Research Paper On Cooperative Learning
Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences. There is
much more to Cooperative Learning than merely arranging students into groups, and it has been described as structuring positive interdependence
(Prasetyo,2012). Cooperative learning is a technique that allows students to learn from each other and gain important interpersonal skills. Learn more
about the benefits, strategies, and techniques involved in cooperative learning ( Olsen, 2003). It is an organized and structured way to use small groups
to enhance student learning and interdependence. Students are given a task, better known as an assignment, and they work together to accomplish this
tasks. The success is dependent on the work of everyone in the group.
In addition to learning from each other students ... Show more content on Helpwriting.net ...
Unlike individual learning, which can be competitive in nature, students learning cooperatively can capitalize on one another's resources and skills
(asking one another for information, evaluating one another's ideas, monitoring one another's work, etc.) ( Chiu, 2008). Furthermore, the teacher's role
changes from giving information to facilitating students' learning (Syahrir, 2011). Everyone succeeds when the group succeeds. Ross and Smyth
(1995) described successful cooperative learning tasks as intellectually demanding, creative, open–ended, and involve higher order thinking tasks. Five
essential elements are identified for the successful incorporation of cooperative learning in the classroom.
Basic elements of cooperative learning:
Johnson (2009) posited five variables that mediate the effectiveness of cooperation. Brown and Ciuffetelli (2009) and Siltala (2010) discuss the 5 basic
and essential elements to cooperative learning:
пЃ¶Positive interdependence
1.Students must fully participate and put forth effort within their

My Classroom Environment
My classroom is geared for a Kindergarten class of 20 students, in a general education setting. The learning environment has been organized to
maximize the students' safety, allow for student and teacher movement, promote collaboration among peers, and foster student engagement in
classroom activities. Furniture utilized in this setting is developmentally and size appropriate, so that children are comfortable. Storage cubbies,
equipment, and materials have been placed in areas that are easily accessible to both myself and my students without restricting the flow of classroom
traffic or blocking the student's view of or access to learning materials. I did not decorate every inch of space on my classroom walls. I feel that this
gives the appearance of clutter and pose more of a problem than a purpose. I utilized neutral, calming colors as the backdrop for bulletin boards, as to
not visually overwhelm my students. Also, since my classroom only has one window, the access to natural light is limited. I felt that use of bright or
neon lights in combination with the florescent lighting could potentially be distracting to my students. Bulletin boards will primarily serve to showcase
student work, with posters displaying curriculum content placed intermittently, except for the Calendar Math board and the Word Wall. These will
both be year–round, interactive boards. Additionally, flip charts on castor wheels will be utilized for small group and differentiated learning.

Benefits Of Cooperative Learning For Student Engagement
Moreover, despite all those well documented benefits of cooperative learning, many teachers still do not prefer to use this pedagogical practice in class,
stated by Baines, Blatchford, and Kutnik (2003). The fact is that the cooperative learning requires teachers to have high awareness of students' learning,
good control of students challenging behaviors.
Based on the knowledge on cooperative learning, the approach of group work is introduced in the following paragraphs as the chosen pedagogical
approach for language teaching practice in stage 4. Group work is an instructional strategy that allows teachers to address both intellectual and social
learning goals (Cohen, 1994; Galton, Hargreaves, & Pell, 2009). The approach will be analyzed from two aspects, one is the impact on students' social
and attitudinal improvements, and the other aspect is on the academic gains.
Generally, Stage 4 is known as the transition stage. As emphasized in the Melbourne Declaration, the effective transitions between primary and
secondary schools are an important aspect of ensuring student engagement (2008, p. 12). Student motivation and engagement in these years is critical,
and can be influenced by tailoring approaches to teaching, with learning activities and learning environments that specifically consider the needs of
middle year's students.
As required by the K–10 language syllabus (2003) for language learning in Stage 4, the learning ought to promote a fair and just society that values

