cooperative leaning whereabouts for better classrooms

COOPERATIVE LEARNING
STRATEGIES FOR CLASSROOM
CELEBRATIONS
28-04-2021 University of Kerala Sameer Babu M, Ph D 1

18-01-2024 University of Kerala 2
Introspection?
Are you able to apply
Constructivism in
Classroom?
Are you confident about
Blended Models?
How does the Brain
based strategies work?

Further
While dealing

Cooperative Learning
- Students assist each
other in the learning
process
- Acting as partners with
the instructors, and
with each other in order
to learn (Johnson &
Johnson, 1988).
Johnson, Johnson & Smith (1998)- A teaching and learning approach
in which students work together in groups to reach common goals
and maximize their own and each other’s learning

Yes!
Sharan (1994)
A group-centred and student-
centered approach
Slavin (2011) Instructional methods in which teachers
organize students into small groups, which then work
together to help one another learn

How of it?
(Slavin, 1995)
- Several groups in a
class
- No force on any single
learner to talk
- Learners interact with
each other
- Whenever they feel
ready, they will express
their ideas through
group work

Strengths!
-Students can work
cooperatively in class
-Reduced teacher’s
dominance
-Increased Motivation
-Reduced competitiveness
-Less threatening for
students.
Brown (2001)
Cooperative and not competitive
A team with common goal
Team players must work hard together to achieve those shared
aims Sharing information and coming to one another’s support.

Theoretical perspectives
Social interdependence theory
Individual’s goals are accomplished
under the influence of the actions
of others (Johnson & Johnson,
2005).
Cognitive perspective
Cognitive theory explores how the process of thinking and learning
occurs by considering the inside of the human mind.
Cognitive perspectives held by researchers are that mutual interaction
between students with “the mental processing of the information
rather than with motivations”

Theoretical perspectives
Social learning theory
The major premise of social
learning theory is that learners
can improve their knowledge and
retention by observing and
modeling the desired behaviors,
attitudes and reactions of others
Constructivist learning theory
Learners are in control of constructing their own meaning in an
active way as a part of learning (Almala, 2005).

Elements of Cooperative Learning
- Positive
interdependence
- Face-to-face interaction
- Individual accountability
- Interpersonal & social
skills, and
- Group processing.

Positive interdependence
- Positive interdependence
means that in cooperative
learning situations, students
are required to work together
as a cohesive group

Face-to-face promotive interaction
The quality of interaction
depends on the group size, and
frequency of students’
cooperation on their learning
tasks (Johnson & Johnson,
1989).

Individual accountability
Positive interdependence is
recognized to create
“responsibility forces” that
increase the individual
accountability of group members
for accomplishing shared work and
facilitating other group members’
work (Johnson & Johnson, 2008).

Interpersonal and social skills
Social and interpersonal skills, such
as listening attentively, questioning
cooperatively and negotiating
respectfully need be taught, to help
students cooperate effectively in the
group (Killen, 2007)

Group Processing
Group processing is defined as
reflecting on a group session to help
students: (1) describe what member
actions were helpful and unhelpful;
and (2) make decisions about what
actions to continue or change.

Group Processing
(i) enables cooperative groups to
maintain good relationships among
group members;
(ii)facilitates cooperative skills of group
members;
(iii)examines the group’s tasks and gives
students feedback on their
participation;
(iv)examines students’ knowledge on
their own learning parts; and
(v)celebrates the success of the small
group, and reinforces group members’
positive behaviors

Teacher… Explore!
The teacher becomes not the
“sage on the stage”, but “the
guide on the side” (Johnson
et al., 1994).
Instead of lecturing-present the main points- allow students
to work in groups- intervenes when there is a need for
clarification- to question a group’s answers-to praise for a
creative idea or the good use of social skills

Prerequisites
- Students need time and a
place to talk and work
together.
- Students need skills at
working together.
- Assessment of activities
should hold both the
group and the individuals
accountable for success.
- Students need to believe
in the value and necessity
of cooperation.

1. Pre-implementation phase:
Specifying instructional objectives,
Determining group sizes and assigning students to groups
Arranging room
Planning instructional materials to promote
interdependence
Assigning group roles
Assigning tasks
Explaining the criteria for success
Structuring positive interdependence and accountability
Specifying desired behaviours.

2. Implementation Phase:
Monitoring behaviour
Intervening if needed
Assisting with needs
Praise

3. Post-implementation Phase:
Providing closure through summarization
Evaluating students’ learning
Reflecting on what happened

Strategies!
Students Teams-Achievement
Division (STAD)
Team-Games-Tournaments (TGT)
Jigsaw Method
Team Accelerated Instruction (TAI)
Group Investigation (GI)
Team Assisted Individualization
(TAI)
Cooperative Learning and Teaching
Scripts (CLTS)
Cooperative Integrated Reading and
Composition (CIRC)
Cooperative Learning Structures
Complex Instruction

Jigsaw Model
Designed by social psychologist
Elliot Aronson
Jigsaw cooperative learning is a
learning strategy that promote
students motivation in learning,
positive attitude and develop
interpersonal skills and enrich
students achievement.

Jigsaw Model
• Define the group project on which
the class will be working.
• Randomly break the class into
groups of 4-5 students each,
depending on the size of the class,
and assign a number (1 to 4-5) to
students in each group.
• Assign each student/number a
topic in which he/she will become an
expert.
• The topics could be related facets
of a general content theme.
• Rearrange the students into expert
groups based on their assigned
numbers and topics.

Jigsaw Model
• Provide the experts with the
materials and resources necessary to
learn about their topics.
• The experts should be given the
opportunity to obtain knowledge
through reading, research and
discussion.
• Reassemble the original groups.
• Experts then teach what they have
learned to the rest of the group.
• Take turns until all experts have
presented their new material.
• Groups present results to the entire
class, and
• They may participate in some
assessment activity.

STAD Model
Student teams-achievement
divisions (STAD) is a Cooperative
learning strategy in which small
groups of learners with different levels
of ability work together
Robert Slavin and his associates.
The most researched, simplest and
straightforward
Based on the fulfilment of instructional
pedagogy.
Used in meeting well-defined
instructional objectives.
Small group of learners with different
levels of abilities and a common goal.

Lesson Designs
• Yes!

Thank you for your time!
Sameer Babu, Ph D
Assistant Professor of Education
University of Kerala
sameer@keralauniversity.ac.in

cooperative leaning whereabouts for better classrooms

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