Cooperative learning is an instructional strategy where students work in small groups to collaboratively achieve a common goal, encouraging teamwork and individual accountability. It enhances students' learning by fostering motivation, social skills, empathy, and diverse interactions while minimizing competition among individuals. Effective cooperative learning involves clear objectives, structured teamwork, and various techniques, ensuring all members actively contribute and benefit from the group process.

1. UNIT - 7
COOPERATIVE LEARNING
Presented By:
DR. DANIYAL MUSHTAQ
merri786@hotmail.com
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2. hafiz Imtiaz Hussain, M.phil Education, 03006033662 2

3. Cooperative Learning
 Cooperative learning activities require students to work
together in small groups to complete a project or
activity, operating as a team to help each other succeed.
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4. Cooperative Learning
 Cooperative learning is defined as “ small groups of
learners working together as a team to solve a problem ,
complete a task, or accomplish a common goal.”
- (Artz & Newman 1990) .
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5. Cooperative Learning
 Cooperative learning is the process of breaking a
classroom of students into small groups so they can
discover a new concept together and help each other learn.
The idea of cooperative learning has been around for
decades, but it never got to the same prominence as
blended learning or differentiated instruction.
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6. 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.
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7. Why Cooperative Learning?
 Cooperative Learning enhances student learning by:
 providing a shared cognitive set of information between students,
 motivating students to learn the material,
 ensuring that students construct their own knowledge,
 providing formative feedback,
 developing social and group skills necessary for success outside the
classroom, and
 promoting positive interaction between members of different cultural and
socioeconomic groups.
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8. Benefits of CL
 It promotes self-esteem and makes feel better about themselves, school
and others.
 It promotes higher achievement, develops social skills including
listening, taking turns, conflict resolution skills, leadership skills and
team work skills
 It teaches to cooperate with others and do their best.
 It welcomes to benefit from their classmates’ knowledge and thoughts.
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9. Cont.
 It protects less capable from impossible challenges.
 It facilitates problem solving skills and creativity.
 It leads to more relaxed atmosphere, greater motivation &
increased student talk.
 It makes student appreciate differences & diversity. It removes
damaging competition between and among students and creates
competition among groups.
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10. Cont.
 It builds empathy i.e. understanding and appreciating the point
of view and feeling of others, being considerate of others
 It leads to equal and increased participation .
 It creates the feeling that “ Alone we are struck; in interaction
we grow”
 It prepares students for the interdependent team-based workplace
of the 21st Century.
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11. Components of Successful CL
1. Positive interdependence (We instead of Me) a sense of
working together for a common goal. Each member is affected
by the actions of other group members. You cannot succeed
unless they do. Their work benefits you and your work benefits
them.
2. Individual accountability whereby every team member feels
in charge of their own and their teammates’ learning and makes
an active contribution to the group. Everyone's effort counts.
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12. Components of Successful CL
3. Face-to-face interaction where learners explain, argue,
elaborate and link current material with that they have learned
previously.
4. Collaborative skills: Sufficient interpersonal social skills ,
involving an explicit teaching of appropriate leadership ,
communication , trust and conflict resolution skills so that the
team can function effectively.
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13. Cont.
5. Group processing: team reflection , whereby the teams
periodically assess what they have learned, how well they are
working together and how they might do better as a learning
team.
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14. When is Group Work not Cooperative Learning?
 The needs of a relatively low-preforming student are ignored.
 Some gifted students carry along the others.
 A group’s product earns a grade awarded to all students without
regard to individual growth or participation.
 The reward structure penalizes groups whose members include
low achievers by failing to recognize improvement as an
important contributor to team success.
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15. When is Group Work not Cooperative Learning?
 A group activity does not involve members in promotion of each
other’s achievement.
 There is no instruction on how to work together effectively and
how to evaluate effectiveness.
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16. Teacher’s Role
1- Before the lesson:
• Make sure the learning objectives are clear
• Decide on group size and membership
• Determine the materials necessary for the group
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17. Cont.
2- developing students’ social skills:
 Set rules for cooperating and ensure that they are implemented such as:
 Work quietly together on team assignment
 Ask for explanation not answers .
 Listen carefully to teammate ‘ questions.
 Ask teammates for help if you need it.
 Help each other stay on task .
 Ask the teacher for help only if you have asked everyone on your team and
discovered they cannot help. 17