Questions On Cooperative Learning Strategies
. During 6th grade math class, the teacher uses a variety of teaching strategies. The whole class instruction is used to teach new concepts. At this time
students look up at the board, listen to the teacher, take notes and participate in whole–class discussions. When cooperative learning strategies are used,
each student has a role, such as writing, solving problems or explaining to another student the steps of solving the problems. Quiz–Quiz–Trade is
another strategy that engages students. While the music is playing, all the students walk around the room and trade math cards with other students.
When the teacher stops the music and says "Hand up, pair up", students stop walking and find a partner. Each student in the pair solves the... Show more
content on Helpwriting.net ...
The title of one worksheet was "Conserving Energy". The students were curious about the picture they will create when plotting the points and they
started working immediately. At the end they discovered a "dog sleeping", which was "conserving energy", not using it. No matter what learning
strategy or activity is used in math class, students know the purpose of these activities. During Scavenger Hunt students start solving a problem on one
of the several mini–poster which are posted all over the room. The answer to that problem is the number of the next problem to be solved. The
students are engaged in this activity and through this this process solve all the problems assigned for that class period. While I observed one
English class, the teacher even engaged the students while taking attendance. When she called each student's name, they replied with "oldest",
"middle", "youngest", or "only" child in the family. When learning the vocabulary words, students had to illustrate and write a caption for each
word. In order to engage students for this activity, instead of just telling or writing the topic, the teacher said, "Who lives in a pineapple under a tree"
and the students replied, "Sponge Bob Square Pants." Because there are a few students who do not like to write, but love Sponge Bob, they were
excited about writing that day. Those students who did not care about Sponge Bob, were allowed to write using insects or something else for their
topic. In History

Cooperative Learning : Being A Child
Ashley Hines 28 April 2015 HLTH 4260 Cooperative Learning Being a child in a room full of other personalities can be very difficult; especially
if that child is an introvert. There are a lot of different ways a teacher can help a child that is shy or quiet, and one way is cooperative learning.
Cooperative learning changes the student and teacher roles in the classroom. It allows class interactions, individually/ group accountability, and a
way for student to improve their social skills. There are some disadvantages such as a particular individual taking over the group, students not getting
along, and some students letting others do all of the work. There are pros and cons to this instructional strategy, but the pros definitely outweigh the
cons, in my opinion. In this paper, I'll be talking about the benefits of cooperative learning, why it is important to use in the classroom, the
disadvantages. Cooperative learning is an instructional strategy in which small groups of students work together on a common task. This strategy has
a lot of benefits. "According to David Johnson and Roger Johnson (1999), there are five basic elements that allows successful small group learning,
such as positive interdependence, face to face interaction, individual and group accountability, group behaviors, and group processing". Looking back
at when I was in school, I did not know that small groups were known as cooperative learning but it surely helped me to break out of my shell. At
times, I

Cooperative Learning : Classroom Structure
Abstract Cooperative learning is classroom structure that incorporates the collaboration of students into small groups to work together for an overall
community goal. It is a structure to maximize each student's educational strengths in a classroom setting to achieve, not only academic success but also
social learning experience. How to implement students in cooperative learning make it difficult versus traditional individualism teaching, where the
success of the student relies on each student. There three different types of cooperative learning: Formal, Informal and Cooperative Base Groups. Each
type has different benefits of interdependence structured depending on how individuals interact with each other, to determine the overall outcome.
Keywords: Cognitive development, individual accountability, positive interdependence. Cooperative Learning Robert Slavin believes there are tasks
that must be achieved to teach effectively. Teacher must: motivate students, manage the classroom, assessing prior to knowledge, communicate
effectively, take into account the characteristics of the learners, assessing learning outcomes, and review information. However these tasks differ
widely according to the age of the students, the objective instruction, and other factors (Slavin, 2012). Nonetheless, these classroom management tasks
are the framework for implement cooperative learning as a standard, instead of used for small task and projects. Cooperative learning

Five Essential Elements Of Cooperative Learning
Introduction
Co–operative learning is a method used in education in order to make learning and teaching easy and effective. Co–learning entails dividing learners in
a group according to their level of intellect.
According to the Johnson & Johnson model, cooperative learning is instruction that involves students working in teams to accomplish a common goal,
under conditions that include the 5 essential elements and they aim to help learners to work together in order to succeed, it is done by taking the
results of the group instead of the individuals (P. Dillenbourg, 1994) since learners are not equally gifted academically.
Five essential elements of cooperative learning in the classroom:
Positive Interdependence.
Individual and group ... Show more content on Helpwriting.net ...
Face–to–face Promotive interactions: gives individuals opportunities to help each other overcome problems. They provide the feedback between
members necessary for all individuals to test ideas and build a framework for their knowledge, and they provide resource sharing. Finally, they embody
respect, caring, and encouragement between individuals so all are motivated to continue to work on the task at hand.
Teaching the students the required interpersonal and small group skills:
Here learners do not only learn subject matters, but also interpersonal skills and how to work in a team. They are taught skills of communication,
leadership and conflict management during the early stage of cooperative learning sessions
Group processing: here learners are measuring the effectiveness of their co–operative learning based on the assessment outcomes and how well the
group has learned.
How can the use of co–operative learning help you to teach in ways that are consistent with the aims the National Curriculum Statement Grades

