Cooperative learning is an instructional strategy where students work together in small groups to help each other learn. It is based on the work of Johnson and Johnson and involves intentionally structuring positive interdependence, individual accountability, promotive interaction, and processing. Learning goals can be structured cooperatively, competitively, or individualistically. Cooperative learning involves five key elements - positive interdependence, individual accountability, promotive interaction, teaching of social skills, and group processing. When implemented effectively with these elements, cooperative learning has been shown to improve achievement, critical thinking, relationships between students and with the teacher.

1. COOPERATIVE
LEARNING

2. DEFINITION
What it IS
 What it IS NOT
 Based on theory and work of Johnson and
Johnson


3. COOPERATIVE LEARNING IS…
 Applied
Social Psychology
 Intentional structuring of learning goals
 to
promote Positive Interdependence
 Intentional structuring of learning goals so
that students are encouraged to engage in
Promotive Interaction
 Promotive
Interaction is more likely to
occur when there are 5 key elements
intentionally structured and monitored
throughout the lesson.

4. LEARNING GOALS CAN BE
STRUCTURED 3 DIFFERENT
WAYS:

Cooperatively

Competitively

Individualistically

5. COMPETITIVE LEARNING GOALS
One person can obtain her
goal if and only if the
other fail to obtain theirs
 Negative Correlation
Among Goal Attainments
 Negative Interdependence
 “If I swim, you sink; If you
swim I sink.”
 Individual Goals
 Comparative (Norm
referenced) evaluation
 Winners are rewarded


6. INDIVIDUALISTIC LEARNING
GOALS







Each person’s goal attainment
is unrelated to the goal
attainments of others
No correlation among goal
attainments
No Interdependence
“We are each in this alone.”
Individual Goals
Evaluation is criterion
referenced and may be
limiting.
Rewarded for own product.

7. COOPERATIVE LEARNING







When one person achieves his
goal, ALL others achieve their
goals
Positive correlation among goal
attainments
Positive Interdependence
“We sink or swim together.”
Group Goal
Evaluation is criterion
referenced and encouraging.
Rewarded for group product.

8. INTERACTION PATTERNS
PROMOTIVE: Encouraging
and facilitating each other’s
efforts to achieve
OPPOSITIONAL:
Discouraging and obstructing
each other’s efforts to
achieve.
NO INTERACTION.

9. RESEARCH FINDINGS
1.
2.
3.
4.
5.
Achievement and retention
Critical thinking and higher-level reasoning
Differentiated views of others
Accurate understanding of others’ perspectives
Liking for classmates

10. RESEARCH FINDINGS, CONT.
6.
7.
8.
9.
10.
11.
Liking for teacher
Positive expectations toward future
interactions
Liking for subject areas
Social Skills
Psychological health
Self-esteem

11. 5 KEY ELEMENTS
OF
EFFECTIVE COOPERATIVE LEARNING
GROUPS
Positive Interdependence
 Individual Accountability
 Face-To-Face Interaction
 Direct Instruction of Social Skills
 Processing


12. POSITIVE INTERDEPENDENCE




Message from teacher
Fates are tied together
In your interest to help / be helped
Encourages helping each other
One set of answers from
the group
 One worksheet
 Jigsaw materials
(information)
 One set of materials /
tools to share
 Bonus points
 Same grade for everyone
 Different colored pens

Without Positive Interdependence there may be no motivation to cooperate.

13. INDIVIDUAL ACCOUNTABILITY
The message the
teacher gives to the
students that tells
them:
1. You must do your fair
share of the work.
2.
You must master the
material being learned.
3.
You will be held
accountable for your
share of the work and
mastering the learning.

Using signatures
 Individual Tests
 Different Colored Pens
 Spot Checking as
Students Work
 Randomly Calling on
Students


14. FACE-TO-FACE INTERACTION
The message that
students:
 have a group,
 need to work with their
group,
 need to stay with their
group,
 Work synchronously

Sit at round tables so they
can easily see and hear
one another.
 Designated areas on the
floor (islands)
 Space between the groups
so the teacher can move
between groups.
 “Stay with your group.”


15. DIRECT INSTRUCTION OF SOCIAL SKILLS
Intentionally teaching
social skills like any other
skill.
 Structure regular
opportunities for students
to learn, practice and be
evaluated on social skills
until they become
automatic.
 Establishing a need for
the social skill
 Positively framing rules
as skills
 Include Social Skills in
each lesson





T-chart (looks like / sounds
like)
Role Play what “listening” is
and is not.
Discuss how it feels to be
listened to / ignored.
Ask students to think of a time
when they were listened to.
How did it feel?

16. PROCESSING
Thumbs up or Thumbs down
 Rate yourself
 Intentionally structured 
What did someone in your
time
group do / say that let you
 Reflect on how well we
know you were being
listened to?
worked together / used
 Observer gives data
our social skills (social
skills)
(feedback); Discuss
 Reflect on how well we
 Write an goal for improving /
completed our work
maintaining the high quality
(academic)
of listening for tomorrow’s
 Review data,
work.
 Make a goal for next time  Name 3 things your group
did well in working together.
 Name 1 thing your group
could do even better next
time.


18. COOPERATIVE LEARNING
LESSON PLAN COMPONENTS
Lesson Objective
 Group Size
 Seating Arrangement
(face-to-face)
 Assignment of Roles
 Materials
 Social Skills (directly
taught)

Statement of Task
(positive interdependence)
 Evaluation (individual
accountability; include
social skills)
 Processing (reflection,
how well we worked
together, how well we
mastered learning)


19. FORMULATING OBJECTIVES &
MAKING DECISIONS
Specify Instructional
Objectives
 Decide on Size of Group
 Assign Students to
Groups
 Arrange the Room
 Plan Instructional
Materials to Promote
Interdependence
 Assign Roles to Ensure
Interdependence /
Support Learning Social
Skills


20. STRUCTURING TASK &
INTERDEPENDENCE
Explain the Academic
Task
 Structure Positive Goal
Interdependence
 Structure Individual
Accountability
 Structure Inter-group
Cooperation
 Explain Criteria for
Success
 Specify Desired Behaviors


21. MONITORING & PROCESSING
Monitor Students’
Behavior
 Provide Task Assistance
 Intervene to Teach
Collaborative Skills
 Provide Closure to Lesson
 Evaluate Quality and
Quantity of Student’s
Learning
 Assess How Well The
Group Functioned
 Set Goals


22. WHAT
CHILDREN
CAN DO
TOGETHER
TODAY, THEY
CAN DO
ALONE
TOMORROW.
Vygotsky,
1965