18. 3- Establish Good Teamwork in which:
• Team members are facing each other ,desks or chairs are close to each other.
• Team members have all material ready.
• Team members are taking turns.
• Every team member is working hard.
• Team members are listening to each other.
• Team members are using twelve-inch voices.
• Team members are asking “ will you please explain?”.
• Team members are saying “it is your own”.
• Team members are saying “ let’s see if each of us knows this.”
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Cont.

19. hafiz Imtiaz Hussain, M.phil Education, 03006033662 19

20.  Jigsaw
 Three-step Interview
 Roundtable
 Focused Listing
 Structured Problem-solving
 One Minute Papers
 Paired Annotations
 Team Expectations
 Double Entry Journal
 Uncommon Commonalities
 Guided Reciprocal Peer
Questioning
 Structured Learning Team Group
Roles
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Cooperative Learning Structures and Techniques

21. Cooperative Learning Strategies
 Jigsaw (often used with narrative materials)
 Each team member is responsible for learning specific part of a topic.
After meeting members of other groups, who are the “expert” in the same
part, the experts return to their own groups and present their findings and
teach them to other group members. Team members then are quizzed on
all topic.
 Think-Pair-Share
Students spend a few minutes thinking individually about a solution to a
problem posed by the teacher, then discuss their ideas with a peer before
sharing their ideas with the whole group. 21

22. Cont.
 Numbered Heads Together: A team of four is established. Each member is
given a number of 1,2,3,4. Questions are asked and groups work together.
Teacher calls out a number (two) and each two is asked to give the answer.
 Round Robin Brainstorming: Groups appoint one member as the recorder.
A question is posed with many answers and students are given time to think
about answers .After the “think time” ,members of the team share responses
with one another round robin style. The recorder writes down the answers of
the group members. The person next to the recorder starts and each person
in the group in order gives an answer until time is called. 22

23. Cont.
 Group Investigations: Are structured to emphasize higher-order thinking
skills such as analysis and evaluation. Students work to produce a group
project, which they may have a hand in selecting.
 Circle The Sage: The teacher may ask who in the class was able to solve
a difficult question. Those students (the sages) stand and spread out in the
classroom. The teacher then has the rest of the classmates each surround a
sage, with no two members of the same team going to the same sage. The
sage explains what they know while classmates listen, ask questions, and
take notes. All students then return to their teams. Each in turn ,explains
what they learned. 23

24. Roundtable
 Roundtable structures can be used to brainstorm ideas and to generate a
large number of responses to a single question or a group of questions.
 Faculty poses question.
 One piece of paper and pen per group.
 First student writes one response, and says it out loud.
 First student passes paper to the left, second student writes response, etc.
 Continues around group until time elapses.
 Students may say "pass" at any time.
 Group stops when time is called. 24

25. Focused Listing
 Focused listing can be used as a brainstorming technique or as
a technique to generate descriptions and definitions for
concepts. Focused listing asks the students to generate words to
define or describe something. Once students have completed
this activity, you can use these lists to facilitate group and class
discussion.
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26. Structured Problem-solving
 Structured problem-solving can be used in conjunction with several other cooperative
learning structures.
 Have the participants brainstorm or select a problem for them to consider.
 Assign numbers to members of each group (or use playing cards). Have each member
of the group be a different number or suit.
 Discuss task as group.
 Each participant should be prepared to respond. Each member of the group needs to
understand the response well enough to give the response with no help from the other
members of the group.
 Ask an individual from each group to respond. Call on the individual by number (or
suit).
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27. One Minute Papers
 Ask students to comment on the following questions. Give them one
minute and time them. This activity focuses them on the content and can
also provide feedback to you as a teacher.
 What was the most important or useful thing you learned today?
 What two important questions do you still have; what remains unclear?
 What would you like to know more about?
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28. Structured Learning Team Group Roles
 When putting together groups, you may want to consider
assigning (or having students select) their roles for the group.
Students may also rotate group roles depending on the activity.
 Potential group roles and their functions include:
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29. Structured Learning Team Group Roles
 Leader - The leader is responsible for keeping the group on the
assigned task at hand. S/he also makes sure that all members of the
group have an opportunity to participate, learn and have the respect of
their team members. The leader may also want to check to make sure
that all of the group members have mastered the learning points of a
group exercise.
hafiz Imtiaz Hussain, M.phil Education, 03006033662 29