The Importance Of Cooperative Learning And Learning
Introduction Great facilitators' implement effective learning by introducing and perfecting different instructional lessons to meet the emotional, social,
and academic needs of all their students. Research into teaching practices allows educators to customize learning for every one of their students.
Today's classrooms, students work both independently and in groups to demonstrate what they have learned. Learners now have choices over how they
summarize their understanding of the lesson material. The teacher paces the lesson based on the students understanding and needs, providing
appropriate learning experiences for different learners providing a path to reach all learners in the most effective way. This paper will explore
'Cooperative Learning', 'Learning by Teaching', and 'Flipped Classroom' as just a few of the numerous ways educators can explore new and effective
forms of disseminating educational material and instruction. Teaching Practices http://www.co–operation.org/what–is–cooperative–learning
/ Cooperative Learning. Cooperative Learning. Cooperative learning is a teaching method in which small groups with different levels of ability, use a
variety of learning activities to improve their understanding of a subject. Each team member is responsible for learning the material, but also helping
other teammates learn. How Does it Work? Cooperative learning is working together to accomplish shared objectives. Individual outcomes benefit
themselves and

Cooperative Learning: Improving Social Skills in the...
Chapter II – Review of the Related Literature
Our first social relationship begins with family. The way a child interacts with parents, grandparents, and siblings is his or her first introduction to social
behavior. These behaviors, although not instinctive, are learned from observing and relating to others (Johnson, D. & Johnson, R., 1989).
Unfortunately, some social behavior in families can produce negative responses. As educators, we first see characteristics of social behaviors in
preschool. Most parents send their children to preschool to enhance socialization with children their own age. They do so in the hopes of giving a
good foundation for social competence (Jalongo, 2006). Language development begins in preschool and is ... Show more content on Helpwriting.net ...
Results reported students with pro–social behavior ranked higher in grade point averages (GPA) and Stanford Test of Basic Skills (STBS) than students
with anti–social behavior. Pro–social behavior was a significant predictor of GPA and STBS scores and even a stronger predictor for grades in this
study. Positive group work promoted cognitive development and logical problem solving. Relationships with peers gave students opportunities for
additional resources which teachers are always searching to give their students. The study suggests educators need to go beyond instruction based
solely on content and include social behavior in motivating children to learn (Wentzel, 1993). The benefits are far too great to ignore. Teachers now
face the task of including social skills in their daily instruction. In today's society, it can be a very difficult task to encourage socialization with
competition from video games, computers, cell phones, emails, and text messages. Learning requires social interactions among people. In a positive
social classroom, one would witness problem solving by group work, listening, and encouragement of classmates. "In general, social skills may be
defined as socially acceptable learned behaviors that enable a person to interact with others in ways to elicit positive responses and assist in avoiding
negative responses," (Elliott, Malecki, & Demaray, 2001,

Example Of Cooperative Learning
Cooperative learning is a very distinguished strategy in the educational world. Cooperative learning is used by teachers to help children develop
positive social behaviors. With this strategy, children are able to work together so they can learn from one another. Although this strategy is all about
the children, teachers must make cooperative learning experiences "structured to mirror society's expectations and to encourage positive behavior
outcomes for young children". For example, if children are playing in the kitchen center, I would encourage them to pretend like they're in a
restaurant. Some children would be placing the orders and the others would be working at the restaurant. I feel like this specific example would teach
the children that are being the "customers" to be patient and understanding with all employees. I also think that this example would give the children
who are the "workers" a better understanding of what happens in a restaurant. When they're "working" in the kitchen, they will be able to see how hard
it is to work in the food industry. In turn, this would help them also become patient and understanding adults. In addition to developing positive social
behaviors, this strategy also helps children build self–esteem and promotes the acceptance of others. When children work with other children, they will
be able to connect and understand children are who different from them. Working with children who are different from them will allow them to better

Cooperative Learning Method : Cooperative
Cooperative Learning Method 1
Running Head: COOPERATIVE LEARNING METHOD
Cooperative Learning Method
BГјЕџra Seher KoГ§
Research Project
Erciyes University–Kayseri
Cooperative Learning Method 2
Introduction
Cooperative learning is part of a group of teaching/learning techniques where students interact with each other to acquire and practice the elements of
a subject matter and to meet common learning goals (Macpherson, 2000, p.1). In other words, it is a learning method that consists of groups of
students coming together for a common purpose. Cooperative learning has been the center of worldwide attention because it has been shown to have
strong effects on student learning, as well as other positive outcomes (Tran, 2013, p. 101). This paper explains the core elements of cooperative learning
method.
Cooperative learning is defined in Tran's article (2013) as "the instructional use of small groups so that students work together to maximize their own
and one another's learning" (as cited in Johnson & Johnson, 1990c). So, in this learning method, the instructors rely heavily on students' efforts within
their groups. Johnson and Johnson (2002) believes that students are given two responsibilities in cooperative learning groups, one of which being to
learn the assigned material and the other being to make sure that all other members of their group do likewise. When it comes to the importance of this
method, it is obvious that it stems from the number of teachers using

