Cooperative learning involves students working in small groups to teach themselves course content. It promotes equality and allows quieter students to voice their opinions. Effective cooperative learning involves groups of 2-4 students covering material, problem-solving, or brainstorming. Peer tutoring is a type of cooperative learning where one student acts as a tutor for other group members. It provides individualized instruction and extra teaching for tutors and tutees. Partner learning pairs individual students to discuss course material to enhance understanding.

1. COOPERATIVE
LEARNING

2. COOPERATIVE LEARNING
Cooperative Learning is one of the most successful
instructional strategies studied in the past two
decades. Simply put, Cooperative Learning is
learning mediated by the learners rather than the
instructor. In Cooperative Learning, learners work in
groups to teach themselves the content being
covered.

3. Why use Cooperative Learning?
Cooperative Learning is an instructional strategy that
allows learners to take over the role of instructor.
Cooperative Learning promotes equality in the
learning session by allowing every participant to
assume the role of instructor.
Cooperative Learning provides an opportunity for
learners who may not wish to speak out in a larger
group a more comfortable setting in which to voice
their opinions.

4. What are the elements of Cooperative
Learning?
Cooperative Learning can involve groups of any size,
from two learners to very large groups; however,
triads are often considered ideal. Cooperative
Learning ses- sions can be used as a way for groups
to cover material, problem solve, brainstorm, or
invent new ideas

5. Peer Tutoring

6. Peer Tutoring
Peer tutoring is the process between two or more
students in a group where one of the students acts
as a tutor for the other group-mates.

7. Theoretical Background
It is useful to define two types of peer tutoring, (a)
incidental and (b) structured peer tutoring.
1. Incidental peer tutoring often takes place,
either at school or while students are playing
after school or when they are socializing.
2. Structured peer tutoring refers to
implemented in specific cases and for specific
subjects, following a well-structured plan
prepared by the teacher.

8. Advantages of peer tutoring
• Children understand easily tutors who are
children, since they are cognitively closer to
each other.
• Peer tutoring not only ensures a good level of
effective and efficient communication and
cooperation in favour of the tutees but also
acts at the benefit of student-tutors as well.

9. TUTORS
• Help students increase their own understanding of
the subject matter as they tutor students in/on,
which boosts confidence and can carry over to their
desire to learn other subjects
• Practice students’ communication skills with junior
students
• Give tutors an opportunity to develop their
own leadership skills

10. TUTEES
• Help tutees feel more at ease, and concentrate better on the
subject matter, with a peer tutor rather than a professional
teacher or consultant.
• According to Goodlad and Hirst (1989), there are four main
benefits for tutees when they seek out peer help:
– Tutees receive individualized instruction
– Tutees receive more teaching
– Tutees (may) respond better to their peers than to their teachers
– Tutees can obtain companionship from the students that tutor them

11. TEACHERS
• Peer tutoring is also beneficial to teachers who may
not have the time to spend with each of their
students one-on-one.
• Help the subject lecturer break the whole class into
small groups so that students have the chance to
learn in a more intimate environment, which allow
them to take more initiative.

12. PARTNER
LEARNING

13. PARTNER LEARNING
PARTNER LEARNING- can provide a one-
on-one learning situation for students in
any educational environment.
- a view of individualized instruction
using a different teaching mode.

14. • The students are allowed to discussed their subjects
with their partners whenever they think such
discussion will be an advantage to learning the
material that is being presented.
• The students are allowed sometimes in class to
work with a question with their partners to discover
if they understand the material being presented
whenever the teacher thinks it will be an advantage.