30. Structured Learning Team Group Roles
 Recorder - The recorder picks and maintains the group files and
folders on a daily basis and keeps records of all group activities
including the material contributed by each group member. The recorder
writes out the solutions to problems for the group to use as notes or to
submit to the instructor. The recorder may also prepare presentation
materials when the group makes oral presentations to the class.
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31. Structured Learning Team Group Roles
 Reporter - The reporter gives oral responses to the class about the
group's activities or conclusions.
 Monitor - The monitor is responsible for making sure that the group's
work area is left the way it was found and acts as a timekeeper for timed
activities.
 Wildcard (in groups of five) - The wildcard acts as an assistant to the
group leader and assumes the role of any member that may be missing.
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32. Send-A-Problem
 Each member of a group generates a problem and writes it down on a card. Each
member of the group then asks the question to other members.
 If the question can be answered and all members of the group agree on the answer, then
that answer is written on the back of the card. If there is no consensus on the answer,
the question is revised so that an answer can be agreed upon.
 The group puts a Q on the side of the card with the question on it, and an A on the side
of the card with an answer on it.
 Each group sends its question cards to another group.
 Each group member takes ones question from the stack of questions and reads one
question at a time to the group. After reading the first question, the group discusses it.
 If the group agrees on the answer, they turn the card over to see if they agree with the
first group's answer
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33. Value Line
 One way to form heterogeneous groups, is to use a value line.
 Present an issue or topic to the group and ask each member to determine
how they feel about the issue (could use a 1-10 scale; 1 being strong
agreement, 10 being strong disagreement).
 Form a rank-ordered line and number the participants from 1 up (from
strong agreement to strong disagreement, for example).
 Form your groups of four by pulling one person from each end of the
value line and two people from the middle of the group (for example, if
you had 20 people, one group might consist of persons 1, 10, 11, 20).
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34. Team Expectations
 Some of the common fears about working with groups include student
fears that each member will not pull their weight as a part of the group.
Students are scared that their grade will be lower as a result of the group
learning vs. learning they do individually. One way to address this issue
is to use a group activity to allow the group to outline acceptable group
behavior. Put together a form and ask groups to first list behaviors
(expectations) they expect from each individual, each pair and as a group
as a whole.
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35. Double Entry Journal
 The Double Entry Journal can be used as a way for students to take notes
on articles and other resources they read in preparation for class
discussion.
 Students read and reflect on the assigned reading(s).
 Students prepare the double entry journal, listing critical points of the
readings (as they see them) and any responses to the readings, in general,
or specific critical points.
 Students bring their journal notes to class
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36. Guided Reciprocal Peer Questioning
 The goal of this activity is to generate discussion among student groups about a specific
topic or content area.
 Faculty conducts a brief (10-15 minutes) lecture on a topic or content area. Faculty may
assign a reading or written assignment as well.
 Instructor then gives the students a set of generic question stems.
 Students work individually to write their own questions based on the material being
covered.
 Students do not have to be able to answer the questions they pose. This activity is
designed to force students to think about ideas relevant to the content area.
 Students should use as many question stems as possible.
 Grouped into learning teams, each student offers a question for discussion, using the
different stems.
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37. Sample question stems
 What if...?
 How does...affect...?
 What is a new example of...?
 Explain why...?
 Explain how...?
 How does this relate to what I've learned before?
 What conclusions can I draw about...?
 What is the difference between... and...?
 How are...and...similar?
 How would I use...to...?
 What are the strengths and weaknesses of...?
 What is the best...and why?
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