Essay On Cooperative Learning
Cooperative learning is "now the most recognized instructional models in education worldwide"(Metzler 228). Cooperative learning is basically having
students learn with, by and for each other which is the major theme of Cooperative Learning. In this model, Student Team Learning (STL) states how
there are three main concepts to focus on. The three are: team rewards, individual accountability, and equal opportunities.
In Cooperative Learning there are six major elements that take part. The six are intentional group formation, continuity of group interaction,
interdependence among group members, explicit attention to the development of social skills, and instructor as facilitator. These six elements form
under the model and gives cooperative ... Show more content on Helpwriting.net ...
You want to make sure you never do a activity too advanced or not advanced enough with your students. An example of a cooperative learning activity
in an elementary setting could be the "Scooter Scramble". The scooter scramble is best used with grades K–2. In the scooter scramble you will need
one scooter per student, four different colored pinnies, four containers marked with the colored pinnie, and any type of equipment that can be
carried on a scooter for example a bean bag, balls, etc., and as many items as possible. In this activity you need to explain to the students how
working together is extremely important in team sports. Once all the equipment is out and scattered across the gym you will split your class into 4
groups and the students will make a goal of how many items they can collect and bring to the garbage cans. The challenge in this activity is for the
students to figure out how to carry the equipment along with scrambling around on their scooter. Once all the equipment is picked up, the students can
check who has the most items in the garage cans and whoever has the most wins. Once the first task is completed you can make variations. Variations
that can be made are changing the teams, specifying that you can only collect a certain object on the floor and you have to avoid all the others while
on the

Essay on Cooperative Learning ( Johnson and Johnson, 2006)
Cooperative Learning 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, thus creating an atmosphere of achievement. Students work through the assignment until all group members
successfully understand and complete it. Cooperative efforts result in participants striving for mutual benefit so that all group members: * gain from
each other's efforts. (Your success benefits me and my success benefits you.) * recognize that all group members share a common fate. (We all
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Individual & Group Accountability ( no hitchhiking! no social loafing) * 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. * 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. * Having students teach what they learned to someone else. | | 4.
Interpersonal & Small–Group Skills * Social skills must be taught: * Leadership * Decision–making * Trust–building * Communication *
Conflict–management skills| | 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 | |
Class Activities that use Cooperative LearningMost of these structures are developed by Dr. Spencer Kagan and his associates at Kagan Publishing and

Cooperative Learning in Mathematics Essay
Cooperative Learning in Mathematics
There have recently been many new trends towards the use of cooperative learning in many classrooms, particularly in mathematics classrooms.
Cooperative learning involves students working together to accomplish shared goals. In this type of situation, students must feel they can only reach
their learning goals if the other students in their group also reach their own learning goals. Students have to understand their achievements are
interrelated. Cooperative learning helps students to fully understand the mathematical concepts and assists them in developing social skills that will take
them through life.
There are different methods of teaching, in addition to ... Show more content on Helpwriting.net ...
Many teachers believe that just having students work together constitutes as cooperative learning. Yet, there are many other characteristics that make
up cooperative learning. According to "Cooperative Learning in Mathematics", by Roza Leiken and Orit Zaslavski, there are four conditions that make
up cooperative learning:
" Students learn in small groups with two to six members in a group.
The learning tasks in which students are engaged require that the students mutually and positively depend on one another and on the group's work as a
whole.
The learning environment offers all members of the group an equal opportunity to interact with one another regarding the learning tasks and encourages
them to communicate their ideas in various ways, for example, verbally.
Each member of the group has a responsibility to contribute to the group work and is accountable for the learning process of the group (240–241).
One method of ensuring all students are working is called "Random Reporting." In Random Reporting, the teacher randomly picks a group member to
present the group's finding to the class. In this situation, each group member must understand their group work in case they are called on to present.
This also enables every student to communicate their ideas and be accountable for the work.

