Cooperative learning involves students working in groups to help each other learn. It has two key components: a cooperative incentive structure and cooperative task structure. Groups are made up of students with mixed abilities. Each student is accountable for their own learning while also contributing to the group. Effective cooperative learning involves heterogeneous grouping, ensuring students have necessary social skills, clear goals and evaluation methods for tasks. The document then describes various cooperative learning structures and their purposes, advantages of cooperative learning, potential disadvantages, and provides an example lesson on constructive communication strategies.

1. Cooperative
Learning
Franklin De Flor

2. Cooperative Learning
• It is where the students work
in group or team to help each
other learn.
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3. Characteristic Features
• It has two important components
–Cooperative incentive structure
–Cooperative task structure
• Students work in team to tackle
academic task
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4. • Reward system are group-oriented
rather than individually-oriented.
• The interactions within the group is
controlled by the members
themselves
• Teams are made up of mixed abilities.
High, average, and low achievers.
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5. • Each individual learner is accountable
for his/her learning.
• The group reflects on and evaluates
the group process they underwent
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6. Guidelines for its Effective use
• Heterogeneous grouping where in
high, average and low.
• Make sure that the students
exhibits the necessary social
skills to work cooperatively in
group situation.
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7. • Arrange the furniture so that the
groups of students can sit facing each
other during session.
• Provide adequate learning tools so as
not to make others wait at a time that
are needed.
• Make sure each group understands
the goals, procedures, task and
methods of evaluation.
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8. Overview of selected structures
in cooperative learning
Teambuilding
• Roundrobin
• Each students in turn share
something with his/her teammates.
• Expressing ideas and opinions.
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9. Class building
• Corners
• Each students moves to a corner of
the room representing a teacher-determined
alternative.
• Seeing alternative hypotheses,
values, problemsolving, approaches.
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10. Communication Building
• Match Mine
• Students attempt to match the
arrangement of object on a grid of
another student using oral
communication only
• Vocabulary development,
communication skills, role taking
ability.
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11. Mastery
• Numbered Heads Together
• The teacher ask a question, students
consult to make sure everyone knows
the answer, then one student is called
upon to answer.
• Review, checking for knowledge,
comprehension. Tutoring.
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12. Mastery
• Color-coded co-op cards
• Students memorize facts using a flash
card game. The game is structured so
that there is a maximum probability of
success at each step, moving from
short term to long term memory.
Scoring is based on improvement.
• Memorizing facts, helping, praising.
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13. Mastery
• Praise Check
• Students work in pairs within the groups of
four. Within pairs students alternate – one
solves a problem while the other coaches.
After every two problems the pair checks
to see if they have the same answer as the
other pair.
• Practicing skills, helping, praising
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14. Concept development
• Three step interview
• Students interview each other in pair, first
one way, then the other. Students each
share with the group information they
learned in the interview
• Sharing personal information such as
hypothesis, reactions to a poem,
conclusion from a unit. Participation,
listening.
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15. Concept development
• Think-pair share
• Students think to them selves on a topic
provided by the teacher; they pair up with
another student to discuss it; they then
share their thoughts with the class.
• Generating and revising hypothesis,
inductive reasoning, application.
Participation, involvement.
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16. Concept Development
• Team Word-Webbing
• Students write simultaneously on a piece
of chart paper, drawing main concepts,
supporting elements, and bridges
representing the relation of ideas in a
concept.
• Analysis of concepts into components,
understanding multiple relations among
ideas.
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17. Multifunctional
• Roundtable
• Each student in turn writes one answer as
a paper and a pencil are passed around
the group. With simultaneous roundtable
more than one pencil and paper are used
at once.
• Assessing prior knowledge, practising
skills, recalling information, creating
cooperative art.
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18. Multifunctional
• Inside-outside circle
• Students stands in pairs in two concentric
circles. The inside circle faces out; the
outside circle faces in. students use flash
cards or respond to the teacher questions
as they rotate to each new partner.
• Checking for understanding, review,
processing, helping. Tutoring, sharing,
meeting classmates.
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19. Multifunctional
• Partners
• Students work in pairs to create or master
content. They consult with partners from
other teams. Then they share their
products or understanding with the other
partner in their team.
• Mastery and presentation of new material,
concept development. Presentation and
comm. Skills.
