Cooperative learning involves students working in small groups to help each other learn. It has several key components: positive interdependence where students rely on each other to succeed, individual accountability, group processing to improve cooperation, development of social skills, and face-to-face interaction. Cooperative learning has been shown to promote higher-level thinking and social development more than traditional learning methods where students work independently or competitively. The document provides an example of applying cooperative learning principles to a physics lesson where students work together to answer questions about energy conservation.

1. Cooperative Learning
Ideas for
Effective
Classroom
Practice

2. Cooperative Learning
in the Physics Classroom
The presentation is based upon the “Learning
Together” model developed by Johnson, D.,
Johnson, R. & Holubec, E. (1988). Circles of
Learning: Cooperation in the Classroom.
Edina, MN: Interaction Book Company.
Several other models exist (e.g., Slavin), but
the above model is perhaps the most
applicable to physics teaching.

3. Cooperative Learning
v. Other Forms of Learning
Cooperative learning is just one form of
classroom/student learning structure.
Other forms include:
– Individualized (criterion-based grading system)
– Competitive (norm-based grading system)
Cooperative learning is perhaps the most
important of the three types of learning
situations, yet it is the least used (<20% time).
Cooperative learning cf collaborative learning.

4. Cooperative Learning:
Definitions & Traits
Cooperation -- working together to
accomplish shared goals
Cooperative Learning -- the instructional use
of small groups wherein students work
together to maximize their own and each
other’s learning
Common Elements:
– shared learning goals -- desired future state in which the
students demonstrate as a group and individually a
mastery of the subject studied
– goal structure -- specifies the ways in which students will
interact with each other and the teacher during the
instructional session

5. Not all group learning is
cooperative learning.
groups arguing over divisive conflicts and
power struggles
a member sits quietly, too shy to participate
one member does the work, while the other
members talk about sports
no one does the work because the one who
normally works the hardest doesn’t want to
be a sucker
a more talented member may come up with all
the answers, dictate to the group, or work
separately, ignoring other group members

6. Effective Cooperation
…does not occur by chance.
…can not be based on the assumption
that all students possess good social
and learning skills.
…occurs when the essential
components required for each
cooperative activity are ensured.

7. Learning Together:
Essential Components

8. Positive Interdependence
Students have two responsibilities:
– learn the assigned material
– ensure that all members of the group learn the material
Each student should see his or her
contribution as essential for group success.
– each student makes unique contribution
Interdependence occurs when students
cannot succeed unless all their group
members also succeed.
Structuring interdependence: common goal, joint
rewards, divided resources, complimentary roles

9. Individual Accountability
Teacher must assess (directly or indirectly)
how much effort each member is contributing
to the group’s work.
Teacher must provide feedback to groups and
individual students.
Teacher must help groups avoid redundant
efforts by members.
Teacher must ensure that every member is
responsible for the final outcome.

10. Group Processing
n.b: At the end of the process, students
reflect to determine which member actions
were helpful and which were harmful.
Students then make decisions about which
actions to continue, change, or delete.
Such processing allows groups to:
– focus on maintaining good working relationships.
– learn and improve cooperative skills.
– provide feedback on member participation.
– think at a metacognitive level as well as cognitive level.
– celebrate success of the group.

11. Social Skills
Students must get to know and trust one
another.
Students must communicate accurately and
unambiguously.
Students must accept and support each
other.
Students must resolve conflicts
constructively.

12. Face-to-Face Interaction
Successful interaction occurs as a result of
positive interdependence.
To maximize opportunity for success:
– keep groups small (2 - 6 students)
– keep groups heterogeneous within, homogeneous without
– assist students with guidelines for interaction:
• acceptance, support, trust, respect
• exchange of information
• motivation

13. What’s the difference?
Cooperative Group Traditional Group
Positive interdependence No interdependence
Individual accountability No individual accountability
Heterogeneous membership Homogeneous membership
Shared leadership One leader
Responsible to each other Responsibly only for self
Task & maintenance emphasized Only task emphasized
Social skills directly taught Skills assumed or ignored
Teacher observes & intervenes Teacher ignores groups
Group processing occurs No group processing
Mutual assistance Competitive

14. The Advisability of Using
Cooperative Learning
Works well with inquiry and constructivist
approaches.
Supports multiculturalism efforts.
Promotes social development.
Assists with classroom discipline.
Provides for more than one “teacher.”

15. Cooperative Learning
Cooperative learning has the best and largest
empirical base of any educational innovation.
Cooperative processes have been shown to
advance higher-level conceptual learning.
Cooperative learning at the high school level
is well worth exploring.
A fad (top down) or a trend (bottom up)?

16. A Working Example
View the UHS videotape relating to cooperative
learning, “Is energy conserved?”
Read the article, Nondirected Research Projects
in Physics Coursework, The Physics Teacher, Vol.
34, March 1996, pp. 158 - 161.
Each student is free to write responses to
questions provided under Cooperative Learning
Lesson Analysis hyperlinked through Cooperative
Learning in course syllabus.