Cooperative Learning : The Importance Of Cooperative Learning
On cooperative learning being crucial in helping students develop respect for each other, 58.3% of the students agreed, 16.7% of the students were
neutral and strongly agree respectively as 8.3% disagreed from the claim. This also indicates that cooperative learning promotes respect among the
students under study in the school setup.
On cooperative learning helping teammates view each other as dependable, 50% of the students agree, 33.3% being neutral as 16.7% strongly agree.
This also clearly indicates that students reaped benefits from cooperative learning, tied to the dependability of their relationships during the learning
periods. This shows that cooperative learning is an important aspect on the dependability of the teammates.
On cooperative learning help in viewing the teammates as responsible, 41.7% strongly agree, 33.3% agree as 25% were neutral. This also indicates
that cooperative learning is of great importance in creating the sense of responsibility among the students in the schools. This makes a student come out
of the institutions with a sense of responsibility on their later areas of life.
On cooperative learning assisting to create empathy among the teammates, 41.7% agree (n=5), 25% were neutral, 16.7% disagree and strongly agree
respectively. This also indicates that cooperative learning influences the level of empathy among the students within the line ofeducation within the
area of education. This indicates better achievements from the learning

Essay about Cooperative Learning
Cooperative Learning During the weekend I spent learning about the theories and structures of cooperative learning, I was captivated by five
components of cooperative learning. I intend to use these five in my own classroom. They begin with the introduction games Pleased to Meet You and
Knotting Acquaintance followed by the creation of base groups and finally STAD and TGT. These are five basic, yet exciting ways to use cooperative
groups in the classroom.
I will use the first two introduction games at the start of the school year, because students are nervous about the start of school and these games are
great for breaking the ice. I would start with the pleased to meet you form. This gets students talking amongst one ... Show more content on
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I like the base group because it gives the students a home. The base groups help open the door to getting the cooperative learning going. The length
of time that the base groups will stay together depends on the climate in the classroom. If I have selected well and the groups have been successful I
might be inclined to let them work together up to the midpoint of the school year. The base groups will merely serve as a home. Depending on the
activity the class is doing I will use ad–hoc groups and Formal learning groups.
In the Formal learning groups, as well as in the ad–hoc and the base groups, I will employ two types of group activities the STAD system and the TGT
system.
The Student Team–Achievement System (STAD) is a five–part system with proven effectiveness in Language Arts, Social Studies, Mathematics and
Science. The groups are set up heterogeneously and presented with new material. The next step is to have the learners practice the material within
their group. It is the responsibility of the group to be sure all group members have received the information and have a clear understanding of it.
Once the groups have had sufficient time to practice, the teacher gives the students individual quizzes. The quizzes are scored and the learners earn
points for their group. The points earned by the group members are based on their level of improvement over their base score; their average score on
the previous quizzes. The base score could also be established by

Disadvantages Of Cooperative Learning
1.INTRODUCTION
The main aim of this essay is to analyse the different aspects of incorporation of cooperative learning (CL) or group work (GW) in an academic
environment, specifically within an economic classroom. Furthermore, the contextualisation and definition of cooperative learning will be evaluated in
order to speculate whether cooperative learning in a tertiary education institution's economic department is beneficial or detrimental to the working,
personal and studying ability of students. Included in this evaluation will be notable examples of CL or GW conducted by university students and the
effects thereof. However, due to logical reasoning in which more can be achieved if people work towards a common goal, one could deduce that CL
will have a beneficial effect on the working and studying ability of students, including within in economic context.
2.CONTEXTUALISATION AND DEFINITIONS
According to Shimazoe and Aldrich ... Show more content on Helpwriting.net ...
Some members might not contribute to the task at hand which as a result causes conflict amongst other members. Shimazoe and Aldrich (2010:52–57)
claim that poorly performing students often exploit their peers through group work, and upon their analysis, the marks poorly performing students
achieve from group work are much higher than that of their individual marks. Student also sometimes lack the social skills needed for a successful
group assignment to be completed. Working in a group may result in an inability to focus on the task at hand, as there is no presence of a lecturer or
leader therefore students feel free to do as they will. Furthermore, as stated by Shimazoe and Aldrich (2010:52–57), when groups cannot function due to
hostility amongst the members or members acting uncooperatively, the instructor might for example remove students or dissolve the group as

The Jigsaw Classroom Is A Cooperative Learning Teaching
The jigsaw classroom is a cooperative learning teaching method used in school systems around the United States. Its success found in the classroom
with student participation has not gone unnoticed and more and more schools have started to use this style of teaching. Similar to a jigsaw puzzle, the
jigsaw classroom works to connect students. Each student is an important piece to the learning process and assigned a job to help create a final product.
Due to the fact all students' parts are so essential, each student feels important, understands they need to complete their specific task or else they will
disappoint their peers who are working with them. It is simple things like that which make the jigsaw classroom teaching method so ... Show more
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Instead of quitting on what they had done, and or just resegragating all the population.
Professor Aronson stepped forward and used his position of power to try and fix what was going on and help students get along. Professor Aronson
decided that the best thing for him to do is observe the school and sit in on classes so that he could try and understand what was causing the tension
between students. After observing the confrontations and how classes were being conducted, he concluded that the competitive nature of the students
and their want to be the best one in each class was what was fueling the hostility. He saw that students worked by themselves and the teachers were
creating an atmosphere that allowed them to compete for the top grade. The new goal of the professor was to switch the focus in the classroom from
competition to cooperation. Aronson came up with the idea to divide students into small groups, mixing each group based on their race, ethnicity,
gender, and made them responsible for a specific portion of each lesson. This change in teaching method forced the quiet and shy students to no longer
be able to hide in their seats, the outspoken kids, or leaders would have to hear what their classmate had to say. Due to the fact students were having to
cooperate with one another and all give input, the competitiveness of the classroom was lessened. The students needed to start supporting