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20. Multifunctional
• Jigsaw
• Each student on the team becomes an
“expert” on the topic by working with
members from other teams assigned the
corresponding expert topic. Upon returning
to their teams, each one in turn teaches
the group; and students are all assessed
on all aspects of the topic.
• Acquisition and presentation of new
material,
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21. Multifunctional
• Co-op Co-op
• Students work in groups to produce a
particular group product to share with the
whole class; each student makes a
particular contribution to the group.
• Learning and sharing complex material,
often with multiple sources; evaluation;
application; analysis; synthesis. Conflict
resolution; presentation skills.
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22. Advantage of Cooperative Learning
• Interdependent relationship is
strengthened and reinforced when group
cooperation is rewarded.
• Group work develops friendliness,
willingness to assist and more worthwhile
value of caring and sharing.
• Cooperation in groups promotes maximum
generations and exchange of ideas,
tolerance and respect for other people’s
points of view.
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23. • Cooperative learning groups exhibits
less competitive behavior compared
to whole-class teaching classroom
• The group members gain skills of
cooperation and collaboration through
experience.
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24. Disadvantage Cooperative Learning
• People need to go at different speeds.
• Some people need to go at different
speeds while doing the lab to fully
understand and absorb the information. It
seems that while working in a group,
someone is either slowed down or forced
to catch up faster then they would like to.
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25. Someone may try to take over the group.
• I think that one of the biggest problems of a
group situation is the balance of power.
Not all people are given an equal voice in a
group. Usually there is one group leader
that everyone defers to. Another person
takes care of the data. Some people end
up feeling overlooked or unappreciated.
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26. Quiet people may not feel comfortable.
• Some students are shy or reserved and
feel awkward when working with others.
• Often when I hear that we have to work in
groups I get very uneasy. I do not always
like to meet new people. I do not know how
they will take my beliefs and values.
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27. Sometimes people just don't get along.
• Sometimes people just don't get along no matter
how hard they try, their personalities clash. In
these cases long time lab partners would be
horrible, you spend more time over coming your
differences than actually doing the work.
• There could be arguing with group members.
When you put a group of people that have never
worked together . . . personalities might lead to
arguments, this would waste time and lead to an
unproductive group.
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28. People may not pull their weight.
• I get very angry when we all work so
hard and then one person who did
nothing all lab asks to get the
answers. I realize that there could be
multiple reasons for why this person
did not pull their weight, other then
that they might be lazy. However, it is
a very frustrating situation.
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29. It is not fair!
• Often times group members will not
equally contribute to a task in which
the whole group receives one grade.
So if a member does not fully
participate they may be given a grade
that they do not deserve.
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30. A concept may not be understood as
well if a person doesn't have to
figure it out.
• At times you miss things that you would
learn by doing the project on your own.
• Sometimes peer groups get lazy and just
give group members answers to a certain
problem without explaining how they
arrived at their conclusions. Because of
this, no real knowledge has been gained.
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31. The time spent talking about
irrelevant topics is unbelievable.
• One last problem of group work is
that sometimes nothing gets done
because everyone is talking about
everything but what they are
supposed to be doing!
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32. Sample Lesson
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33. Constructive Communication
Strategies
• Purpose: To practice positive (as
opposed to negative)
communication skills.
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34. Time
Instructor
Activities
Learner
Activities
Techniques /
Equipment
10
min
Provide
information on
constructive
communication
Guide activity
Identify and give
the context
for constructive
communication
strategies
Base group,
flipchart,
pens
10
min
Collect
communications
strategies
Debrief activity
Share effective
communication
strategies
Discuss aids to
process
Whole
group
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35. • Organizer: Constructive communication
helps to get the job done.
• Objective: Identify and give the context for
constructive communication strategies to
accomplish as particular task {for instance:
to complete a project that culminates in a
presentation by the group}.
• Time: 20 minutes
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36. • Techniques / Equipment: Discussion,
information and personal experiences.
• Process: In base groups:
– Discuss and give examples of ways to
encourage constructive communication.
– Experiment with positive communication
methods and their effectiveness in the
individual groups.
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37. • Group Success: Everyone in the group
can identify the communication methods.
• Accountability: Share effective
communication strategies with the whole
group.
• Debrief: Identify how constructive
communication assists in completing
tasks.
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38. Thank You
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