The Performance Rate Of The Pupils After The Cooperative...
Statement of the Problem
1.What is the performance rate of the pupils before the use of cooperative learning ?
2.What is the performance rate of the pupils after the cooperative learning approach ?
3.Is there a significant difference between pre test and post test with the use of cooperative learning approach ?
Hypotheses
1.The performance of the learners before the introduction of cooperative learning is low.
2.The performance of the learners after the introduction of cooperative learning is high.
3.There is significant difference between pre–test and post–test with the use of cooperative learning approach.
Definition of Terms
1.Jigsaw classroom is one of the cooperative learning technique in which it reduces the racial conflict among learners, promotes better learning and
improves student motivation, and it also increases the fun while learning inside the classroom.
Scope and Delimitation
The scope this study is to measure the cognitive domain of the learners using Jigsaw strategy of cooperative learning theory. The learners will be group
based on the result of the OLSAT. The study delimit itself to Psychomotor and affective domain of the learners.
Chapter II
REVIEW OF RELATED LITERATURE
Since the establishment of cooperative learning prior to WWII, many theorists, psychologist and philosophers begun to study the effects of this theory.
According to Slavin, 1980, cooperative learning is a teaching strategy that requires the students to work in

Foote, C., And Vermette 2001 Constructivist Philosophy And...
Foote, C., & Vermette, P. (2001) Constructivist Philosophy and Cooperative Learning Practice: Toward Integration and Reconciliation in Secondary
Classrooms. American Secondary Education, 30, 26–37
In this article the author's discuss the area of cooperative learning and the constructivist philosophy and how they relate to each other. There are
examples given of different classroom activities that involve cooperate learning and the constructivist philosophy. In these various classrooms, the
students learned subject matter and developed meanings that were personalized to them and they also used prior knowledge and engaged in classroom
discussions. In these examples, the teacher was the facilitator, who motivated the practice and reinforced

Use of Collaborative and Cooperative Learning
Collaborative and cooperative learning promotes student learning through group–oriented activities. Collaborative learning is a method of teaching and
learning in which student teams will work together to create a meaningful multimedia project. Cooperative learning, which will be the primary focus
of this paper, is a specific kind of collaborative learning. In cooperative learning, students work together in small groups on a structured activity.
Cooperative groups will work face–to–face and will learn to work as a team. The multimedia project will allow all students to benefit from gaining a
deeper knowledge of the multimedia matters through communication with their peers and building relationships among their peers of different ... Show
This guide will be useful in my teaching practice to help provide strategies in developing a cooperative learning environment (Tanner, Bottoms, Feagin,
Bearman, 2003).
The guide will help integrate technology into this multimedia project that will provide students with fresh ways to learn and opportunities to apply
knowledge to new situations, thus encouraging problem–solving and thinking skills. The instructional plans used in the multimedia project will make
sure that students have access to technology that enhances learning. Students will learn to use technology in conducting research and in presenting
what they have learned. Students will also apply productivity/multimedia products to support personal productivity, group collaboration and learning
throughout the curriculum as well as use technology to design, develop, publish and present products related to classroom content. The purpose of this
guide is to help teachers deepen students' learning and to challenge teachers and students to set learning goals that go far beyond the classroom (Tanner,
Bottoms, Feagin, Bearman, 2003).
Cooperative learning is considered a classroom organizational and instructional method which was considered for this multimedia project. Cooperative
learning is more than just group work. Lee (1997) in traditional group learning, students work in groups with no attention paid to group functioning,
whereas in cooperative learning, groups work is carefully prepared,

Cooperative Learning And Cooperative Learning
I believe every learner is exceptional and gains knowledge in their own unique way. Well, one learner may learn best visually, another may learn best
kinesthetically and then another may learn best verbally. Therefore, you shouldn't restrict yourself to teaching in just one way either. It is imperative
that you approach a concept in various ways and give the learner several opportunities to explore the concept. I believe that the student should take
ownership in the learning process and the teacher should be a facilitator of knowledge in the classroom. Therefore, the teacher should assist the learner
to their highest potential and encourage them along the way and give them prompt feedback. Learners should collaborate together to build upon their
prior knowledge and share their ideas and hypothesizes on various concepts. I believe the learner should be evaluated on a competence based model.
A cognitivism theory that aligns with my belief statement is cooperative learning. Cooperative learning is where students work in small groups on a
common task or project while the teacher acts as a facilitator (Coffey, 2017). In my belief statement I stated, learners should collaborate together and
build upon their prior knowledge, this is the core of cooperative learning.
A behaviorist theory that would coincide with my beliefs in prompt feedback. Behaviorist believe in conditioning and rely completely on reinforcement
(Weibell, 2011). The experimenter or teacher directly controls

Impact of Cooperative Learning
IMPACT OF COOPERATIVE LEARNING ON GRADE 7 MATHEMATICS CLASS
(Strand: Pedagogy, Strategies)
Bernardo Cristino P. Altamira
Department of Education
Region IV–A
Division of Quezon
A report on an action research
August 2013
ABSTRACT The Department of Education points to K to 12 Enhanced Basic Education program to address one of the main weaknesses of the
Philippine educational system–the congested curriculum. Students are hardpressed to learn in 10 years a curriculum that is actually designed for 12
years in other countries. Hence, Filipino students are not able to achieve comprehension and mastery, particularly of core subjects. With K to 12,
students will develop competencies and higher order thinking skills through ... Show more content on Helpwriting.net ...
There are several reasons why cooperative learning works well. The idea that students learn more by doing something active than by simply watching
and listening has long been known to both cognitive psychologists and effective teachers (Bransford, et. al., 2000) and cooperative learning is by its
nature an active method. Beyond that, cooperation enhances learning in several ways. Weak students working individually are likely to give up when
they get stuck; working cooperatively, they keep going. Strong students faced with the task of explaining and clarifying material to weaker students
often find gaps in their own understanding and fill them in. Students working alone may tend to delay completing assignments or skip them altogether,
but when they know that others are counting on them, they are motivated to do the work in a timely manner. This study is an opportunity to enhance
the researcher's knowledge of cooperative learning and examine the effect of cooperative learning groups in promoting a deeper understanding of the
Grade 7 mathematics curriculum. The students will be gradually switched from a direct instruction approach to a cooperative learning environment.
Groups will be formed based on past grades of students from different ability levels working together. Many teachers, including those who teach
mathematics, are sure to benefit from this research.

Cooperative Learning : A Successful Instructional Strategy
Introduction
There are multiple strategies and theories in the education world that allow for student success and growth. One strategy that some teachers use to
promote effective classroom management is a strategy called cooperative learning. Cooperative learning is a successful instructional strategy that
allows student learning and positive social–behavior skills to foster based on small group work where each group member's success is dependent on
one another. Cooperative learning is an efficient strategy to include diverse learners and students who may have struggles in behavior management to
build upon their skills by working with their peers.
What is Cooperative Learning?
What exactly is the idea of cooperative learning? Cooperative ... Show more content on Helpwriting.net ...
In a cooperative learning classroom setting the teacher becomes the resource or tutor for the students, but they do not provide all of the course content.
Students find the content themselves through research, teamwork, and critical thinking. Instructors willing to implement the cooperative learning
approach in their classrooms must be willing to take risks, see learning from different perspectives, and engage in the critical thinking of their students
(Vermette & Foote, 2001).
Benefits of Cooperative Learning Cooperative learning is more than just letting students sit next to each other and complete an assignment together. If
implemented the wrong way cooperative learning can become ineffective for the students, therefor stunting their ability to grow as learners. A
cooperative learning environment will exist if groups are structured in a way that group member's co–ordinate activities to facilitate one another's
learning (Van Dat, 2013). In order to achieve this kind of environment there are five elements that must be present in a cooperative learning classroom:
positive interdependence, face–to–face interaction, individual accountability, interpersonal & social skills, and group processing. Let's look further
into these give elements to have a better understanding of cooperative learning. In order for cooperative learning to be successful students need to be
able to reflect on what they learned as a group to ensure all members have an

Does Cooperative Learning Increase Student Participation?...
The purpose of this study is to see if allowing students to work collaboratively during an activity will increase student participation. I want all of my
students to participate fully when working with a group to complete a task/activity, but I don't always see this occurring. This study will seek to answer
the following question: Does cooperative learning increase student involvement/participation? I chose hypothesis testing research to test my
assumption that allowing students to work collaboratively will increase student participation in the classroom.
Chapter 2– Research Literature Review
Cooperative learning has been researched frequently in education. Cooperative learning is a learning situation in which two or more students are
working together to complete a common task (Siegel, 2005). A more complex definition of cooperative learning is detailed by the Office of Education
Research Consumer Guide (1992): 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, thus creating an atmosphere of achievement (p. 1).
Not all groups are cooperative (Johnson & F. Johnson, 2009). Placing people in the same room, seating them together, telling them they are a group,
does not mean they will cooperate effectively.

Cooperative Learning Reflection
Following our presentation of why cooperative learning benefits students in mathematics, we hoped the class would be able to distinguish the
differences between direct learning environments from cooperative learning. Additionally, we hoped the class would understand how all students
become active participants in their learning through cooperative learning and receive higher academic success. Lastly, it was a goal of ours that the
class recognized the acquired skills students gain from cooperative learning and why it should be incorporated in their future classroom.
Overall our mini–lesson went smooth, but we for sure had a few bumps throughout the presentation. We successfully presented the benefits of
cooperative learning and how achievement scores are higher in mathematics when this approach is taken. However, we struggled with application to
the real world and how we as future educators should implement cooperative learning into our classrooms. Content–wise our group did a strong job
focusing on distinguishing the differences in two different classroom approaches, such as direct learning versus cooperative learning. Through multiple
research studies we were able to express to the class the benefits students receive when actively engaged in a cooperative learning environment. We
used the textbook definition for cooperative learning and an in–class presentation to define direct learning, which helped assist the class in
understanding the differences, especially because

Reflection Of Cooperative Learning
An important skill for students to develop in school is collaboration. During this course, I learned more in–depth knowledge about students working
with others within a concept called cooperative learning. Cooperative learning is one of three goal structures associated with motivation. The three
structures are cooperative, competitive, and individualistic. Though all three are used to motivate students to achieve goals, I believe cooperative is the
most ideal goal structure for student development. Cooperative learning involves putting student in groups for a lesson and requiring all students to
succeed in order for any one individual to earn rewards. This strategy enforces individual accountability for each child to complete their share ... Show
As a future educator, I want my own students to have those same experiences that I have had and cooperative learning is a perfect way to motivate the
development of collaborative skills.
The fifth and final concept I found to be enlightening throughout the semester was the concept of divergent thinking versus convergent thinking.
Divergent thinking is a type of thinking, whose goal is to come up with numerous unique and original ideas. One of the most common aspects of
divergent thinking is brainstorming. This is frequently used within school and many other domains in order to come up with a large amount of ideas or
topics at once. To contrast, convergent thinking is a type of thinking that focuses on finding a specific answer. Convergent thinking is used for
situations where there is only one answer such as how many presidents there have been or how many states there are in America. Divergent thinking is
more often used for open–ended questions or to come up with completely new ideas. Divergent thinking is also a method of thinking that enhances
student creativity. When in the midst of divergent thinking, a person is supposed to defer their judgment of ideas until later and create the most off
the wall ideas possible. I especially enjoyed learning about divergent and convergent thinking because I had not realized there were various types of
thinking. I had believed people could decide to be creative

Essay On Cooperative Learning
It's very vital for everyone to learn knowledge and skills. However, whenever you want to study in class or after class, you must choose to study alone
or study with a group of people. And, which one do you preferпјџ
Some people prefer to the learning atmosphere where they can discuss the problem with some people. This type of learning is called cooperative
learning. Cooperative learning not only avoids the learners' unilateral acceptance of knowledge, but also promotes them positive thought on problem. It
requires that the learner discuss with others at a humble and sincere attitude, or it isn't so successful and effective that the learners will feel a waste of
time. So it can build them good characters, such as respectful, helpful and receptive ... Show more content on Helpwriting.net ...
My opinion is to "take the essence and discard the dregs" and "adjust measures to local conditions". When learning some basic knowledge in
fundamental courses or preparing for written examinations, It's a better way to study alone. There is no point to discuss these basic knowledge
which has been confirmed or universally acknowledged. And the more basic knowledge we have, the more efficient we are when studying with a
group, because we can have more ideas after learning a lot of basic knowledge. In a frontier field, one's ability is limited after all. A group of
people learn together and share existing knowledge to explore, and they may go further. For example, in the past, research on particle accelerators in
various countries was isolated. As a result, before some accelerators had been made, another accelerators had produced the same researching results.
Those accelerators which were made later must expire because they have no value. But it wasted a lot of money and resources. So the research on
particle accelerators is done in a cooperative way today. As you see, particle physics has achieved rapid development due to study with others together
in the frontier

The Positive Effects Of Cooperative Learning

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